MA in Applied/School Psychology

The Master of Arts in Psychology: Option in Applied Psychology/School Psychology (Pupil Personnel Services Credential)

Graduate-level work in school psychology has a long and distinguished history at California State University, Chico. The program was founded by Dr. Hugh M. Bell and was the first graduate program offered by the Department of Psychology. The department offers the Master of Arts in Psychology: Option in Applied Psychology/ School Psychology in combination with the coursework required to earn the Pupil Personnel Services (PPS) School Psychology credential through their program. In order to obtain the MA and the credential, both of which are required to practice as a school psychologist in California, the typical entering graduate student with an undergraduate background in psychology will require six graduate semesters. The School Psychology Program is competency based. In each required course, a number of specific competencies must be mastered in order to successfully complete the program and obtain the credential.

School psychologists work with children from infancy through young adulthood, and with their parents, teachers, and other professionals to enhance the quality of their educational experience and healthy development. In a typical day, a school psychologist might confer with teachers or parents about students, observe a student in a classroom, make a presentation in a classroom about social or study skills, meet with children individually for psychoeducational assessment or counseling, and handle a half dozen calls to parents and other professionals. Professional skills include consultation, instruction, program development, assessment, counseling, and research.

Please see the topics below for specific details about our program.

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School Psychology as a Profession

• 1. What does a school psychologist do?

  Today's children face more challenges than ever before. School psychologists have specialized training in both psychology and education. They use their training and skills to collaborate with educators, parents, and other mental health professionals to ensure that every child learns in a safe, healthy, and supportive environment. School psychologists provide direct support and interventions to students to improve academic achievement, promote positive behavior and mental health, strengthen family-school partnerships, and improve school-wide assessment and accountability. School psychologists provide solutions for tomorrow's problems through thoughtful and positive actions today.

• 2. What is the career outlook for school psychologists?

  School Psychology was ranked 2nd for Social Service jobs and 14th in general in 2018 by U.S. News & World Report. There is a 100% job placement rate for Chico State graduates, meaning that everyone is employed in the field after finishing the program.

• 3. How is the role of a school psychologist different from a school counselor?

  School psychologists and school counselors often work closely together to meet the academic and social emotional needs of school-aged youth.

  School psychologists provide direct and indirect services such as intervention, consultation, counseling, crisis response preparation, and systems change. In addition, they also work with students by conducting individual assessments. The Chico State School Psychology program awards a Master of Arts in Psychology: Applied Option/School Psychology and only recommends candidates for the Pupil Personnel Services Credential in School Psychology from the California Commission on Teacher Credentialing.

  The role of school counselors emphasizes the social-emotional, career readiness, and academic needs of all students. Typically, they provide direct services through individual and group counseling, classroom lessons, and academic advising.

Admissions to Chico State’s School Psychology Program

• 4. How do I apply to the program?

  We have a separate page where you can find detailed application instructions.

• 5. Are there prerequisites for the program?

  Yes, we require an upper-division course in each of the five areas listed below. Since course names may vary, a short description of the course content has also been included. You may contact Dr. Dave Hibbard ( drhibbard@csuchico.edu) before admission to get an idea of what courses might be considered equivalent, but no formal approvals will occur until after you have been admitted to the school psychology program.

  • Psychology of Learning – An examination of the principles of learning and the environmental determinants of behavior change, emphasizing fundamental mechanisms such as habituation, sensitization, classical conditioning, and operant conditioning.
  • Statistics for Psychology – The analysis of research data in psychology using inferential statistical methods, with an emphasis on relevant statistical designs, understanding statistical conclusions in published research, and professional report writing. Descriptive statistics, graphing, hypothesis testing, correlation and regression, chi-square, t-tests, and analysis of variance. Single factor designs and ANOVA, post-hoc comparisons, repeated measures ANOVA, and simple factorial designs. Professional reporting of research. Laboratory provides examples, applications, and development of research data analysis and statistical evaluation skills.
  • Child Psychology - Physical, mental, social, and emotional factors of human growth and development from infancy through adolescence.
  • Cognitive Psychology - An in-depth examination of current research and theory in cognition. Topics include attention, memory models, language, problem solving, creativity, reasoning, decision making, human and artificial intelligence, and cognitive development.
  • Tests and Measurements – Basic psychological measurement theory and principles of test construction.
• 6. Do all prerequisites need to be completed before beginning the program?

  The purpose of the prerequisites is to help ensure success in coursework specific to the school psychology program. Therefore, all prerequisites are to be completed prior to beginning program coursework. Having a plan for completing all prerequisites when you apply will increase the competitiveness of your application.

• 7. Is the GRE required?

  No, we require neither the GRE General Test nor the Psychology Subject Test.

• 8. What if my GPA score is lower than the required 3.0?

  Your GPA is only one consideration in the larger picture of your application package. You may have other aspects of your application packet that are outstanding and compensate for the low GPA.

• 9. What should I consider when choosing someone to provide a letter of recommendation?

  Recommendations should be of a professional nature and obtained from professors, supervisors, and colleagues. Recommendations should address your ability to work with others, persevere to complete a 3-year graduate program, your attention-to-detail, and your ability to follow directions.

• 10. I already have a master’s degree in a related field (e.g., social work, school counseling, special education). Do I still have to take the master’s coursework?

  Graduate courses in related fields do apply, and up to three courses may be waived. You must apply to the program in the standard application cycle. If you are admitted to the program, then the faculty will work with you to create an individual learning plan. This will include a thorough review of all your prior graduate training records.

• 11. I want to gain experience in the field to strengthen my application. What are some of the jobs of current students?

  Students typically obtain related experience working as: behavioral technicians, counselors for at-risk populations, substitute teachers, and teachers’ assistants.

• 12. How do I pay for my graduate program?

  Students often apply for financial aid to complete graduate work. The first step is completing the FASFA. The state of California also has a new grant program for aspiring school professionals called the Golden State Teacher Grant Program. The grant program awards funding to aspiring school psychologists as well as teachers and school service professionals. Some students also choose to work part time during the program, and work study positions are available on campus for those who qualify—a few are directly related to school psychology.

  

Specific Details About our Program

• 13. How long is the program and can it be completed in a more expedient fashion?

  The program is accredited through CASP and NCSP at the state and national levels and follows a specific scope and sequence of coursework and field-based experiences. As such, the minimum amount of time to complete the program is 3 years.

• 14. Can I attend part-time? How long will a part-time course of study take to complete?

  Yes, you may attend part-time. Our courses are designed to be taken consecutively, such that you take your learning from one course into the next course in the sequence. The faculty will work with you to create an individual learning plan to meet your needs.

• 15. When are classes typically offered?

  Classes are typically offered on Monday through Friday during daytime and early evening hours. No summer or online classes are offered.

• 16. Is it possible to work while I attend the program?

  The program is time and coursework intensive and outside employment over 10 hours per week is not recommended after the first year. That said, many of our students hold part-time jobs outside of the program, particularly during their first year.

• 17. Are graduate assistantships and/or graduate work-study opportunities available?

  Graduate assistantships and work study opportunities are dependent on funding for faculty research and finances made available through student financial services. Since 2018, the program has typically supported 2-3 graduate student workers on a part-time basis each year.

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