Education Specialist in School Psychology (with Pupil Personnel Services Credential and Emphasis in School Based Mental Health)

Program Description/Overview

The mission of Alliant International University is to prepare students for professional careers of service and leadership while promoting the discovery and application of knowledge with the goal of improving the lives of people in diverse cultures and communities around the world. Further, The California School of Education’s mission and vision statements reaffirm our values and commitment to collaboration, diversity, and service to candidates, shared leadership, and the continuous support of the education profession.

With increasing frequency, schools must find ways to help students learn while coping with a broad array of challenges that include language and cultural barriers; exposure to violence, victimization, or substance abuse; attention deficit, and other neurological/ behavioral disorders.

The roles of and School Psychologist have expanded and now include additional areas of competencies which require advanced theoretical knowledge and practical competency beyond the Master’s degree level. The National Association of School Psychologist (NASP) as well as the California Association of School Psychologist (CASP) have identified Intervention, Counseling, Consultation, Behavior Analysis, Psychometric Evaluation, Organizational Change, Research and Program Evaluation as being critical professional roles. By expanding our programs to include certificates of emphasis in School Based Mental Health, we will critical additional training that expands our graduates’ skills. Additionally, the attainment of an advance terminal degree along with these added areas of expertise (SBMH) positions our graduates as preferred entry level professionals thereby increasing their employability furthering the accomplishment of our school’s and university’s missions.

This program prepares students to gain the PPS (Pupil Personnel Services) credential that allows them to practice in California’s schools. This program also prepares student to receive a Certificate in School Based Mental Health which will give the skills and confidence to provide Educationally Related Mental Health Services and Evaluations in the school setting. The program will be of interest to recent college graduates with bachelor’s degrees, current teachers, school personnel and people in other related fields.

Students seeking the education specialist degree, plus PPS credential in school psychology and certificate in school based mental health, will receive their degree upon completion of the total 78 units. Students will finish the 78 units for the Education Specialist with PPS Credential in School Psychology and Certificate in School Based Mental Health , who pass the Systemwide University Based Comprehensive Examination, take the National Praxis 2 Examination, and complete the Exit Interview and Survey can then submit their application for approval by the Campus System Wide Educational Psychology PsyD Program Director to continue with the Advanced Standing PsyD program in Educational Psychology.

Program Learning Outcomes/Goals

Program Learning Outcomes/Goals Coursework for this program assures that each candidate has knowledge and displays leadership in the following areas:

1. Data-Based Decision-Making and Accountability: School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data-based decision-making permeates every aspect of professional practice.
2. Consultation and Collaboration: School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.
3. Effective Instruction and Development of Cognitive/Academic Skills: School psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.
4. Socialization and Development of Life Skills: School psychologists have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.
5. Student Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.
6. School and Systems Organization, Policy Development, and Climate: School psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.
7. Prevention, Crisis Intervention, and Mental Health: School psychologists have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students.
8. Home/School/Community Collaboration: School psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School psychologists work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.
9. Research and Program Evaluation: School psychologists have knowledge of research, statistics, and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in enough depth to plan and conduct investigations and program evaluations for improvement of services.
10. School Psychology Practice and Development: School psychologists have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.
11. Information Technology: School psychologists have knowledge of information sources and technology relevant to their work. School psychologists assess, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.

The School Based Mental Health Certificate is designed to meet the growing need for School Psychologists and School based mental health clinicians to develop competencies in addressing Mental health needs for students in the school community. Coursework focuses on

1. assisting clinicians to develop multicultural competencies specific to social/emotional issues, and identify best practice procedures for addressing the myriad of mental health issues for students
2. to understand the complexities of collaborating with other professionals working in and outside of school systems,
3. Assist in addressing the current critical needs of Crisis intervention, due to critical incidents, suicidality, and substance abuse, in addition to the many dimensions of PTSD that exist in our student population that effect their ability to learn and thrive.
4. Develop a variety of intervention skills in order to best meet and address the needs of our school students and the school community The certificate provides courses that address the competencies recommended by the National Association of School Psychologists and the American School Counseling Association. (See White Papers in NASP Qualified_Mental_and_Behavioral_Health_Professionals.pdf)

The ASCA and NASP sites in their policy statements that there should be greater access to mental health services, and that these services seek to address a wide spectrum of important issues and conditions, such as trauma and crisis intervention, as well as skill building mindfulness and Resiliency programming. With these recommendations in mind, our certificate courses focus on four areas of mental health:

1. Multicultural and diversity issues and understanding Mental Health,
2. Professional collaboration with others
3. Crisis response and intervention
4. Intervention

Training Model

This program is offered in hybrid online format with residency requirements and utilizes an apprenticeship model of training. The residency that is embedded in this program is required. The residency is a one-day weekend meeting during each of the individual and group counseling courses and two two-day weekend meetings during each of the 3 assessment courses. Additionally, there is a two-day weekend meeting during the crisis and trauma counseling course and a one-day weekend meeting for advanced counseling and therapeutic techniques. The residencies are held the San Francisco and San Diego campuses.

Licensure

The program prepares candidates to be eligible for the PPS Credential in School Psychology, approved by the California Commission on Teacher Credentialing (CTC). Graduation from this program results only in the recommendation to the California CTC for the PPS Credential in School Psychology. Students interested in this program and working in California K-12 school systems should review all CTC requirements as published on their website: https://www.ctc.ca.gov/credentials/req-services.

Programmatic Accreditation

California Commission on Teacher Credentialing (CCTC)

Internship, Practicum, and/or Dissertation Information

Students who are seeking the PPS Credential in School Psychology must complete a 450-hour practicum and a 1200-hour internship. Internships may be paid or non-paid. Paid internships are dependent upon the budgets and policies associated with individual school districts.

Credit Units

Total Credit Units: 78

Total Core Credit Units: 78

Total Elective Credit Units: N/A

Total Concentration Credit Units: N/A

Degree Requirements

1. University Based Comprehensive Exam
2. National School Psychology Praxis 2 Exam
3. Completion of Exit Interview
4. Completion of Exit Survey

Curriculum Plan