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California State University - East Bay
Updated: 05/30/2024Department of Educational Psychology
25800 Carlos Bee Blvd. A&E Bldg. #382A
Hayward, CA 94542-3000
Program Director: Oanh Tran
E-mail: oanh.tran@csueastbay.edu
Program Website: https://www.csueastbay.edu/epsy/graduate-programs/school-psychology.html
* The School Psychology Graduate Program at CA State University East Bay is the only nationally accredited Master's/Specialist program in the San Francisco, Bay Area recognized by the National Association of School Psychologists (NASP). The program philosophy is to train graduate students in evidence-based practice to promote social justice and equity within diverse school communities. Social justice entails providing all PK-12 students with the support, skills, and services they need to reach their full potential despite facing poverty and other significant challenges. The School Psychology program is dedicated to fostering the academic and social-emotional development of children, families, and communities.
This is a three-year, full-time specialist-level School Psychology program. Candidates are required to complete two years of coursework and a full-time minimum 1200 hour School Psychology Internship during the third year. We are a multidisciplinary program, with core training in School Psychology, complemented by integrated training and coursework in counseling and marriage and family therapy. Upon graduation, candidates earn the following:
-a Master's in Counseling degree,
-a School Psychology Credential, AND
-Training and Coursework toward Marriage and Family Therapy (MFT) licensure
As a nationally accredited program, we adhere to professional guidelines established by NASP Training Standards to promote educationally and psychologically healthy environments for children and youth. This involves implementing research-based, effective programs aimed at preventing problems, enhancing independence, and promoting optimal learning. We achieve this through innovative research and training, advocacy, ongoing program evaluation, and providing caring professional service.
We collaborate with Districts across Northern CA and throughout the San Francisco Bay Area, placing our trainees in these districts for field-based experiences for practicum and internship. Our trainees receive comprehensive training experiences in PK-12 systems, ensuring they are well-prepared to making meaningful contributions to the educational and social-emotional development of children, families, and communities.
The Goals of the program are to provide NASP and CCTC Training Standards based on instruction, field-based placements, and cohort learning opportunities to develop foundation for practice, professional skill and knowledge, competency demonstration, and professional identity.
1) Foundation for Practice- Dispositions to establish rapport and professional relationships
2) Professional Skills and Knowledge- Opportunities to practice professional skills and apply evidence-based knowledge
3) Demonstration of Competency- Integration of skill and knowledge in the Scientist-Practitioner Model
4) Professional Identity as School Psychologists- Reflection and goal setting to transition to independent practice and career-long development
Programs Offered and Program Approvals
- Specialist level, NASP Approved/Accredited (full)
Approved by the State Department of Education
Other Accreditations: Marriage and Family Therapy
Graduation Credit Hours: 95
Not Accessible to Working Professionals
Does not offer at least 50% of instruction via distance education
Financial Support
Student Enrollment Data
* Note: Minority students are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
Faculty
Note: Minority faculty are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
| Unfilled faculty positions from the previous academic year? | No |
| Anticipate opening a search for a new faculty member in the upcoming academic year? | No |
PRAXIS
01/01/2024 - 12/31/2024 |
| # of Students Taking Praxis | 12 |
Percent Qualifying for the NCSP
(Score of 147) | 100% |
| Minimum Score | 162 |
| Maximum Score | 183 |
| Median Score | 169 |
| Mean Score | 171 |
* Refers to the % of individuals that have, at one point, passed the exam based on a score of 165 (prior to September 2014) or 147 (September 2014 and on), regardless of number of attempts.
** All data were produced using the ETS® Data Manager for The Praxis SeriesTM tests. Some data may be incomplete given that not all examinees identify their origin program.
*** Aggregated Praxis statistics (median score, minimum/maximum scores, percentage passing) are available only for programs that have had at least five students designating their program/institution as a score recipient within the reporting period.
Respecialization
Specialist
Formal Option for Respecialization?
No
Evaluation through standard Admissions?
No
Minimum Graduate Credit Hours for Respecialization
95
Description of Respecialization Process
Not available.
Culminating Documentation
Capstone requirement in Year 3
Internship Settings
1. The 2010 NASP Standards for Graduate Preparation of School Psychologists defines a school setting as “…one in which the primary goal is the education of students of diverse backgrounds, characteristics, abilities, disabilities, and needs. Generally, a school setting includes students who are enrolled in Grades pre-K–12 and has both general education and special education services. The school setting has available an internal or external pupil services unit that includes at least one state-credentialed school psychologist and provides a full range of school psychology services.”
Multicultural Settings
| Program offers a bilingual specialization (i.e. students graduate beign eligible for a bilingual school psychologist certification or designation). | No |
| Program or department provides the following graduate preparation activities related to multicultural responsiveness. | - A specific required course on multicultural responsiveness
- Extracurricular Events (e.g., Town Halls, Institute Days)
- Research Opportunities (e.g., Faculty-led PAR, CBPR)
|
| Program or department provides the following graduate preparation activities related to social justice that align with the NASP definition and extends beyond cultural awareness into action. | - Inclusion across some (not all) required courses
- Extracurricular Events (e.g., Town Halls, Institute Days)
- Research Opportunities
|
Student Outcome Data
