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The
sequence in which you complete your courses and field experiences is crucial.
The School Psychology Program has been designed as an organized and integrated
sequence of courses and experiences. Some courses and experiences must
be completed in tandem, others as prerequisites. Few courses are offered
two times a year, most only once. It would be impossible
to list all of the possible permutations and "if...thens..." in the Graduate
Bulletin or in this Handbook. Thus, the collaboration of student and advisor
is imperative in developing your Sequence of Study.
GETTING
THE COURSES YOU WANT, WHEN YOU WANT THEM
The only
way you can get the courses you want when you want them is to (1) complete
the departmental Projected Sequence of Study form on time and (2) pre-register
for the courses. Students who do not complete both of these steps are
not guaranteed admission to department courses. Newly accepted students
should meet with their advisors immediately to reserve courses for the
fall semester and to complete the departmental Projected Sequence of Study
form.
PLANNING
YOUR SEQUENCE
While
there are definite sequencing requirements, there is not one right plan
for all students to complete those sequences. A variety of variables should
be considered and discussed with your advisor before developing your sequence
plan. These variables usually include:
(1)
your ecosystem (e.g., family, work);
(2) the course schedule (i.e., most courses 4:00 or later, Mondays (all
day) must be available when in field placements);
(3) the three phases of field experiences required over a minimum of
three academic years;
(4) the program residency requirement (i.e., to take at least six units
per semester);
(5) your willingness to take and ability to afford summer courses (some
classes are summer only);
(6) your basic academic skills (e.g., reading, writing, computers);
(7) the development of an emphasis, including required cognate specialty
courses and experiences for projects;
(8) the degree to which your undergraduate studies have provided a foundation
in psychology;
(9) your level of community involvement; and
(10) the expectation of at least three hours of out-of-class work for
every graduate unit of credit (thus, one 3-unit course will require
at least 3 hours in class plus 9 hours of preparation/assignments for
a total of a minimum of 12 clock hours).
School
psychology students who pursue the first year of their studies in the
Community Based Block have this "additional variable" in developing their
sequence plan. It is especially crucial for CBB students to develop close
working relationships with their school psychology advisors.
CONSIDERING
YOUR ECOSYSTEM IN PLANNING
If
your ecosystem looks like this ..... consider a Four-Year Plan.
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The
Four-Year Plan is incredibly demanding and requires your full and
undivided attention.
If you have no family obligations
...
If you will not need to work or have
minimal work hours (10-15 hours/week)...
If you will take summer courses ...
If you have strong academic skills
and background in psychology.
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If your ecosystem
looks like this ..... consider a Five-Year Plan.
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A Five-Year Plan is still a full-time
program of studies. Summer classes are required for students
who are pursuing an emphasis in addition to program requirements.
A five-year plan may be reasonable,
If you have strong academic skills
AND
If you have family obligations
OR
If you need to work part-time
(15-20 hr/wk)
OR
If you complete your first year
in CBB,
OR
If you plan to complete the requirements
for the School Counseling Credential.
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If your ecosystem looks like this ..... consider a Six-Year Plan.
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A Six-Year Plan may be your best
match,
If you have family obligations
AND
If you must work at least part-time.
It may be possible to work full-time
as you begin the program on a six year plan. It is not, however,
possible to work full-time throughout the program because two
phases of field experiences across two academic years are required
prior to the full-time internship.
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Each
student's ecosystem is different, thus it is impossible to portray all
possible ecosystems. Before meeting with your advisor to develop your
sequence of studies, try to draw your ecosystem. The more rings you
have, the more you should consider an extended sequence plan.
LEAVE
OF ABSENCE
Occasionally
circumstances arise which call for a leave of absence (LOA) from the
program. If you are considering a LOA, meet with your advisor to discuss
implications for your sequence of study. With your advisor's support,
you may petition the school psychology faculty for a LOA of one semester
or one academic year. If the LOA is granted, you must also follow procedures
for obtaining a leave from the Graduate Division. (If you fail to obtain
an official university LOA, you will need to apply to the university
all over again!)
When
returning from a LOA, meet with your advisor to revise your S.O.S. and
to review program changes which may impact you.
ADDITIONAL
PRIMARY REQUIREMENTS
ASSOCIATED WITH FEDERALLY-FUNDED PROJECTS
Each federally-funded
project has its own requirements and participants on those projects must
consult with the project director. The primary requirements for current
projects are highlighted below because they may affect your personal sequencing
of studies and long-term planning.
Urban Poverty and School Psychology
Project Director, Valerie Cook-Morales
• Year-long
participation in an approved field experience in urban schools; providing
services to children or youth with high incidence disabilities, their families
and teachers.
San
Diego Bilingual School Psychology Partnership Project
Project Director,
Valerie Cook-Morales
• Group
coaching sessions once/month throughout the academic year. Combines with
the Summer Institute for 3-units of graduate credit.
• Summer Institute (two weeks full-time) each summer.
• CSP ??? Evaluation Techniques: Bilingual
• Month-long summer (June) immersion at a project-approved language-culture
institute
in Mexico or Latin America.
• Completion of the BCALD exam each time offered, until it is passed
in full.
• Independent study or coursework as selected and as needed to pass
the BCLAD exam.
Native American Collaboration Project (NACP)
Project Director, Carol Robinson-Zañartu
•Acceptance as Native Scholar or Pre-Scholar
• NACP seminar weekly each semester
• Two week summer institute each summer
•Fulfilling articulate community commitments
Multidisciplinary
Native American Collaboration Project (MNACP)
Project Director, Carol Robinson-Zañartu
•Acceptance as Native Scholar or Collaborator
• MNACP seminar weekly each semester
•Two week summer institute each summer
• Fulfilling articulated community commitments
SAMPLE
SEQUENCES
Sample sequences are offered on the following pages. These samples are
provided for your use in drafting proposed sequences to be discussed with
your advisor (use the worksheets following the sample sequences).
What
if ........?
In
a perfect world you would be able to follow your planned sequence of study
designed with your advisor prior to beginning the program but....
Anytime
you find the need to take even one course out of sequence you must immediately
meet with your advisor to discuss the ramifications and file a revised
sequencing plan.
SCHOOL
PSYCHOLOGY FOUR-YEAR SEQUENCE OF STUDY
The
sequence of studies described here is being submitted in August 2001
for review and approval by (1) SDSU curriculum committees and (2) CTC
program accreditation body. Courses in italics enroll both school psychology
and school counseling students.
| Year
1 |
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Summer
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Fall
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Spring
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600
SP x-cultural (2)
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CSP
600L X-cult Cnslg Lab (1)
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CSP
600L X-cult Cnslg Lab (1)
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Counseling
Communication
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CSP
??? Ecosystems
Assessments/Intervention I (3)
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CSP
??? Econsystems
Assessments/Intervention II (3)
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|
CSP
600L X-cult Cnslg Lab (1)
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ED
690 Research (3)
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CSP
610C Development (3)
|
|
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CSP
615 Multicult Cnslg or 610B Soc-Cult (3)
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CSP
??? Eval Tech I: Group & Behavior Scales (1) |
|
|
CSP
740 Practicum (2)
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CSP
643 Academic Assessment-Intervention (3)
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|
|
|
CSP
740 Practicum (2)
|
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Total
Required Units: 3
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Total
Required Units: 12
|
Total
Required Units: 13
|
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Year
2
|
|
Summer
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Fall
|
Spring
|
|
CSP
610E Bio Bases (3)
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CSP
610D School Learning (3)
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CSP
??? Prevention-Intervention Services (3)
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or
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CSP
??? Eco-behavioral Assess-Intervention (3)
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ED
795 Semina: Fos School Psychology (3)
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(3)
SpEd Law
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CSP
662 Counseling Interventions (3)
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CSP
730 Seminar & Fieldwork (3)
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|
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CSP
740 Practicum (2)
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CSP
7?? Cognitive Assessment-Intervention (3) |
|
|
CSP
??? Eval Tech II: Processing (1)
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M.A.
in Education, Emph in Counseling
|
Total
Required Units: 3 
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Total
Required Units: 12
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Total
Required Units: 12
|
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Year
3
|
|
Summer
|
Fall
|
Spring
|
| SpEd
Law (3) |
CSP
680 Theory/Process Consultation (3) |
CSP
7?? Dynamic Assess - Mediated Learning (3) |
| or |
CSP
752 Seminar & Advanced Fieldwork (3) |
CSP
752 Seminar & Advanced Fieldwork (3) |
|
CSP
610E Bio Bases (3)
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CSP
??? Research Applications I (3)
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CSP
??? Research Applications*
|
|
|
CSP
??? Eval Tech IV:
English Learners (1)
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and/or
ARPE ??? Grant Writing
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| Total
Required Units: 3 |
Total
Required Units: 10 |
Total
Required Units: 9 |
| *CSP
Research Applications II is the required option if electing to
complete a Specialists Thesis |
|
Year
4
|
|
Summer
|
Fall
|
Spring
|
|
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CSP 780 Internship (12)
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CSP 780 Internship (12)
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|
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CSP 760 Adv Professional
Seminar
I (3)
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CSP 760 Adv Professional Seminar II (3)
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|
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Ed.S.
in School Psychology
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Total
Units: 15
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Total
Units: 15
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Required
for Specialist Thesis :
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Specialist
Thesis (3)
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Specialist Thesis (0)
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SEQUENCE
OF STRONGLY RECOMMENDED COURSES & EXPERIENCES IN SCHOOL PSYCHOLOGY
| Year
1 |
|
Summer
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Fall
|
Spring
|
|
|
CSP ??? Epistemology of Counseling (3)
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CSP
670 Theory/Process of Group Counseling (3)
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|
•
CSP ??? Epistomology of Counseling is anticipated as a requirement
for our doctoral program.
• CSP 670 Theory & Process of Group Counseling provides
skills needed to organize & deliver group counseling in the
schools.
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Year
2
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|
Summer
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Fall
|
Spring
|
|
|
CSP 600L X-cult Cnslg Lab (1)
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CSP
600L X-cult Cnslg Lab (1)
CSP
??? Adv Eco-Behav Assess-Intervention (1+1+1)
|
| •CSP
600L Cross-Cultural Counseling Lab is a continuing experiential
component with the School Counseling students. |
•
CSP ??? Advanced Eco-Behavioral Assessment-Intervention is
a sequence of one-unit classes to provide the advanced knowledge
and skills necessary to:
|
(1) |
onducting
functional analyses and |
|
(2)
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positive
behavior intervention plans under California's Hughes
Bill (e.g., re self-injurious behavior) as well as |
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(3)
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(the
functional assessment conducted as part of manifestation
determinations under IDEA (i.e., re suspension/expulsion
of students with disabilities). |
All are
increasingly important in the role of school psychologists
and, if not obtained during the program, you will need to
have additional training as part of your continuing education
plan. YEAR 3: Summer Fall Spring
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Year
3
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Summer
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Fall
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Spring
|
|
|
CSP
??? Eval Tech III: Intellectual (1))
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(3)
CSP 740 Practicum: Assessment-Intervention (3)
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CSP ??? Eval Tech V: Bilingual (1)
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CSP
??? Adv. Appl Consultation & Collab (3) |
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|
CSP
??? Eval Tech VI: Social-Emotional (1)
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Eval
Tech VII: Preschool (1)
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| •
The CSP ??? Evaluation Techniques courses are available to broaden
your repertoire of tools in conducting psychoeducational evaluations.
CSP ??? Cognitive Assessment-Intervention is prerequisite to
this series; these courses may be taken at any time after completing
that prerequisite. The availability of these courses will be
announced prior to the semester in which they are offered (e.g.,
may be a summer offering). |
| •
CSP ??? Eval Tech IV: Bilingual will be a requirement of the
bilingual project and is essential for students who expect to
offer services in Spanish as well as English. [taught bilingually
- Spanish skills prerequisite] |
| •
CSP 740 Practicum: Assessment-Intervention is an opportunity
to have direct faculty supervision in the process of integrating
your assessment and intervention skills in a service delivery
model. |
| •
Consultation & Collaboration are the hallmarks of an ecosystemic
school psychologist. CSP ??? Advanced Applications of Consultation
and Collaboration will provide an opportunity to further refine
those skills. |
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Year
4
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Summer
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Fall
|
Spring
|
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|
CSP ??? Specialist Thesis (0)
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CSP
??? Specialist Thesis (continued)
(3)
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•Completing
the thesis for the Ed.S. degree is optional and very strongly
recommended for those who intent to pursue doctoral training.
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Additional
Electives. The following departments offer courses which are
particularly relevant to your development as a school psychologist:
Counseling & School Psychology, Special Education, Policy
Studies in Language & Cross-Cultural Education, Communicative
Disorders. Discuss your options with your advisor.
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THREE-YEAR
SEQUENCE OF STUDY
(Cohort
entering prior to 2001)
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Summer
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Fall
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Spring
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Year 1
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CSP 621 Intro
School Psych
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CSP 600/L
Intro Cnslg Sklls
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CSP 662 Interventions
W/ C&A
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ED 690 Research
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CSP 610D Learning
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CSP 710A Ecosystems
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CSP 610B SocCult
Basis
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CSP 615 Multicultural
Cnslg
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CSP 640 Intro
Assessment
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CSP 610C Development
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SPED 500 Intro
SpEd
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CSP 730 Fieldwork
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CSP 730 Fieldwork
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Year 2
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CSP 610E Bio-bases
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CSP 680 Consultation
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CSP 745 Prog
Dev/Eval
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CSP 642A Adv
Assessment
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CSP 642B Adv
Assessment
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CSP 740 Practicum:
Assess.
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CSP 740 Practicum:
Assess.
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CSP 752 Adv
Fieldwork
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CSP 752 Adv
Fieldwork
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Year 3
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CSP 780 Internship
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CSP 780 Internship
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CSP 710B Seminar
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CSP 760 Adv
Seminar
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