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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, one of which mush be an empirical study, and a doctoral dissertation

Students are required to complete several written documents: two position papers, one of which must be an empirical paper and a doctoral dissertation. One of the position papers usually serves as the MA project. 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

One 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

One day per week assessment placement
One 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

Community Agency 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

The third year Community Agency 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

School-Based Internship & work on dissertation
Coursework: coursework as needed

The average amount of time to complete the program is 6.5 yrs.