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.

School Psychologists use their extensive training in both psychology and education, to guide children in overcoming barriers by ensuring that they have access to a safe and healthy learning environment. The core services school psychologists typically provide include: 

• Consultation 
• Intervention 
• Prevention 
• Education 
• Research and Planning 
• Assessment 
• Mental Health & General Health

Source: casponline.org  

There are many opportunities for School Psychologists to provide services for school districts in capacities which require advanced theoretical knowledge and practical competency beyond the Master’s degree level. By expanding our programs to include an emphasis in School Based Mental Health (SBMH), we are adding additional training that expands our graduates’ skills. Additionally, the attainment of an advanced 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 university’s mission. 

This program prepares students to gain Pupil Personnel Services (PPS) credential that allows them to practice in California’s schools. This program also prepares students by giving them skills and confidence to provide Educationally Related Mental Health Services and Evaluations in both the school and private practice setting. The program will be of interest to recent college graduates with bachelor’s degrees, current educators, school personnel and professionals in other related fields.

Students seeking the education specialist degree in school psychology with an emphasis in school based mental health with a pupil personnel services credential in school psychology will receive both a master’s degree (MAE in School Psychology) and education specialist degree upon completion of the total 78 units.

Program Learning Outcomes/Goals

Program Learning Outcomes/Goals Coursework for this program assures that each candidate has knowledge and displays leadership in the following School Psychology Performance Expectations (SPPEs): 

SPPE 1: Data-based Decision Making and Accountability Candidates have knowledge of varied methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills in the use of psychological and educational assessment, data collection strategies, including state and local accountability systems, and technology resources. Further, they demonstrate the ability to apply their findings to design, implement, and evaluate response to services, programs, and interventions. 

SPPE 2: Consultation and Collaboration Candidates have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, school staff, and community agencies across academic, behavioral and social/emotional domains. Candidates promote effective coordination and implementation of services. As part of a systematic and comprehensive process of effective decision- making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, monitoring and evaluation of services and programs. Candidates engage in multi-disciplinary teams (including children, teachers, parents, other school professionals, and outside service providers) to develop and implement academic interventions, promoting student engagement and positive school climate. 

SPPE 3: Interventions and Instructional Support to Develop Academic Skills Candidates have knowledge of direct interventions that focus on academic interventions for children and families. Candidates have knowledge of psychobiological, cultural, dual language learners and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. Candidates, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. 

SPPE 4: Behavior Interventions and Mental Health Services to Develop Social and Life Skills Candidates have knowledge of direct interventions that focus on behavioral, and social/emotional interventions for children and families. Candidates engage multi-disciplinary teams (including students, teachers, parents, other school professionals, and outside service providers) to develop and implement mental health interventions. Candidates have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social-emotional functioning and mental health. Candidates, in collaboration with others, demonstrate skills to use assessment and data-collection methods (e.g., California School Dashboard) and to implement and evaluate services that support socialization, social-emotional learning, and mental health. 

SPPE 5: Direct and Indirect Services - School Wide Practices to Promote Learning Candidates have knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventative and responsive services. Candidates have knowledge of dual language learner needs in promoting learning and social skills development. Candidates implement school-wide multi-tiered systems of support to promote learning. Candidates have knowledge of schools as organizations, and the role of the school psychologist as change agents within these environments. Candidates have knowledge of general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. Candidates in collaboration with others, demonstrate skills to develop and implement practices and strategies, in collaboration with others, to create and maintain effective and supportive learning environments for children and others. 

SPPE 6: School-wide Practices to Promote Behavioral and Mental Health Candidates have knowledge of principles and research related to resilience and risk factors, mental health services in schools and communities, school response and recovery, and discipline policies to support multi-tiered prevention. Candidates have knowledge of evidence-based strategies for effective crisis response including threat and risk assessments. Candidates, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, school safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery 

SPPE 7: Family-school Collaboration Candidates have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health. Candidates utilize effective methods to develop collaboration between families and schools. Candidates, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social-behavioral outcomes for children. 

SPPE 8: Human Diversity Candidates have knowledge of individual differences and research related to diversity factors for children, and identify evidence-based strategies to enhance services and address potential influences related to diversity. Candidates demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts. Candidates respect diversity in child development and advocate for social justice and equity in all aspects of service delivery. 

SPPE 9: Research and Program Evaluation Candidates have core foundational knowledge and experiences to implement practices and strategies in research and program evaluation. Candidates have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. Candidates demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. 

SPPE 10: Legal, Ethical, and Professional Practice & Disposition Candidates have core foundational knowledge and experiences to implement best practices and strategies in legal, ethical and professional practice. Candidates have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists, demonstrating professional disposition, responsibility, adaptability, initiative, and self-care.

The program is designed to meet the growing need for School Psychologists to develop advanced competencies in addressing mental health needs for students in the school community. Coursework in this program focuses on the following:

1. Developing multicultural competencies specific to social/emotional issues, and identify best practice procedures for addressing the myriad of mental health issues for students
2. Understanding the complexities of collaborating with other professionals working in and outside of school systems,
3. Assisting 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. Developing a variety of intervention skills in order to best meet and address the needs of our school students and the school community.

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 and program completion results in the recommendation to the California CTC for the PPS Credential in School Psychology. Students interested in this program and working in California preschool to grade 12 school systems should review all CTC requirements as published on their website.

Licensure 

Students who desire to pursue licensure as a Licensed Educational Psychologist will be required to take licensing exams after working as a credentialed School Psychologist for a specified number of years. All requirements are outlined in the Board of Behavioral Sciences Handbook which can be found on the California Board of Behavioral Sciences website. 

Students who desire to pursue licensure as a Licensed Professional Clinical Counselor will be required to seek additional coursework outside of this program. They will also be required to complete additional clinical practice hours and take licensing exams which are outlined in the Board of Behavioral Sciences Handbook which can be found on the California Board of Behavioral Sciences website.

Programmatic Accreditation

California Commission on Teacher Credentialing (CCTC)

Internship, Practicum, and/or Dissertation Information

Students who are seeking the Pupil Personnel Services (PPS) Credential in School Psychology must complete a 450-hour practicum and a 1200-hour internship (as detailed in the School Psychology Handbook). 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. Applicants for admission to the master’s degree program in school psychology will need to have a grade point average of 3.0 on a 4.0 scale in their undergraduate work. Students must also maintain a 3.0 in their studies at Alliant International University. In a competency-based program, a course grade of “B-” is below the threshold for graduate work. Students who receive a B- grade or below have not demonstrated competency in at least one critical area and are at risk for incurring a GPA below 3.0. Furthermore, students that receive a grade less than “B-” in any required coursework will be required to retake the course. Thus, students receiving a less than or equal to B- grade may be referred to the Student Evaluation and Review Committee (SERC) and expected to develop a remediation plan and demonstrate competency in a way that is approved by the program director (or equivalent). Course remediation does not result in a change of the original grade earned unless the student successfully repeats the course as part of the remediation plan.

2. A Student must be a program completer with a minimum 3.0 overall GPA to be recommended for a preliminary credential.

Curriculum Plan

The following curriculum plan is a sample and serves only as a general guide. Curriculum plans and course sequence are subject to variation depending on a student’s start term. Students must complete all coursework required for their program as set forth in their individual master plan of study.