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PROGRAM
SEQUENCE
All Students select academic courses to fulfill
requirements of the School of Education (foundations of education),
and to suit studentís
areas of interest. All school psychology students enroll in a school
psychology seminar each semester and participate in field practica, supervision
groups, and consultation session. An important feature of the Berkeley
program is the continuous exposure to schools and children, beginning
with the first semester of study.
Written Requirements:
two position papers
an empirical study
a doctoral dissertation. |
Students are required to complete several written documents:
two position papers, and empirical study (usually comprising the
Master's project), and a doctoral dissertation. These papers and
the scope of courses taken should generally focus on three areas
of academic interest selected by the student. Prior to admission
to candidacy for the Ph.D., students complete the Qualifying Examination
covering the three scholarly domains. Normative time for completing
of the doctoral degree in the School of Education is six years. Students
should plan to spend four years of full-time study. |
First Year
1 day a week field placement
Course work:
Cognition, Learning, and Instruction; Data Analysis
in Educational Research & Program Evaluation; Conceptual Bases
for School Psychology; Theoretical and Scientific Bases for School
Psychology;
Laboratory for School Psychology, Supervision Session; coursework
in area of academic specialization |
Students spend the first year of their training assigned to a variety
of school levels and settings in order to link developmental and
other psychological theories with actual child behavior and to become
familiar with the classroom experience of children and teachers.
The students spend one day per week in a school system, participating
in classes at the primary, intermediate, and secondary levels. They
develop skill in observation and interviewing and become familiar
with the educational system and curriculum. |
Second Year
1 day per week assessment placement
1 day per week consultation placement
Coursework:
Learning and Memory Development; Behavioral Genetic Analysis
of Human Abilities; Diagnosis of Human Handicaps; Educational Interventions
for the School Psychologist; Individual Appraisal of Intelligence;
School-Based Consultation; Laboratory for School Psychology, Supervision
Session; Consultation for School Psychology Students; coursework
in area of academic specialization |
During the second year, the primary goal of professional coursework
is the development of consultation skills and the exploration of
theory, research, and models for preventive interventions. Students
involvement in schools and with children and teachers is supplemented
by further course work and an additional day per week devoted to
the mastery of individual appraisal and evaluation techniques. Students
become familiar with school-based consultee-centered consultation
and the rationale for using it as a basis for the practice of school
psychology. They are assigned to two classrooms within a school and
learn to apply skills in school-based consultation in order to become
a helpful resource to the teacher. The emphasis is on learning the
process of consultee-centered consultation rather than particular
consultation techniques and strategies. Students maintain and submit
biweekly logs in which they reflect upon their consultation sessions
with teachers. They meet for weekly group supervision as well as
consultation with the program's mental health consultant. The consultation
program allows students to experience the role of consultee as well
as to model their own behavior from a trained mental health consultant.
Consistent
with a developmental framework, second-year coursework encourages
students to learn how to think and reason psychologically to
propose solutions to problems, rather than on learning how to perform
a variety
of professional psychological diagnostic and intervention procedures.
Students learn about the structure of the classroom, individual
differences in pupils, and teacher's methods of identifying and
meeting children's
needs. They also learn how to assess reading, mathematics, and
writing skilled, as well as social-emotional and behavioral adjustment. |
Third Year
Clinical Internship
Coursework:
Educational Measurement; Consultation for School Psychology
Students, Perspectives on the Education of Linguistic Minority
Students, coursework in area of academic specialization or to meet
credential
requirements
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The third year clinical internship provides students with an opportunity
to acquire an understanding of psychopathology in childhood and adolescence.
Based on students' interests, students are placed in a variety of
settings, such as placements in university hospital settings, pediatric
guidance clinics, school-based mental health programs, community
mental health clinics, and therapeutic educational programs. Students
gain experience in direct service therapeutic intervention by working
with families and children and serve on interdisciplinary case management
teams. The program supports students through a didactic seminar and
consultation group which meets weekly. Students generally work under
the supervision of doctoral level psychologists in these placements.
If desired, students can begin gathering hours for a psychologist
license. |
Fourth Year
School-Based Internship
Coursework:
Laboratory for School Psychology (Supervision Session);
Consultation for School Psychology Students, Supervision Session;
coursework in area of academic specialization as needed |
During the school-based internship, typically fulfilled during
the fourth year of study, students provide direct and indirect services
to children. The intern functions as a school psychologist while
receiving supervision from a district school psychologist and from
program faculty. It is expected that the intern will learn to negotiate
a role with principals and teachers, enabling him or her to plan
a model for service delivery that meets the psychological needs of
the school population. In addition to intern responsibilities, students
are required to assess the psychological needs of the student population
they are serving and design a delivery system to meet those needs.
They also use the APA General Guidelines for the Delivery of Psychological
Services to assess the quality and effectiveness of practice in their
setting. They must utilize a theoretical framework, and cite research
evidence to support their needs assessment and their proposed interventions
and model of service delivery. |
Fifth+ Years
work on dissertation
Coursework:
coursework as neededThe average amount of time to complete
the program is 6.5 yrs. |
Once the student completes his or her School-Based Internship and
has filed for the Qualifying Examination, the California credential
authorizing service as a school psychologist may be awarded. During
the fifth year and beyond students often work as school psychologists
in local districts while they complete their dissertations. |
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41st Annual Conference
Preventing Academic and Behavioral Problems in Children: Rethinking Interventions for Schools
Friday,
May 9th, 2008
info & registration
Want to hear about future events? Sign-up for the conference announcement list.
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