phd school psychology california

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Counseling, Clinical & School Psychology

The Department of Counseling, Clinical, and School Psychology (CCSP) offers 3 programs:

1). A *counseling/clinical doctoral program designed to prepare the next generation of diverse scholars in applied psychology. Our primary mission is to prepare graduates for research/academic careers, with a particular focus on strengths-based approaches to working with vulnerable populations. Students complete coursework on research methods and evidence- based practice, gain research training and experience with faculty mentors, and complete practicum experiences in a range of settings. The doctoral program adheres to a scientist-practitioner model.

2). A *school psychology doctoral program which emphasizes a training model focused on developing the research skills needed to conduct basic and applied research that informs school psychology best practices. In addition, students learn how to effectively communicate evidence-supported practices to schools by directly engaging in the role of school psychologists and developing the skills needed to be a qualified practitioner as defined by state (CCTC) and national (NASP, APA) standards and also as leaders/innovators in comprehensive support services to schools. It is our belief that this type of training is needed to prepare school psychologist scholars, faculty, and leaders to contribute research and knowledge that will advance science, practice, and policy relevant to respond to the challenges of educating diverse student populations.

3). A Masters of Education in School Psychology Program that aims to be a model program for the preparation of school psychologists trained to support ethnically, culturally, and linguistically diverse students and families. These efforts are consistent with the mission of the CCSP department to engage in scholarship and prepare professionals who will foster the psychological well-being and social equity of all people, especially vulnerable populations. These efforts are also consistent with further educating and preparing students at UCSB to actualize UCSB’s commitment as a Hispanic Serving Institution (HSI) and Asian American Native American Pacific Islander Serving Institution (AANAPISI). We are committed to meeting the rising need and demand for highly-skilled, well-trained, and culturally-responsive school psychologists, especially from underrepresented backgrounds in the field of education, to serve school children in California and across the U.S.

Students interested in applying to our program should visit our department specific admission’s webpage to learn more about our specific requirements. All PhD applications must submit a completed At A Glance form as a supplemental document with their application.

Please Note: This is Counseling, Clinical, and School Psychology Department in the Gevirtz Graduate School of Education. If you are interested in experimental psychology, please apply to the Department of Psychological and Brain Sciences .

Department of Counseling, Clinical and School Psychology University of California, Santa Barbara Building 275, Room 4100 Santa Barbara, CA 93106-9490 (USA)

Website  http://www.education.ucsb.edu/ccsp

Email  [email protected]

Department Phone Number (805) 893-3375

• November 15, 2024 - by 11:59 PM PST.

Please Note : only applications fully completed by the deadline will be considered.

Requirements

• Doctoral Students Only: Please complete and upload the At A Glance form found on the department homepage in the Prospective Students - How to Apply section. This word doc should be included in the supplemental documents section.
• All requirements must be uploaded to your online application. Letters of recommendation are submitted online by letter writers. Supplemental materials are at https://education.ucsb.edu/academic-programs/dept-of-counseling-clinical-school-psychology/prospective-students/how-to-apply . 
• Online application : https://www.graddiv.ucsb.edu/eapp
• Statement of Purpose, Personal History and Diversity Statement, and Resume or CV (submitted in the online application)
• Three letters of recommendation (submitted in the online application)
• Official transcripts from ALL post-secondary institutions attended (submitted in the online application)
• English Language Exam Scores (if applicable): TOEFL Internet-Based Test (IBT) total score of 80, or TOEFL Paper-Based Test (PBT) total score of 550, or IELTS Overall Band score of 7, or Duolingo English Test total score of 120, or higher
• Writing Sample (preferably a research paper or review written in APA style--submitted in the online application)
• See department website for additional requirements.
• Final/Official transcripts will be required for all applicants who are admitted and have indicated their intent to enroll at UC Santa Barbara by submitting a Statement of Intent to Register (SIR). UC Santa Barbara reserves the right to require official transcripts at any time during the admissions process, and rescind any offer of admission made if discrepancies between uploaded and official transcript(s) are found.

Although all Counseling/Clinical Ph.D. students earn the same degree (Ph.D. in Counseling/Clinical Psychology), each student is admitted to a particular emphasis: Counseling Psychology or Clinical Psychology. An M.A. in Counseling Psychology is offered as an option en route to the Counseling/Clinical Ph.D. once requirements are completed. School Psychology Ph.D. students may earn a M.Ed. in School Psychology en route to their Ph.D. Optional Ph.D. emphases include Feminist Studies, or Quantitative Methods in Social Sciences.

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School Psychology

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Ed.S. in School Psychology

The  School Psychology Program  is a 4-year integrated graduate-professional program culminating in the Education Specialist (Ed.S.) degree in School Psychology and the California Pupil Personnel Services Credential in School Psychology.

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The School Psychology Program at San Diego State University is accredited by the California Commission on Teacher Credentialing  (CCTC) and the National Association of School Psychologists (NASP; for more information please visit NASP's Annual Program Data ). The program is a 4-year integrated graduate-professional program culminating in the Education Specialist (Ed.S.) degree in School Psychology and the California Pupil Personnel Services Credential in School Psychology.

Students simultaneously complete and earn:

• The Master's of Science degree (M.S.) in School Psychology, usually at the end of the third semester in the program, and
• The California School Psychology Internship Credential at the end of the third year in the program.

Explore credential requirements, program requirements, sequence of study, special circumstances, specialty project requirements, supervised field experiences below. 

• View more program details
• Emphasis on multicultural issues in schools 
•   Diverse graduates -  Since 1990, we have enrolled at least 70% students of color, and persons from underrepresented groups (e.g., LGBTQIA+, persons with disabilities, multi-lingual students; foster youth).
• Faculty  expertise (e.g., multicultural issues in schools, school-based mental health, cross-cultural consultation, Native American and bilingual school psychology work) that represents a sharp focus on  issues of educational equity and social justice.
• Apply ecosystemic approaches to better understand and address problem situations involving students, schools, families, and systems.
• Conduct research and use data-based decision-making to inform assessment practices at the school, classroom, and student/family levels. 
• Implement culturally affirming and responsive evidence-based interventions focused on academic, behavioral, and/or mental health supports.
• Consult and collaborate with others to promote educational equity and opportunity for students in culturally and linguistically diverse schools.
• Become leaders and advocates in schools, making a difference through their knowledge of innovative psychological and educational services and dissemination. 

Our Graduates Live Our Vision

See Our Faculty  for information about and contact information for our faculty and lecturers.

Learn about our students, alumni, the student association, and find resources for students including financial aid and scholarships.

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Find answers to frequently asked questions about our program. 

Find out what's happening now, and explore past news and event highlights.

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Important Resources

• Tuition cost Unit prices are subject to change. Visit the Office of Financial Aid & Scholarships Cost of Attendance page for the latest information.
• Financial aid All courses are eligible for Financial Aid. Contact the SDSU Financial Aid Office and speak to a financial aid officer familiar with loans for special programs.

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What is a School Psychologist?

School psychologists are dynamic educators that work within school settings in order to help diverse students succeed academically, socially, behaviorally, and emotionally. They collaborate across school, home and community to facilitate positive educational change.

Through the use of evidence-based practices and data-based decision making, school psychologists implement prevention and intervention strategies, promote safe and academically enriching environments and improve school-wide and system-level practices and policies. School psychologists are change agents within the schools, serving multicultural and diverse populations and striving to ensure that every student receives an equitable education.

Want to learn more about the profession of school psychology?

Check out the following associations:

• San Diego County Association of School Psychologists
• California Association of School Psychologists
• National Association of School Psychologists

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Department of Psychology

The Educational Specialist (Ed.S.) School Psychology

Welcome to the School Psychology Program at California State University, Fresno. School psychology is a dynamic field and graduates are in demand nationally. Our Ed.S School Psychology Graduate Program is a full-time, 3-year, 71 unit program that prepares individuals for practice as school psychologists. The program is accredited by the state through the California Commission on Teacher Credentialing (CTC) and fully approved at the national level by the National Association of School Psychologists (NASP: Program Information ).

At program completion, students are awarded the Ed.S degree and institutional recommendation for the Pupil Personnel Services Credential with Advanced Specialization in School Psychology. Graduates are eligible to apply for the National Certification in School Psychology (NCSP).

The Program provides future school psychologists with a solid professional and academic foundation reflecting depth and diversity in both psychology and education. All students develop an understanding, respect for, and responsiveness to culture and individual differences. The program emphasizes the importance of delivering school psychological services from a consultation framework to prevent and remediate learning and adjustment problems experienced by children and adolescents. Students are taught to link assessment methodologies to the development of empirically-based interventions. They learn to view problems from a systems/ecological perspective focusing on the child, the family, the school, and the community, and to use a scientific problem-solving approach in their work. Both the theoretical and the empirical basis of professional practice are emphasized in the inner city, suburban, and rural settings. 

The Program has a long history of collaboration with the local school districts and communities. Students start their school-based practicum experiences from day one and are matched with carefully selected school-based supervisors. Practicum sites change each semester so students have opportunities at elementary and secondary schools, urban and rural districts, and in special placements (e.g., preschool, programs for students with autism). Cultural competence and working with students and families from diverse backgrounds are emphasized in coursework and field experience. Students complete a minimum of 600 hours of practicum across the first 4 semesters in the program. During the third year students must complete an academic year supervised internship experience consisting of 1200 hours. To date graduates of the school psychology program have enjoyed a 100% employment rate.

Cy Hiyane Email: [email protected] Temperory coordinator during Fall 2024

Hong Ni, Ph.D., NCSP (Not available during Fall 2024) Email: [email protected]   Coordinator of the Ed.S. School Psychology

School psychology #1 social services job.

Browse the links below for more information:

• Example Program
• Undergraduate Course Prerequisites
• How to Apply
• EdS Financial Support
• Further Information
• Last Updated Jul 12, 2024

School Psychology Graduate Program

Welcome to the School Psychology Graduate Program!

The School Psychology Graduate Program 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, s kills, and services they need to reach their full po te n tial  despite facing poverty and other significant cha ll eng es.   The School P sy cho log y program is dedicated to fostering the academic and so ci al - em o tional development of children, f amilies,  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.  

Accreditation

The CSUEB School Psychology Program is the only NASP accredited Master's/Specialist program in the San Francisco, Bay Area. We maintain rigorous training standards and uphold ethical practices to cultivate competent professionals in the field of school psychology.   NASP accreditation serves as a crucial hallmark of quality graduate education in school psychology, comprehensive content, and extensive and properly supervised field experiences and internships. Our program aligns with the NASP 2020 standards.  Our School Psychology Program is Fully Accredited until February 2030.  Benefits of NASP accreditation 

Our program also hold accreditation by the California Commission on Teacher Credentialing (CCTC) for school psychology. Accreditation: 1) Ensures legal recognition and compliance with state standards; 2) Facilitates credentialing for graduates to practice in California; 3) Guarantees quality education through rigorous standards; and 4) Promotes ongoing program improvement and professional development.

Program Overview

Training model.

The School Psychology program integrates field-based experiences with NASP & CCTC Training Skill Domain-focused course assignments specifically designed for school settings throughout all three years. Great effort is devoted to providing students with experiences that are most appropriate to their particular level of readiness, with the difficulty and complexity of assignments increasing steadily as students progress through the program and grow in their training. Each course is specifically designed to include field site applications. Students are required to complete a related project in the field setting, in conjunction with readings, lectures, and discussions of specific areas of knowledge and application. In this way, students are able to demonstrate the kinds of knowledge, skills, and core values that are central to the philosophy of the program. By the third-year internship, trainees are provided with more autonomy in preparation for professional independence.

From the point of admission, with prerequisite courses providing a foundational start for pre-practicum training, to the point of graduation, every student completes a hierarchically organized sequence of courses. All students take the same required sequential courses as a cohort. Each course is designed to meet specific requirements and standards, consistent with state and national criteria for excellence.

The School Psychology program at CSUEB is designed and coordinated in accordance with the theme and vision of the College of Education and Allied Studies (CEAS) and the Department of Educational Psychology, as documented in all course syllabi.

College Mission Statement: We prepare collaborative leaders, committed to professional excellence, social justice, and democracy, who will influence a diverse and interconnected world.

College Vision Statement: We strive to exemplify the ideals of social justice and democracy, distinguished by excellence in teaching, scholarship, vibrant programs, and graduates who are transformative leaders in their communities.

College Values Statement: We, faculty and staff, practice an inclusive, student-centered approach, valuing excellence in teaching and scholarship, collaboration and partnership, assessment and evaluation, and equity and diversity.

Cohort: The program uses a cohort system. A "cohort" is a group of professionals who enter, move through, and graduate from the program together, at the same time. Cohorts foster learning communities where candidates take all courses together and share common experiences in our Community Counseling Clinic, field placements, and university supervision.

Sequence of Courses: All students take the same required, hierarchically organized sequence of courses as a cohort. Courses listed in the sequence of courses must be completed each cohort year. The minimum number of required course hours is 12 semester units. Third-year interns do not take additional coursework beyond a university supervision group section and a capstone project course required each semester.

Program Evolvement

The School Psychology Program at California State University, East Bay was formally introduced as a distinctive course of study within the Department of Educational Psychology in 1972, and was submitted to the Teacher Preparation and Licensing Board as an experimental program in anticipation of the Ryan Act. Following its first formal approval under the Ryan legislation in 1976, the program has been revised many times in response to the changing needs of schools, families and children.

The program gathers annual and semester data (Fall and Spring) from students, recent graduates, supervisors and other members of the professional community. Results of these data are then used to guide program modification and improvement. As part of a major revision in 1992, the program was expanded to include a third year of full-time (1200 hour minimum) School Psychology Internship experience. In 1995, the program was granted full approval by the National Association of School Psychologists (NASP). Since then, our program continues to be re-accredited by NASP based on our data-based outcomes in student learning. Our program is the only nationally accredited specialist-level program in the San Francisco Bay Area.

Training Philosophy

The Training Philosophy of the program is to train and prepare graduate students to become credentialed School Psychologists who demonstrate skill, knowledge, and competency in the NASP 2020 Training Standard domains. This training foundation is based on two years of sequenced coursework that integrates theory and school psychology content with University and district supervised field-based practice (pre-practicum in the first year and practicum in the second year). The Internship year, third year of full-time field experience, provides professional experience and supervision from a Scientist-Practitioner perspective.   That is, collecting data, applying theory and best-practice approaches to data-based assessments, intervention, and evaluating efficacy of services as action research. Candidate competency in all NASP Training Standard areas is measured in Professional Practice Portfolio Case Studies (capstone project) during the Internship. Additionally, Field Supervisors evaluate skill and knowledge demonstrated in schools for each NASP skill domain.

Graduates train to provide effective, evidenced-based services that promote Social Justice and Equity to diverse school communities and to a variety of educational student needs. The NASP 2010 Ethical Principles, Principle I.3. Fairness and Justice, identifies the importance of this professional service. Social Justice and Equity are essential outcomes in the California Bay Area that are identified as equal access to learning opportunities, mental health services, and safety, given historic inequalities for students and families from under-represented cultural and linguistic backgrounds. Our training philosophy highlights culturally responsive services (e.g., matching professional services with cultural needs of communities) as an essential element in service delivery effectiveness. To foster culturally responsive services and support trainees’ cultural competency, multicultural content, cases, and theory are integrated in first- and second-year courses. Through the combination of this multicultural curriculum and field placements in some of the most culturally and linguistically diverse schools in the nation, the School Psychology program prepares students to work effectively with children and families across the full spectrum of group and individual differences, while continuously incorporating NASP skill standards in practice.

The Program follows the NASP 2020 Training Standard Domains and CCTC 2021 Performance Expectations as the guiding focus for school psychology instruction, training, evaluation, and student and program performance documentation.

Program Goals

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 

Fieldwork & Clinical Preparation

Candidates are placed in different districts/schools for all three years of the program. These opportunities provide rich experience in preparation for multisystems supports, psychoeducational assessments, consultation, and clinical work with students, parents, and teachers. Candidates begin working in schools at the start of the program and have fieldwork opportunities in Bay Area school districts and communitiy agencies. First, second, and third-year trainees support students, teachers, and parents while completing course-related assignments. Concurrently, candidates have opportunities to volunteer in the Community Counseling Clinic (CCC), providing counseling to individuals, couples, families, and children in the community who are struggling with stress, anxiety, depression, and/or relational difficulties. We promote best practices in cultural sensitivity and service delivery, resilience, and practice strengths-based, problem-solving assessments and interventions.  

Program Improvement

Continuous Program Evaluation for Quality Improvement: The program uses formal data (e.g., student course evaluations, annual anonymous student program evaluations, and student annual placement evaluations) and structured feedback (e.g., Student Representative feedback, field and university supervisor feedback, School Psychology Advisory Committee meeting feedback, and Annual Student Review meetings) to modify instruction, plan for shifts in training needs (e.g., new guest speakers or trainings), and acquire training materials. Survey data are gathered and reviewed regularly for program improvement.

Credential & Licensure Outcomes

Pupil personal services (pps) school psychology credential, ca school psychologist credential (pps).

The School Psychology training program provides comprehensive preparation for obtaining the Pupil Personnel Services (PPS) Credential in School Psychology, which is essential for practicing as a School Psychologist in schools. Upon satisfactory program completion, trainees are recommended to the California Commission on Teacher Credentialing (CTC) for the clear PPS Credential in School Psychology, ensuring they meet all state requirements to effectively support and enhance student well-being and educational outcomes.

The PPS credential allows for work in the following areas:

• Provide services that enhance academic performance
• Design strategies and programs to address problems of adjustment
• Consult with other educators and parents on issues of social development and behavioral and academic difficulties
• Conduct psycho-educational assessment for purposes of identifying special needs
• Provide psychological counseling for individuals, groups, and families
• Coordinate intervention strategies for management of individuals and schoolwide crises

Cal State East Bay Credential Student Service Center , CCSC, provides a range of services to support students in the credential application.  

Marriage and Family Therapy (MFT) Licensure Preparation

Marriage and family therapy (mft) licensure.

The School Psychology program offers an integrated training pathway that includes coursework toward Marriage and Family Therapy (MFT) licensure. This comprehensive program equips students with the necessary skills and knowledge to excel in both school psychology and MFT fields. Upon graduation, students are well-prepared to submit for the Associate Marriage and Family Therapist (AMFT) license, allowing them to continue acquiring supervised hours required for full MFT licensure. This dual focus enhances graduates' versatility and career opportunities in educational and therapeutic settings.

The  Board of Behavioral Sciences  (BBS) is a California state regulatory agency, responsible for licensing, examination, and enforcement of professional standards for:

• Licensed Marriage and Family Therapists (LMFT) and Associates (AMFT)
• Licensed Clinical Social Workers (LCSW) Associates (ASW)
• Licensed Professional Clinical Counselors (LPCC) and Associates (APCC)
• Licensed Educational Psychologists (LEP)

Nationally Certified School Psychologist (NCSP)

The Nationally Certified School Psychologists (NCSP) credential is the only professional credential recognized in school psychology. National certification demonstrates that an individual has completed training from a rigorous, accredited program that upholds current professional standards in the field. School psychologists with the NCSP credential adhere to the highest ethical standards and professional practices. CSUEB School Psychology trainees are eligible to apply for the NCSP upon graduation.

Why Become NCSP?  

NCSP Eligibility

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National Association of School Psychologists (NASP) CA Association of School Psychologists (CASP) CA Commission on Teacher Credentialing (CCTC) American Association of Family Therapy (AAMFT) "The program teaches all the essential skills needed to be successful in this field. It completely prepares you. The hard work put in over the theee years is worth it!" - Louise Lindgren, Alum "The CSUEB School Psychology program is a well-rounded, supportive and comprehensive Masters program. All major areas of the job are given an equal amount of focus, which produces graduates who are exceptionally prepared to take on all of the roles of a school psychologist. Although it seems that this would be the case with all programs, CSUEB is one of the few programs that holds itself to this high standard." - Keri Rorvik, Field Supervisor "Practical experience in school settings to implement best practice approaches of school psychology. Additional experience working with adults, families, and couples through the CSUEB counseling center provides a broad base of practice that makes graduates stand out when applying for internships and credentialed psychologist positions. " - Breanna Dodd, Alum "A key strength of the program is that you learn a wide variety of skills other than assessment and report writing (including counseling, multicultural competency, consultation, ethics, data-based decision making, etc.). " - Nicole Ponte, Alum News

NASP-ERT Minority Scholarship

One of our CSUEB School Psychology graduate students, Bianca Avalos, is a recipient of a prestigious award from the National Association of School Psychologists (NASP). Only a select few are awarded this competitive scholarship of school psychology students across the country. WAY TO GO BIANCA! A FUTURE LEADER IN SCHOOL PSYCHOLOGY! The recipients were recognized at NASP 2020 conference in Baltimore, MD. Read More

Why School Psychology?

Why consider School Psychology training at CSU East Bay? School Psychology is a TOP Social Service Job (#2) according to US News and World Reports. Read More

Laura Whitmore Meritorious Service Award (2021)

The Laura Whitmore Meritorious Service Award recognizes the meritorious service in school psychology. Congrats to our adjunct faculty, May Nguyen, on this amazing recognition.

FREE Wellness Screening

The Department of Educational Psychology's Community Counseling Clinic (CCC) at CSU, East Bay offers no-cost services to the community.

FREE Counseling through Telehealth

Josh Alper Scholarship Recipients 2024

The CSUEB School Psychology Josh Alper Scholarship, established by Dr. Ted Alper, faculty emeritus, in memory of his son, aims to support future school psychologists who exemplify the ideals of inclusive community and social justice.

Dr. Jack Davis - #1 Podcast on NVLD

Bilingual School Psychologist Certification

Join the CSUEB School Psychology Association (SPA)

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School of Education

Educators are liberators because knowledge is transformative.

Educational Psychology

Educational psychology ph.d. program.

Multiple career options are available to you when you earn a Ph.D. in Educational Psychology. Graduates of the program become educational researchers and university teachers. In addition, many take leadership positions with government agencies and private industry. We offer students an integrative research and training program with strengths in cognitive development, quantitative, and qualitative methods. Many of our faculty conduct research in classrooms with teachers and students to better understand how to improve current educational practice. Furthermore, many of our faculty are also involved in interdisciplinary efforts with faculty from other departments at UC Riverside, such as the Bourns College of Engineering, working to examine how to improve disciplinary educational practices (e.g., computer science education). 

UC’s Riverside campus in inland Southern California is ideally located for students to conduct research among the dynamic and ethnically diverse K-12 student populations in the region. As a Ph.D. student, you will collaborate with professors and other doctoral students on grant-funded research projects designed to enhance learning and the educational experience for students not only throughout California, but nationwide.

This program is not designed for school counselors or school psychologists. If you are interested in becoming a school psychologist, please see our  Ph.D. School Psychology program .

Specialization Overview

• Program Overview
• Program Cost
• Related Research
• Start Term: Fall only
• Program Length: Approximately 5 years
• Units: 60 minimum
• Format: In-person instruction on Riverside campus
• Schedule: Each class meets once a week 4-7pm (Monday-Thursday)
• 94% of students receive multi-year fellowships

Steps to Degree Completion

• Complete coursework
• Written qualifying exam
• Oral qualifying exam/pre-proposal
• Proposal approved by dissertation committee
• Dissertation and final defense

Students admitted to the Ph.D. program are often offered a multi-year fellowship which covers tuition and health insurance and provides a stipend and/or paycheck during the academic year. It is recommended that students complete the program full time to meet the fellowship requirements working as a Teaching Assistant (TA) or Graduate Student Researcher (GSR). These duties require students to be available Monday through Friday 8 a.m. to 8 p.m. for 15-20 hours per week.

Quarterly costs may be viewed here

Faculty research areas include:

• Quantitative methods
• STEM teaching and learning
• Teacher and school evaluation and improvement

A complete list of faculty research areas can be found here , and SOE’s Centers, Programs, and Labs can be found here .

This specialization offers two tracks. Track 1 is Cognition, Instruction, and Student Learning; Track 2 is Quantitative Methods. Students choose one track in consultation with faculty advisor.

Curriculum Overview

Career Opportunities

Students are eligible to become:

• Researchers in Higher Education Institutions

Recent graduates are:

• Director of Institutional Research
• Research Analyst/Associate
• Lecturer/Postdoc
• Educational Consultant

Meet the Educational Psychology Faculty

We encourage prospective students to reach out to faculty whose research interests align with their own.

Current Ph.D. Students

Meet our current students.

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School Psychology

This program allows admission in the Fall. The next application cycle will be for Fall 2025. 

• The Fall 2025 application cycle opens October 1, 2024 and the CSULB Cal State Apply Application closes December 1, 2024

How to Apply Statement of Purpose prompt, etc., and MyCED Program Application Deadline

Request to be added to the prospective student list for this program

Program Overview

Students completing this program are typically employed in Prek-12 educational settings and provide direct and indirect social-emotional, behavior, and academic supports to children and youth. The program is designed to be completed in 3 years, which includes 2-3 years of full time (9-12 units per semester) coursework, 450 hours of practicum, and a 1200-hour internship. Classes are held in the late afternoon (4:00PM) and evenings (7:00PM). Our faculty adhere to NASP's nondiscrimination and equal opportunity policy . 

Features of our program

• Upon successful completion of the program, graduates of the CSULB School Psychology program are awarded the Education Specialist degree (Ed.S.). For more information on the Ed.S., see School Psychology Degrees (PDF)
• Graduates meet the qualifications for the California Pupil Personnel Services (PPS) credential in School Psychology from the Commission on Teacher Credentialing .
• CSULB School Psychology program is ranked #8 in the nation for scholarly productivity
• Program faculty were recently awarded U. S. Department of Education grants totaling more than $3 million to train school psychologists to work with transition-age foster youth and culturally- and linguistically-diverse learners. For more information, go to Financing Your Education .
• Our students have a 100% Praxis exam pass rate for four years in a row!
• For more information, see  Why Choose CSULB?
• National Association of School Psychologists (NASP)
• Commission on Teacher Credentialing (CTC)
• For additional information related to professional licensure and certification related to this program, please see the  CSULB Credential Center website .

Learning Outcomes

The School Psychology Program is aligned with the National Association of School Psychologists (NASP) Professional Standards and the California Commission on Teacher Credentialing Pupil Personnel Services School Psychology Program Standards and Performance Expectations. These standards are associated with the following program learning outcomes:    

Outcome 1:  

Understand and utilize practices that permeate all aspects of service delivery including data-based decision-making, consultation, and collaboration.  

Outcome 2:  

Provide student-level services for academics and mental and behavioral health.  

Outcome 3:  

Provide systems-level services to promote learning, safe and supportive schools, and collaboration across family, school, and community.  

Outcome 4:  

Demonstrate consideration of foundational concepts of service delivery, including equity, diversity, evidence base, ethical principles, and legal guidelines.  

Program Training Philosophy

The CSULB school psychology program is based on an ecological theoretical perspective (Bronfenbrenner, 1979). By promoting an ecological model, our students learn to understand that student achievement and behavioral difficulties result from a discrepancy between a student's developing skills and the multiple demands of his/her environment (Ogbu, 1981; Sroufe, 1979).

Accordingly, our students are well versed in the varied conditions of risk and sources of resiliency that impact child development and student learning (Doll, Zucker, & Brehm, 2004), with a particular emphasis on manipulable rather than static conditions (Wang, Haertal, & Walberg, 1993).  For example, beginning at the center of an ecological system with the child, our program teaches future school psychologists to measure a student's academic, cognitive, social, and emotional skills as well as behavior in order to make recommendations for accommodations, interventions, and services (Ysseldyke et al., 2006). Additionally, the program prepares future school psychologists to assist in developing personal competencies such as confidence, perseverance, conflict resolution, and organization for students at risk of school failure (Bernard, 2000).

An ecological model does not solely focus on the learner.  Recognizing that learning is a transactional process in which the learner is affected and affects the learning environment and the learning process, our program emphasizes the proximal and distal environmental influences of family, home-school collaboration, peers, neighborhoods, communities, world of work, public policies and culture.  For example, home-school collaboration is associated with student test scores, grades, attitudes toward schools, behaviors, attendance, academic engagement, and need for intervention services, with positive outcomes in these areas documented for families from diverse cultural and socioeconomic backgerounds (Christenson & Reschly, 2009).  CSULB students receive extensive preparation in consulting and collaborating with parents and teachers on modifying the learning environment so that the effectiveness of both parents and teachers is maximized (Gutkin & Curtis, 1999; Zins & Erchul, 1995).

Recognizing that teacher preparation and competency is at least as influential on student outcomes as home environment and student characteristics (Darling-Hammond, 2006), the program teaches future school psychologists to identify and promote best practices for all students, including English Language Learners and those with exceptional needs (Samway & McKeon, 2007; Hallahan, Kauffman, & Pullen, 2011).

School psychologists are often called on during times of crisis.  Therefore, our program trains students to respond to crises according to best practices (Brock & Jimerson, 2012), and more importantly, to be actively involved in crisis prevention programs (Brock, Nickerson, Reeves, Jimerson, Lieberman, & Feinberg, 2009).  Training in crisis prevention and intervention is based on the theoretical tenets described above – increasing personal competency and resiliency among students, forging strong school/home/community partnerships, and preparing school personnel to respond to student needs.

Because school psychology has become an increasingly litigious profession, our program is also grounded in current legal and ethical guidelines for practices. Our students are taught within a scientist-practitioner model to apply evidence-based practices, current legal mandates, and established standards of ethical practice (e.g., AERA, APA, NASP) in making decisions about assessment, intervention, and prevention for students with and without disabilities.

In summary, the program relies on a variety of knowledge bases to prepare its students for the ever-changing role of a school psychologist.

Additional resources

• Prospective applicants are invited to attend on- or off-campus program informational meetings to speak with currently enrolled students and CED staff from the Graduate Studies Office. Please see  Information Sessions website  for scheduled events
• The website of the National Association of School Psychologists has a range of information regarding how to become a School Psychologist and how School Psychologists serve school communities.
• The CSULB Graduate Studies Office of the College of Education offers information sessions for prospective students. Please see Graduate Studies Office Events website .

• GGSE Resources

Department of Counseling, Clinical, & School Psychology

Counseling/Clinical Psychology Ph.D. Program

The counseling/clinical doctoral program adheres to a scientist-practitioner training model and provides students with both research and practitioner knowledge and skills. The program’s primary goal is to train students who are interested in academic and research positions; a secondary goal is to prepare psychological service providers who will exercise influence on professional psychology through teaching, research, and leadership. The organizing themes that integrate the identity of the Department are the values of human diversity and individual differences, health and development across the lifespan, and ecological (e.g., family, school, community) influences on human behavior.

Counseling and Clinical Psychology historically have reflected different service areas, employment settings, and populations served.

Counseling psychologists  have traditionally focused on life-adjustment problems and career development and have worked primarily in university counseling centers, Veterans Administration hospitals, and community agencies.

Clinical psychologists  have traditionally focused on the evaluation and treatment of clients with acute or chronic mental disorders and have worked in mental health centers, mental hospitals, and psychiatric units of general hospitals.

However, the interdependence of contemporary social systems currently requires that psychologists have a broad knowledge of service emphases, employment settings, and client populations. For example, counseling psychologists need to be familiar with the diagnostic procedures andprinciples of psychopathology; clinical psychologists need to be familiar with the influences and workings of school systems and patterns of normal development; and school psychologists need to be familiar with family systems and school-to-work transitions.

In order to develop research-oriented academic psychologists who can adapt to changing and diversifying roles, the CCSP Department requires all doctoral students to take core courses that provide: (a) awareness, knowledge, and skills that arecommonto counseling, clinical, and school psychology; and (b) awareness and knowledge unique to counseling, clinical, and school psychology. Beyond entry-level awareness, knowledge, and skill base taught in the common core courses, students receive focused trainingin counselingor clinicalpsychology to prepare them to meet the needs of the populations and settings served by the area they have chosen. This goal is accomplished through separate research practica, clinical practica, coursework, and internships unique to each of the two areas.

The organizing themes that integrate the identity of the program are: (a) the values of human diversity and individual differences, (b) health and development across the lifespan, and (c) ecological (e.g., family, school, and societal) influences on human behavior.

Requirements for Counseling/ClinicalPh.D., Counseling Emphasis  (degree sheet)

Requirements for Counseling/ClinicalPh.D., Clinical Emphasis  (degree sheet)

Counseling and Clinical Psychology Doctoral Student Handbook

*Questions related to the program's accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail:  [email protected](link sends e-mail) Web:   www.apa.org/ed/accreditation

• Graduate Program

The goal of the graduate program in Psychology at Berkeley is to produce scholar-researchers with sufficient breadth to retain perspective in the field of psychology and sufficient depth to permit successful independent and significant research. The members of the department have organized themselves into six training units. The requirements for each unit vary but always involve a combination of courses, seminars and supervised independent research. Students are also encouraged to take courses outside the Psychology Department, using the unique faculty strengths found on the Berkeley campus to enrich their graduate training. We are a STEM designated program.

For the Latest updates on COVID-19 related exceptions to policy relevant to Graduate Students, please see Graduate Division's Resource Page.

The areas offered to students to specialize in are the following: 

• Behavioral and Systems Neuroscience
• Clinical Science
• Cognitive Neuroscience
• Developmental
• Social-Personality

To learn more about each offered area visit: Research Areas

Here are answers to most commonly asked questions about the process of applying to graduate school.

How do I find a program that is right for me? – See this handy  decisions tree , reposted from University of Houston Psychology website, to help you determine a route to your desired Psychology career.

For those interested in our Clinical Program, visit Mitch's Uncensored Advice for Applying to Graduate School in Clinical Psychology to answer many of your questions, including those you may have not previously considered.

• GRE scores (please note; the GRE is not required for FA24 Applications)
• Transcripts
• Resume or A curriculum vita (CV)
• Well-written personal statement(s)
• Letters of recommendation

You will want to check requirements for each school to which you plan to apply, but the above links to Cal's graduate program will give you an idea of what to expect.

Psychology Ph.D. Program Components  - with Christine Mullarkey - Student Services Advisor

Ph.D. Program through the Perspective of Professor Sheri Johnson - Head Graduate Advisor

Find your fit at Berkeley.

You are invited to Berkeley's Graduate Diversity Admissions Fair on October 30 - November 3 . This virtual event will help prospective professional, master's, and doctoral students:

• learn more about our top ranked graduate programs and award winning faculty
• gain a deeper understanding of Berkeley's culture and resources available
• understand the application process, and important deadlines
• consider funding options and opportunities

You can expect a lot to choose from. Over 50 sessions from UC Berkeley graduate programs in one hour info sessions, and discussion groups.

Register now to customize your fair schedule by signing up to the sessions that interest you.

Berkeley is a place that fosters a supportive community that is at the heart of our students' success. Our graduate diversity programs aim to create a culture of belonging for all students. This fair is one example of that. Though the fair is open to all – it's designed specifically for prospective students from historically excluded, and underrepresented backgrounds.

We hope you will join us.

Fall 2022 - Prof. Serena Chen (Social Personality), Prof. Aaron Fisher (Equity Advisor), and featuring graduate students

Fall 2021 - Prof. Serena Chen (Social Personality), Prof. Sheri Johnson (Clinical), Harumi Quinones (Student Services Director), and featuring graduate students 

Visit the Graduate Division website to learn more about the Fall 2023 Diversity Admissions Fair and register in the graduate application portal !

• Current Graduate Students
• Graduate Student Instructor (GSI)
• Psychology Dept. Ph.D. Graduates

Graduate Program

• Program Requirements
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• Quantitative Methods Certificate
• Developmental
• Quantitative Methods, Measurement and Statistics (QMMS)
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Psychological Sciences Ph.D. Program

Thank you for your interest in the Psychological Sciences Ph.D. program at UC Merced. We will be accepting applications for Fall 2024. Applications are due Dec. 1, 2023, and admissions decisions will be made in late December and early January.

GRE scores are not required for applications to our Ph.D. program for 2024 admission but can be optionally reported by applicants. The decision to include or not include GRE scores in the application will not affect admissions decisions.

UC Merced offers doctoral graduate training in Psychological Sciences, culminating in the Ph.D., with emphases in developmental , health , and quantitative methods, measurement, and statistics . We welcome applications for Ph.D. studies in any of these three areas.

Guiding Principle

We create, cherish, and champion a culture of community, collegiality, and compassion. 

Program Goal

Our goal is to prepare sophisticated and creative independent researchers who can apply the qualitative distinctions of our program in a variety of professional settings, including academic institutions, public or private agencies, and industry. To that end, our Program Learning Outcomes  indicate the most prominent skills and knowledge that our graduates will possess to enable them to start successful research careers. Graduates have gone on to a range of positions  upon graduation where they utilize their research competence.

What Distinguishes Us

Having opened its doors in 2005, UC Merced is one of the youngest research universities in the United States. The Psychological Sciences Ph.D. program has grown rapidly since then, with 18 faculty and 44 graduate students in 2018. Our highly productive  faculty conduct impactful research and have gained national and international recognition.

Our program’s national stature has likewise grown rapidly. In the 2018 US and World News Report , our Ph.D. program ranked 90 th (tied with UC Santa Cruz) out of over 200 Ph.D. programs in psychology. We are by far the youngest program ranked this high. We were ranked as 190+ in 2013 and 158 in 2015, indicating a remarkable increase in recognition and influence in a very short time.

We are a congenial group of faculty and graduate students who enjoy creating a supportive work environment that gives everyone here the opportunity to succeed. We strive to maintain a positive, supportive environment for all members of our academic community. This starts with faculty actively practicing kindness, civility, and empathy with one another and with students. We believe that by applying and modeling these values, students more often feel respected and empowered to do their best.

With nine members, we claim the largest identified health psychology faculty group in a regular academic department of psychology (discounting universities with research medical schools) and certainly one of the strongest such research and training programs anywhere in the world. Among strengths in this group is our focus on understanding disparities in health, especially as relevant to our unique region.

Likewise, we feature one of the largest and arguably strongest quantitative methods, measurement, and statistics  research and training programs anywhere. Our five quantitative scientists conduct research from both frequentist and Bayesian approaches applied to a wide range of methods.

Developmental psychology  at UC Merced seeks to achieve world-class recognition for strong empirical research on cognitive, language, and socio-emotional development that relies on advanced quantitative methods and emphasizes the unique contextual and biological factors that may promote or hinder healthy development.

View the Psychological Sciences digital brochure

To apply, visit the UC Merced Graduate Division website .

Updated 2023

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Graduate Program

History and overview of the program.

The San Diego campus of the University of California was formally established in 1958 around the nucleus of the Scripps Institution of Oceanography. It has since become one of the most renowned research universities in the United States. The Department of Psychology was formed in 1965 and first admitted graduate students in 1966. For the 2021/2022 academic year, there are 79 graduate students in the Department's doctoral program. As of June 30, 2021, 426 doctoral degrees have been awarded.

The Department remains committed to the belief that the best training for a career in psychology, even one in clinical psychology, is a strong background in Experimental Psychology . As such, conducting experimental research is the primary activity of graduate students in our program.

Each graduate student in our Department works closely with one or more faculty advisor(s) throughout their graduate career, in an apprenticeship system that distinguishes our Department from others. Our graduate students are actively involved in research design, implementation, analysis, and publication processes, and they are treated more like colleagues than students. 

Graduate students in our program start off by conducting a year-long independent research project, which serves as a major criterion in the evaluation of our first year students. In addition to conducting well-supervised, original research in their respective labs, our students take classes (seminars and proseminars), teach and mentor undergraduate students, participate in lab meetings and journal clubs, and attend Department-sponsored events, such as Brown Bag meetings and our Colloquium Speaker Series .

Our Department and the greater University are committed to providing a safe and supportive environment for all our members. Click on the following links to read our Department Climate Statement , and the UC San Diego Principles of Community .

• Research Areas
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School Psychology, M.A. and PPS Credential

School of Graduate and Professional Studies

Explore School Psychology, M.A. and PPS Credential

• Admission & Transfer

Cost & Financial Aid

Career opportunities.

• Apply Now »

The Master of Arts in School Psychology with a California pupil personnel services (PPS) credential prepares you to work as a credentialed school psychologist in a public school setting and requires a minimum of 62 units of coursework in the advanced component listed below. A sequence of courses is determined by the program director. In addition to the 62 units, there are three prerequisites.

Program Highlights

• Small class sizes
• Faculty are current practitioners active in the field of school psychology
• Schedules include synchronous online options as well as in class options
• Includes both academic classroom training and applied field experience
• Our grads are sought by top districts
• Christian setting and value-centered curriculum
• 11 units of the BCBA program are embedded in coursework  

Fresno Pacific’s School Psychology program was ranked one of the nation’s best and most affordable online master’s programs by Online Master’s Degrees . Take a look at the full rankings here:

Best Online Master's Degrees in School Psychology

Most Affordable Online Master's Degrees in Psychology

Eileen Whelan, Ph.D., BCBA-D

Program Director: Eileen Whelan, Ph.D., BCBA-D

The school psychology credential/Master of Arts in School Psychology degree authorizes an individual to work as a credentialed school Psychologist in a public school setting and requires a minimum of 62 units of coursework in the advanced component listed below. A sequence of courses is determined by the program director. In addition to the 62 units, there are three prerequisites. (Please note, if you have obtained your bachelor's degree in psychology from FPU, a UC, or a CSU all prerequisites will be waived).

Students will be required to obtain liability insurance before school site-based work can begin.

Up to 9 units of credit from an accredited graduate program in counseling, psychology or a related area may be transferred into the school psychology program, where such courses are judged by the School Psychology Program Director to be equivalent to those required in the graduate program. All other provisions of the general graduate policy on transfer of credit shall apply.

The following additional program requirements must be met to be recommended to the CTC for a School Psychology Credential:

1. A master's degree in school psychology or a related area.

2. A passing score of 155 on the NASP PRAXIS exam. This exam will serve as the program's comprehensive exam and follows most of the credential coursework.

3. Passing CBEST scores or BSR verification.

4. Successful passing of the Program Exit Oral Examination and Portfolio Review.

5. Once the internship, program exit exam and master's degree requirements are completed the individual may apply for the Pupil Personnel Services (PPS) Credential in School Psychology.

State of California Commission on Teacher Credentialing 1900 Capitol Avenue Sacramento, California 95814-4213

• Two current reference forms
• All official transcripts from colleges/universities attended.  An official transcript showing the bachelor's degree conferred is required. 
• Letter of explanation if your GPA is under 3.0
• Evidence of application for a Certificate of Clearance or a valid CTC credential.
• Child Development
• Educational Statistics and Research Design
• Introduction to Psychology
• Interview with program director and committee*

*Program applicants will be required to submit an impromptu writing sample of approximately one page at the time they are scheduled to meet with the program director for an interview. The sample of written expression will be part of the documentation required to determine candidate competence. 

1: Candidates Demonstrate Data-based Decision Making and Accountability

2: Candidates Demonstrate knowledge of varied methods of consultation, collaboration, and communication. 

3: Candidates demonstrate direct interventions and instructional support to develop academic skills for children and families.

4: Candidates demonstrate behavior interventions and mental health services to develop social and life skills for children and families.

5:  Candidates demonstrate direct and indirect services school-wide practices to promote learning.

6:  Candidates demonstrate school-wide practices to promote behavioral and mental health.

7:  Candidates demonstrate principles, research, and strategies for family-school collaboration.

8:  Candidates demonstrate knowledge of human diversity in service delivery.

9:  Candidates demonstrate foundational knowledge in research and in program evaluation.

10:  Candidates demonstrate legal, ethical, and professional practice & disposition.

North Fresno, Visalia, Merced, Bakersfield, and Synchronous Online.

The program ranges from 8-9 semesters, determined by the academic plan chosen. Cohorts begin in Fall and Spring.

School Psychology M.A. Degree Pathway  

• PPP 748 - School Psychology Supervised Practicum Experience I Credits 1
• PPP 749 - School Psychology Supervised Practicum Experience II Credits 1
• PPP 750 - Professional Practice: School Psychology Credits 3
• PPP 751 - Family School Collaboration and Support Credits 3
• PPP 752 - Legal and Ethical Practices in School Psychology Credits 3
• PPP 753 - Assessments in the Schools Credits 3
• PPP 754 - School Wide Practices to Promote Learning Credits 3
• PPP 755 - Social, Emotional, and Behavioral Assessment Credits 3
• PPP 756 - Interpretation Credits 3
• PPP 757 - Identify and Monitor Effective Interventions Credits 3
• PPP 758 - Intervention Based Instructional Support: Development of Academic Skills Credits 3
• PPP 759 - Human Diversity: Best Practices for Assessing Children Credits 3
• PPP 760 - Practices to Promote Behavioral and Mental Health in Today's Schools Credits 3
• PPP 761 - Mental Health Services to Develop Social and Life Skills Credits 3
• PPP 768 - School Psychology Internship I Credits 2 *
• PPP 769 - School Psychology Internship II Credits 2
• PPP 770 - Introduction Concepts and Principles ABA Credits 1
• PPP 771 - Experimental Design and Behavioral Research Credits 3
• PPP 776 - Behavior Assessment Credits 3
• PPP 777 - Behavior Change Procedures Credits 2
• PPP 778 - Behavior Change: Selecting Interventions I Credits 1
• PPP 779 - Behavior Change: Selecting Interventions II Credits 1
• PPS 772 - Issues and Values in Schools and Society Credits 3
• PPP 780PPP - Research: Single Subject Design I Credits: 1-3 and

Must complete 3 units total

• PPP 781PPP - Research: Single Subject Design II Credits 1 and
• PPP 782PPP - Research: Single Subject Design III Credits 2
• PPP 783PPP - Research: Quantitative Design I Credits 1-3 and
• PPP 784PPP - Research: Quantitative Design II Credits 1 and
• PPP 785PPP - Research: Quantitative Design III Credits 2

*Note: students may only register for PPP 768 Internship I after passing the Exit to Internship oral exam and Portfolio Review.

Possibilities Await With an FPU Education

The decision to embark on graduate studies is a big one. Our 40+ graduate programs will equip you to succeed in your career and in your life. You’ll become part of a small community of learners , thrive in a flexible learning environment  and be challenged by a rigorous curriculum. Learn how much further you can go at FPU!  

For more information, contact the campus nearest you , attend an information meeting or ask about a program .

First Steps to Admission

• Apply online
• Submit 2 reference forms (Varies based on program of interest) These can be filled out by academic or professional acquaintances familiar with your ability to complete graduate-level work. Print the reference form .
• Include statement of intent. You can also provide an addendum explaining your interest in the program, any long-term goals and your experience in the field.
• Request official transcripts. Transcripts must be from accredited institutions to verify your bachelor’s degree. Send transcripts electronically to [email protected] or mail sealed transcripts to the Registrar’s Office at 1717 S. Chestnut Ave. Fresno, CA 93702.
• Complete program requirements. These requirements are specific to your program of choice. You will be contacted for an interview and additional requirements if applicable.
• Apply for financial aid. You can apply for FAFSA .  Use FPU school code: 001253
• Schedule an appointment. Meet with your Student Financial Services Advisor. You can contact them at 559-453-2041 | [email protected] .

Program Requirements

• Interview with program director
• Impromptu writing sample
• Statement of intent*
• Two reference forms
• CBEST score of 100 (credential requirement)
• Official transcripts verifying BA/BS degree** (all other institutions attended)
• Valid California credential or Certificate of Clearance
• Verification of negative TB test (within last 12 months)
• Letter of explanation if GPA is under 3.00

*One to two typed pages providing a statement of career goals and a description of how participation in the graduate program will contribute to your growth and development of these goals.

**Candidates must bring unofficial transcripts from all universities/colleges attended to interview with program director.

Prerequisites

• Introduction to Statistics
• General Psychology
• Child Growth and Development
• *BA in Sociology, Social Work, or Psychology from Fresno Pacific University, the UC or CSU system will waive these requirements.

The below listed prices reflect the current and upcoming Fall and Spring semesters and do not include any financial aid. Paying for college can be an overwhelming step in your education journey. We can help you find all the opportunities to reduce your out of pocket costs.

Tuition & Fees

* This is an estimate. Costs subject to change. Please refer to the Catalog for additional fees. Cost of attendance figures are used for budgeting purposes only and represent an estimate of projected tuition and fees for the coming academic year. Actual tuition rates are approved by the Board of Trustees and may vary.

Types of aid

Financial aid can refer to scholarships, grants and loans, which are available to you from the government, the university or outside sources. Aid types vary depending on the type of student you are.

• Institutional Aid
• Federal Aid
• Federal Work Study
• Private Loans
• Private Scholarships

Graduates are prepared to work as school psychologists in a variety of settings including public, private and child development organizations. Some graduates go on to work in higher education settings.

Career Development Happens Here

The staff in our Career Development and Experiential Learning Center are here to help you prepare to enter the working world. Whether your a freshman or an FPU alum, there are a number of resources and trainings offered to help you find the internship and job you’re looking for.

• Resume writing classes
• Career assessments , exploration & planning
• Job search and networking opportunities
• and much more

Visit the Career Development Center

Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
• Psychology Clinic
• Student Admissions Outcomes and Other Data

Psychology Doctoral Programs in California - PhD

PhD Programs in Psychology

Alliant international university – fresno, california school of professional psychology.

Alliant International University is a private, non-profit university that is strongly committed to preparing students for professional careers where they can make positive contributions to their community. Alliant has been named the Top Producer of Graduate Degrees for Minorities by Diverse Issues in Higher Education. The Alliant California School of Professional Psychology (CSPP) has also been recognized as awarding the most doctoral degrees in psychology to Hispanics, Native Americans, and Asian Americans. In fact, the school has trained almost half of all the practicing psychologists in the state.

PhD in Clinical Psychology

At the Fresno campus, the Clinical Psychology PhD program focuses on clinical training and research with a strong emphasis on preparing students to teach psychology in academia. In the third year of training, students are required to complete a minimum of 1,600 hours at the on-campus Psychological Services Center, which provides numerous diagnostic and therapeutic training opportunities. Students in the program have the option to choose an emphasis area of Clinical Forensic Psychology, Ecosystemic Child Psychology, and Health Psychology to develop a focused subject of expertise.

Accreditations

• American Psychological Association Commission on Accreditation (CoA)
• American Association for Marriage and Family Therapy (AAMFT)
• Western Association of Schools and Colleges (WASC)

Contact Information

5130 East Clinton Way Fresno, CA 93727 559-252-2200 [email protected] https://www.alliant.edu/psychology/clinical-psychology/phd

Alliant International University – Los Angeles

Selected as the “Best for Vets” college in the nation for the third consecutive year by Military Times Edge magazine, Alliant International University is well-known for offering students high-quality financial assistance, academic flexibility, and support services to help all succeed. The California School of Professional Psychology on the Los Angeles campus is highly regarded in the profession and attracts some of the leading field experts to the faculty. With a small student-teacher ratio, graduate students in the programs are able to thrive with hands-on training, academic mentoring, and innovative curriculum based on multiculturalism.

Situated in the unique global hub of Los Angeles, the PhD in Clinical Psychology program offers plentiful opportunities for research, practice, and community service learning outside the classroom. Students in the program are required to select one of the four available emphasis areas to focus their studies on, including Clinical Health Psychology, Family and Couple Therapy, Multicultural-Community Psychology, and Multi-Interest Option. Although it is not required, the CSPP strongly encourages students to participate in a full-time internship experience in an accredited clinical setting for the fifth year to gain valuable real-world application before graduation.

1000 South Fremont Avenue Unit 5 Alhambra, CA 91803 626-270-3300 [email protected] https://www.alliant.edu/psychology/clinical-psychology/phd

Alliant International University – San Diego

First formed in 2001, Alliant International University is comprised of the combination of two highly regarded institutions, the California School of Professional Psychology (CSPP) and the United States International University (USIU). Founded by the president of the American Psychological Association, CSPP is strongly focused on seamlessly integrating academic excellence, multiculturalism, mentoring by experts in the field, and hands-on training in a variety of clinical settings. For a competitive edge, the school requires all students to specialize in a certain professional niche of interest to give their career a jumpstart.

The Clinical Psychology PhD program at the San Diego campus has developed a unique integrated blend of both research and clinical practice for well-rounded professionals. As students progress through the program, they are able to work closely with established applied researchers to discover increased understanding on principles, such as traumatic brain injuries, autism, mind-body disorders, pediatric psychology, and mindfulness. Each student enrolled in the program is assigned a faculty advisor to help them formulate a customized plan for practicum and internship training that aligns with their schedule and future career goals. Students are required to complete 800 hours in the second year and 1,000 years in the third year in one of the 80 different partnering agencies in the San Diego area.

10455 Pomerado Rd. San Diego, CA 92131 866-825-5426 [email protected] https://www.alliant.edu/psychology/clinical-psychology/phd

Alliant International University – San Francisco Bay

The California School of Professional Psychology on the Alliant International University at San Francisco Bay campus is committed to preparing students for professional careers in the rewarding field of psychology. Since real-world practicum is so vital to the school’s goals, students are given placements in mental health clinics, rehabilitation facilities, hospitals, day care programs, correctional facilities, governmental agencies, and many more clinical settings. All of the doctoral programs offered by CSPP exceed all of the state and national accreditation requirements in California, so graduates are automatically eligible to sit for the examination to become licensed as a professional psychologist.

As the perfect blend of psychological theory and research with a heavy dose of fieldwork, the Clinical Psychology PhD program at the San Francisco Bay campus emphasizes training in cutting-edge strength areas. Depending on their individual interests, students can elect to specialize in LGBT Psychology/Gender Studies, Multicultural Community Psychology, Health Psychology, or Child and Adolescent Psychology. Over the course of the five-year program, students will be able to participate in student-led research projects to apply their skills in collaboration with other institutions, including the University of California at San Francisco, Stanford University, and the San Francisco Department of Public Health.

2030 West El Camino Avenue, Suite 200 Sacramento, CA 95833 916-565-2955 [email protected] https://www.alliant.edu/psychology/clinical-psychology/phd

Biola University

Rosemead school of psychology.

Located in sunny Southern California, Biola University is a private Christian university dedicated to delivering exceptional biblical-centered education and spiritual development to fulfill students’ vocations. As one of the leading Christian universities, it is no surprise that Biola has been recognized as the 177th best college in the nation by U.S. News and World Report. The Rosemead School of Psychology offers reputable, accredited programs that have had a proven track record of preparing graduates for success in the highly competitive field. Through a biblical understanding of human nature and truths from God’s written Word, the programs seek to produce balanced psychologists who will make a difference in areas of teaching, counseling, research, or clinical practice.

Within the Clinical Psychology PhD program at Biola University, students are required to complete a minimum of 133 semester hours in four years of residency. In addition to the major course requirements, students must complete a minor in theology and a minimum of 17 semester hours in biblical coursework. Enrolled students in the program need to satisfactorily complete a full-time clinical internship for one year, as well as compose a dissertation with an oral defense before the doctoral committee before graduation.

• Association of Independent California Colleges and Universities
• Council of Christian Colleges and Universities (CCCU)

13800 Biola Ave. La Mirada, CA 90639 562-903-4867 [email protected] https://www.biola.edu/degrees/g/clinical-psychology-phd

Fielding Graduate University

School of psychology.

As one of the top 100 graduate degree producers in the country for minority groups by Diverse Issues in Higher Education, the Fielding Graduate University in Santa Barbara is committed to programs in psychology, educational leadership, and organizational development. The School of Psychology offers the only accredited doctoral programs in the nation that utilize the innovative distributed delivery method to support students’ other daily obligations. Although some master’s degrees are offered entirely online, the doctoral programs are blended with in-person class sessions, independent studies, online seminars, and meetings with colleagues or faculty. Since being founded in 1974, the school has developed the core values of lifelong learning, social justice, and research innovation.

Fielding Graduate University offers a high-quality Clinical Psychology PhD program within a diverse, challenging, and dynamic community of professionals in psychology. Although all of the faculty instructors are active scholars and practitioners in the field, many have even been nationally recognized in their area of specialization. Students in the program have the option to concentrate in Forensic Psychology, Health Psychology, Neuropsychology, Violence Prevention and Control, or Parent-Infant Mental Health. If students follow the curriculum sequence that is recommended, the 175.5 semester units can be completed within six years.

• California Board of Behavioral Sciences

2020 De La Vina St. Santa Barbara, CA 93105 805-687-1099 [email protected] https://www.fielding.edu/our-programs/school-of-psychology/phd-clinical-psychology/

Fuller Theological Seminary

With more than 4,300 students hailing from 67 international countries and 108 denominations, the Fuller Theological Seminary has been described as one of the most influential seminaries in the nation and the largest multi-denominational seminary on the globe. After it first opened its doors in 1965, the Fuller School of Psychology became the first seminary-based program in psychology to receive full accreditation from the APA. Today, the School is home to the 164th best graduate clinical psychology program and the 214th best graduate psychology program in the nation by U.S. News and World Report. In the Lee Edward Travis Institute, students and faculty members of the School of Psychology are consistently involved in research across the full spectrum of behavioral sciences.

Within the six-year Clinical Psychology PhD program, students are required to complete a minimum of 300 semester units with a seamless integration of clinical practice and innovative research experience. Students are awarded a Master of Arts in Psychology after finishing 88 units in major courses, and then a Master of Arts in Christian Leadership when the required 76 units of theology courses are completed. The program also involves more than 1,000 hours engaging in clinical training through a variety of field placements scattered across the diverse greater Los Angeles metropolitan area.

• Association of Theological Schools in the United States and Canada

135 North Oakland Ave. Pasadena, CA 91182 626-584-5200 [email protected] https://www.fuller.edu/phd-clinical-psychology/

Loma Linda University

School of behavioral health.

Loma Linda University is a Seventh-day Adventist institution with more than 4,000 students completing studies in health and science majors. Previously called the School of Science and Technology, the School of Behavioral Health has undergone a recent transformation to specify its goal of delivering high-quality graduate level education for professionals in behavioral health practices. It now consists of three distinct departments that have matured for the past decades, including Social Work, Psychology, and Counseling and Family Services. The School is currently home to the 164th best graduate clinical psychology program in the nation, according to the U.S. News and World Report.

The LLU Clinical Psychology PhD program strongly adheres to the guidelines and regulations that have been established by the APA. With the largest medical facility in the Inland Empire at Loma Linda University Medical Center, students enrolled in the program receive significant training in behavioral health across diverse populations. Students are encouraged to select one area of professional emphasis, such as neuroscience, health psychology, child and adolescent psychology, or social-cultural behavioral health. Before receiving the degree, students must complete a minimum of 204 semester units, typically within five years.

Griggs Hall 11065 Campus St. Loma Linda, CA 92350 909-558-8722 [email protected] https://behavioralhealth.llu.edu/academics/psychology/clinical-psychology-phd

University of California – Berkeley

Department of psychology.

Overlooking the beautiful San Francisco Bay stands the 20th best college in the nation, the University of California at Berkeley. As one of the premier public universities in the world, the faculty of UC Berkeley is comprised of 22 Nobel Prize winners, 32 MacArthur fellows, and 4 Pulitzer Prize winners. Over the past ten years, the National Science Foundation has awarded more Graduate Research Fellowships to this university’s students than any other in the nation. The Department of Psychology aims to produce high-achieving scholar research students with a significant understanding of psychology and ability to conduct independent research for further knowledge in the field.

The UC Berkeley Clinical Psychology PhD program is currently ranked as the 11th best graduate psychology program in the nation by U.S. News and World Report. Students in the program are expected to complete the degree within five or six years, after successfully finishing the required full-time clinical internship and dissertation. At the beginning of day one, students are matched with a faculty advisor who will supervise the student’s research and provide assistance in scheduling their clinical training.

PhD in Social Psychology

Currently ranked as the 8th best Social Psychology PhD program in the entire nation, the program endeavors to prepare students for professional careers in research and teaching at the university level. Through the rigorous curriculum, students gain expertise in the six core areas of social psychology, which are self identity, social cognition, emotion/motivation, personality development, interpersonal relations, and organizational behavior.

• Psychological Clinical Science Accreditation System (PCSAS)

3210 Tolman Hall #1650 Berkeley, CA 94720 510-642-5292 [email protected] https://psychology.berkeley.edu/research/clinical-science

University of California – Los Angeles

Commonly referred to as UCLA, the University of California at Los Angeles is situated in the Westwood neighborhood of downtown LA, just five short miles from the sparkling Pacific Ocean. Renowned for its legacy of academic excellence in Southern California and beyond, it is currently ranked as the 23rd best university and 2nd top public school in the nation. At the UCLA Psychology Clinic, students enrolled in the Department of Psychology gain valuable experience by providing low-fee therapy and assessment services to diverse populations. Students can also conduct individual or supervised research at the Fernald Child Study Center, which is intended to bolster the department’s commitment to childhood learning and behavior disorders.

Doctoral in Psychology Training Program

PhD in Clinical Psychology – The UCLA Clinical Psychology PhD program has been recognized as the best in the nation by the U.S. News and World Report. The doctoral training program enables students to choose from a variety of distinct areas of concentration, including Behavioral Neuroscience, Developmental Psychology, Cognitive Psychology, Learning and Behavior, and Social Psychology. Although the program must be completed within seven years, it provides flexibility for individual variation spanning from four to seven years.

1285 Franz Hall Box 951563 Los Angeles, CA 90095 310-825-2961 [email protected] https://www.psych.ucla.edu/grads

University of California – Riverside

Graduate school of education.

The University of California at Riverside is currently ranked as the 112th best college and 55th top public school in the nation by U.S. News and World Report. It has also been named as the 5th best college in the United States for contributing to the public good by Washington Monthly magazine. Widely recognized among the most ethnically diverse research campuses in the country, the university has more than 21,000 students pursuing more than 65 different degree programs. Since opening in 1969, the UCR Graduate School of Education (GSOE) has prepared researchers, teachers, school psychologists, and administrators for success in education.

PhD in School Psychology

Leading to a state of California Pupil Personnel Services (PPS) credential, the PhD in School Psychology is a five-year, full-time degree program that includes a one-year internship opportunity in a school or university setting. Using the innovative eco-behavioral theoretical model, the program is designed to help students develop skills for reform and implementation of the Response to Intervention (RTI) approach.

• National Association of School Psychologists (NASP)

1207 Sproul Hall 900 University Ave. Riverside, CA 92521 951-827-5225 [email protected] http://education.ucr.edu/schoolpsych/schpsychmain.html

University of California – Santa Barbara

Gevirtz graduate school of education.

One of only 61 institutions elected to be members of the prestigious Association of American Universities, the University of California at Santa Barbara is ranked as the 41st best college and 11th top public school in the nation by U.S. News and World Report. In addition, the Gevirtz Graduate School of Education is ranked as the 40th best school of education in the nation. The school is committed to educating scholar researchers and practitioners for excellence and equality in education.

Combined PhD in Counseling, Clinical, and School Psychology

Designed to prepare well-rounded psychological service providers to provide direct service to their clients, the PhD in Counseling, Clinical, and School Psychology program blends the three different service areas and employment settings. In order to develop research-oriented and academic psychologists, the UC Santa Barbara department helps students develop knowledge unique to counseling, clinical practice, and school psychology. After completing the program, graduates will meet the California PPS School Psychology credentials and be able to sit for the examination to become licensed.

552 University Rd. Santa Barbara, CA 93106 805-893-3375 [email protected] https://education.ucsb.edu/ccsp/combined-doctoral-program

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School Psychology

Support students through their formative years.

Need additional help or information?

Credential in pupil personnel services, school psychology.

This school psychology program is designed for students with a master's degree in the psychology, counseling, or education fields who want to pursue a career as a credentialed California school counselor in K-12 schools. This program will guide you in the next steps toward a career in school counseling and prepare you to help students succeed in school and life.

MAE in School Psychology with Pupil Personnel Services Credential

This school psychology online program is an accredited graduate degree program that will prepare you to fulfill the critical role of acting as a guiding light for students during their most formative years. Whether you plan on becoming a school psychologist or an educator, you'll complete the online psychology degree program with the tools and skills you need to succeed in this important work.

EdS in School Psychology with Pupil Personnel Services Credential

This educational specialist credential program prepares you to provide counseling support for K-12 students who need to overcome personal and academic challenges or plan for life after high school. The EdS program has courses in adolescent behavior, methodology, evaluation, and counseling that prepare you to give every student a chance to prosper, in the school setting and their career endeavors.

PsyD in Educational Psychology

This program offers coursework in leadership, consultation, global education, research design, program development, law, ethics, equity, and social justice. Coursework in multicultural counseling, developmental psychopathology, and psychopharmacology deepens your understanding as a psychology and education specialist to support students and families and can increase your knowledge and skills in promoting change in educational systems.

Find Out What the Difference is Between School Psychology and School Counseling

Meet Your Program Director

Program overview.

A credentialed school psychologist operates in an educational setting to support students in their academic, social, and emotional well-being. When the need arises, they can work together with schools, homes, and communities to make a positive impact on their students' education.

Alliant International University online school psychology programs, offered through the California School of Education (CSOE), prepare our graduate students to help guide children through their most vital formative years. Our master of arts in school psychology, PPS credential, and PsyD in educational psychology graduate students use the skills and techniques learned in these counselor education programs and are committed to helping students succeed throughout their educational experience. If you're looking to earn your degree as a school psychologist or an educational specialist, Alliant can help you get started through a master's degree or doctoral program online.

Advance Your Career

Program Benefits

• The programs are supported and approved by the California Commission on Teacher Credentialing (CTC), one of the highest standards in the country and the world.
• The programs are built around strong partnerships with the education community that open opportunities to network, build relationships, and create prospects for a counseling psychology career 
• The program internship placement in an approved K-12 public or charter graduate school for hands-on experience in an educational setting.

Accredited Programs in California

School psychologists play an essential role in the development of future generations. , Accredited psychology programs integrate principles from clinical psychology and educational leadership to prepare students for diverse roles. Counseling students during these critical years can have a major impact on both their learning and personal development. That's why it’s essential that professional psychologists have the proper skills, training, and knowledge before starting their profession. At Alliant, our psychology students are trained by the psychology department's experienced faculty members in all of their academic courses so they can receive the best education possible.

Our school psychology master's programs and accreditation certification courses are meant to provide you with the best education possible, so you're equipped to pursue a career with complete confidence to make a positive impact on future generations as a licensed specialist.

If you’re looking to learn more about school psychology degrees, to obtain a master’s in educational psychology, or do an academic credential program for accreditation, you can complete these professional psychology online programs from the comfort of your home.

Earning your Degree at Alliant

School or educational psychologists play a pivotal role in the development of students and their mental health. Students get into rigorous academic programs that prepare them for roles in human services in educational settings. As a graduate student of the online psychology degree, you will acquire the needed knowledge and experience for the position. If you're looking for a nationally certified specialist degree or psychology graduate program, consider Alliant International University online school psychology programs. Our professional faculty will teach you valuable skills, training techniques, and essential knowledge needed to be an educational specialist or school psychologist.

If you're looking for a psychology program , whether to earn an educational psychology degree or school psychology degree in California, CSOE is a great place to start. For more information about our graduate programs, contact our admissions office today.

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#11422 Community Liaison at Crestmore & Zimmerman Elementary at Colton Joint Unified School District

Application Deadline

8/17/2024 4:00 PM Pacific

Date Posted

Number of openings, add'l salary info, length of work year, employment type, job summary.

Under the direction of an assigned supervisor, develop and maintain working relationships with parents and students; serve as resource to the District Office, school sites, students, parents and department personnel.

Requirements / Qualifications

EDUCATION AND EXPERIENCE: Education: High School graduate or the equivalent. Proof required. Completion of college-level course work in social science, psychology or related field is desired. Experience: Two years' experience in school or community relations work. Other: Bilingual/Spanish Desired. LICENSES AND OTHER REQUIREMENTS: Valid California driver's license. Proof must be submitted at time of employment.

APPLICATION INFORMATION: All applications must be submitted online at www.edjoin.org. For assistance with your online application, please contact the Ed-join Help Desk at 1-888-900-8945. If the position is filled via transfer, the subsequent vacancy may be filled from this posting.

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Colton Joint Unified School District

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