洪堡州立大学

The program is designed and administered by Psychology Department faculty utilizing guidelines set forth by the California Commission on Teacher Credentialing. The current program is an 85-semester unit sequence consisting of coursework, field experience and research training that requires a minimum of three years to complete. The first two years combine coursework and supervised fieldwork, while the third year consists of a supervised internship.

The program combines a master’s degree in Psychology (M.A.) with a credential authorizing service in California as a school psychologist. The program is accredited by the California Commission on Teacher Credentialing (CCTC).

Program Outcomes

Psychological Foundations: Each graduate student must demonstrate the ability to use knowledge of human development to assist parents and school personnel to understand typical and atypical development, the biology of normal human development as well as developmental psychopathology, and strategies for maximizing children’s learning and development.

Educational Foundations: Each graduate student must demonstrate appropriate knowledge of historical, political and educational laws, policies, and procedures that affect public education.

Legal, Ethical & Professional Foundations: Each graduate student must demonstrate appropriate knowledge of legal, ethical, and professional policies, and practices.

Data-based Decision Making and Accountability-Assessment/Intervention/Evaluation of Cognitive and Academic Skills: Each graduate student must demonstrate the ability to collect, analyze, interpret, and integrate multiple sources of information regarding the cognitive and scholastic development of pupils in order to assist parents and school personnel to make informed educational decisions regarding instructional needs.

Data-based Decision Making and Accountability – Assessment & Intervention for Socialization, Emotional, Behavioral, and Life Skills: Each graduate student must document the ability to collect, analyze and interpret multiple sources of information regarding the social, emotional and behavioral development of pupils in order to assist parents and school personnel to make informed decisions regarding behavioral needs.

Consultation & Collaboration: Each graduate student must document the ability to use both problem-solving (client-centered) and process-focused (consultee-centered) models of consultation.

Mental Health: HSU trained school psychologists demonstrate knowledge about the full range of school-based mental health programs – from preventative “wellness” programs, to school-based counseling and behavioral intervention, to crisis assessment and effective intervention.

Human Diversity in Development & Learning: HSU trained school psychologists must demonstrate the sensitivity and skills needed to work with individuals of diverse backgrounds and developmental abilities, and to implement strategies selected or adapted based on individual characteristics, strengths, and needs.

Family, School & Community Collaboration: Graduate students must demonstrate the knowledge and ability to provide support and assistance for family members in order to help them become effective participants in all aspects of children’s schooling.

Research & Technology: HSU trained school psychologists must demonstrate the ability to use their knowledge of research, statistics, and evaluation methods to inform all areas of practice, from choosing appropriate methods for collecting information to making recommendations for interventions based on empirical evidence.