The Department Of Educational Psychology School Psychology Program
CALIFORNIA STATE UNIVERSITY, EAST BAYPupil Personnel Services : ServiceCredential - School PsychologyPROGRAM ASSESSMENT DOCUMENTSubmitted toThe California Commission on Teacher CredentialingDecember 23, 2014byTHE DEPARTMENT OF EDUCATIONALPSYCHOLOGY, SCHOOL PSYCHOLOGY PROGRAMSchool Psychology Program Coordinator: Greg Jennings, Ph.D.greg.jennings@csueastbay.edu25800 Carlos Bee Blvd, Hayward, CA 94542
School Psychology CSU East BayTABLE OF CONTENTSDIRECTIONS FOR READERS . 4Part I – Narrative: Response to Standards. 5A. Generic Program Standards1. Program Design, Rationale, and Coordination . 72. Growth and Development . 123. Socio-Cultural Competence. 164. Assessment . 195. Comprehensive Prevention and Early Intervention for Achievement . 216. Professional Ethics and Legal Mandates. 237. Family-School Collaboration . 258. Self-esteem and Personal and Social Responsibility. 279. School Safety and Violence Prevention. 2910. Consultation . 3111. Learning Theory and Educational Psychology . 3312. Professional Leadership Development . 3513. Collaboration and Coordination of Pupil Support Systems . 3614. Human Relations . 3815. Technological Literacy . 4016. Supervision and Mentoring . 41B. School Psychology Specialization Program Standards17. Psychological Foundations . 4418. Educational Foundations . 4719. Legal, Ethical and Professional Foundations. 492
School Psychology CSU East BayTABLE OF CONTENTS (continued)20. Collaboration and Consultation . 5221. Wellness Promotion, Crisis Intervention, and Counseling . 5422. Individual Evaluation and Assessment . 5723. Program Planning and Evaluation . 6124. Research, Measurement, and Technology . 6325. Practica . 6526. Culmination Field Experience . 7327. Determination of Candidate Competence. 83Part II – Program Syllabi . 86Part III – Key Assessments/Signature Assessments . 88Part IV – Additional Supporting Documents . 903
School Psychology CSU East BayDirectionsPart I is the program’s response to Program Standards. Most of the hyperlinks contain content that is included in syllabi or documentshosted on a web server. Every hyperlink in the Narrative is also listed on the right in the Linked Documents section.When clicking on a hyperlink for an assignment or form, please take note of the page number listed for that assignment or form. The link willlead to the appropriate syllabus or document, but the reader will often need to scroll to the appropriate page.Part II contains links to all of the syllabi referenced in the narrative. These syllabi are hosted on a web server.Part III is the Candidate Key Assessments/Signature Assessments Section. There is a list of links of all Key Assessments/SignatureAssessments at the end of the section. These Key Assessments /Signature Assessments are also hosted on a web server.Part IV contains all of the supporting documents for reference.4
School Psychology CSU East BayPart I – Narrative: Response to Standards5
School Psychology CSU East BayGeneric Program Standards6
School Psychology CSU East BayGeneric Program StandardsGeneric Program Standard 1: Program Design, Rationale, and CoordinationStandard 1The program iscoordinatedeffectively inaccordance with acohesive designthat has a cogentrational.Foundation andtheoreticalcourses precedeand are designedto be taken priorto morespecialized andadvancedcourses.Narrative ResponseThe Clinical Child/School Psychology (CCSP) Program at CSUEB is driven by a commitment toapplied Social Justice and Democracy in local, Bay Area schools and communities. Faculty, andfield-based supervisors have a passion to train candidates to advocate in the academic, socialemotional, and personal development of diverse, often ignored, under-represented students in localcommunities. Thus, our philosophy is consistent with our College Mission: To prepare leaderscommitted to social justice and democracy. Specifically, our training philosophy promotes astrength-based, collaborative, and ecological perspective in which each Candidate works withinsystems to identify current assets (strengths) within the individual pupil, key relationships, andschool/community environments, in spite of poverty, racism, or other critical challenges, whilecollaboratively applying a full range of problem solving, therapeutic, and intervention skills. Thus,we consider it essential that each of our Candidates should develop sound professionaldispositions and values in concert with the acquisition of professional knowledge to collaborate witheducators, parents, and community members. Our goal is to promote a strong professional identityin School Psychology while providing a core of shared learning experiences that will enhanceknowledge and skills for work in school-based, community settings. Program Coordination andCourse Foundation are presented in the 2014-2015 Program Student Handbook, (see pages 9-13).CCSP focuses on the following areas of professional development: Foundation for Clinical Practice,Professional Skills and Knowledge, Demonstration of Competency, and Professional Identity.The following are specific areas of Program Coordination evidencing Standard 1.(1) Sequence of Courses:All courses are programmed in a hierarchical sequence, in order to encourage Candidates tostructure their knowledge in an integrative, organized manner with a strong foundation for appliedskills. For instance, in the sequence of assessment courses, the first course (first year) begins withan introduction to the theory and research of intellectual development in the Fall; in the WinterQuarter there follows a practicum course on intellectual evaluation; in the Spring Quarter, a course7LinkedDocumentsProgram StudentHandbook, pp. 913
School Psychology CSU East Bayon the assessment of learning problems and neuropsychological difficulties is presented. Duringthe second year, a unique Neuropsychology course focuses identification of processing disorders inthe Fall; in the Winter Quarter, students learn how to assess social emotional status of pupilsthrough a wide variety of methods and tools; in the Spring Quarter, there follows summative reviewof assessment, consultation, research, and intervention cases regarding Data Based DecisionMaking in an Advanced PPS Course. Each successive course builds upon the preceding one, thusrequiring Candidates to become progressively more adept at integrating assessment data from avariety of sources, in order to formulate a clear and well integrated understanding of each child asan individual and to link assessment to interventions.All courses are programmed in a hierarchical sequence, as documented in the Student ProgramHandbook, in order to encourage Candidates to structure their knowledge in an integrative,organized manner. Thus, from the point of admission to the point of graduation, every Candidatecompletes an organized sequence of courses. Each course is designed to address specificrequirements and standards, as consistent with state and national criteria for competency andexcellence.The program has designed a series of prerequisite and early preparation courses, serving asfoundation for more advanced training, as provided in Specialized and Advanced Courses. Seesample courses listed below. Candidates have a sequence of courses in their Program StudentHandbook, (see page. 12).I. Prerequisite CoursesPrior to entering the CCSP Program, candidates take the following courses, at any accreditedinstitute, to prepare for graduate-level training and instruction: 8Human DevelopmentAbnormal Psychology-Introduction to normal developmentIntroduction to atypical emotional, social, behavioraldevelopmentLearningIntroduction to theories of behavioral or cognitive learningStatisticsIntroduction to basic parametric and non-parametric statsTests and Measurements- Introduction to the psychometrics of psychological testsProgram StudentHandbook, p. 12
School Psychology CSU East BayII. Select Theory and Foundation Courses (First Year) EPSY 6750 Foundation of Counseling- Theories of CounselingEPSY 6302 Individual Development- Theories of Human DevelopmentEPSY 5610 Micro CounselingActive Listening and Intro. Counseling SkillsEPSY 6758 Report WritingFoundation of Data Collectionand Psychoeducational Report WritingEPSY 6765 Psychological Counseling- Ecological, Educational Foundations of SchoolsServicesIII. Select Specialized and Advanced Courses (Second Year) EPSY 6669 Mental Health ConsultationEPSY 6785 Law and EthicsEPSY 6810 Adv. Grad Seminar: Severely HandicappedEPSY 6764 Intervention Strategies for Systems/ Program DevelopmentEPSY 6820 Crisis InterventionEPSY 6205 Adv. Pupil Personnel ServicesEPSY 6400 Family TherapyEPSY 6912 Personality Assessment/Social Emotional Assessment(2) Breadth of Theory and Research:The knowledge base of the program is sufficiently extensive as to provide Candidates with anunderstanding of major theories within the field and the ability to apply various theoreticalapproaches, so that the child's development and adaptation is optimally facilitated. The majortheoretical approaches explored in the course of training include developmental psychology,cognitive-behavioral psychology, neuropsychology, psychodynamic psychology, and the familysystems psychology. Each of these approaches provides a potential framework for understandingthe child in context and various sources that may influence development.(3) Integration into Professional Practice:The program is strongly field-based, with course assignments specifically designed to be carriedout in field settings. Great effort is devoted to providing Candidates with experiences that are most9
School Psychology CSU East Bayappropriate to their particular level of readiness, with the difficulty and complexity of assignmentsincreasing steadily as Candidates progress through the program and grow in their training. Eachcourse is specifically designed to include field site applications. In conjunction with readings,lectures, and discussions of specific areas of knowledge and application, the Candidate is requiredto complete a related project in the field setting. In this way, the Candidate is able to demonstratethe kinds of knowledge, skills, and core values that are central to the philosophy of the program.Areas of Study:The academic and professional goals of the program include advanced development in thefollowing areas of study:(1) Research and Program EvaluationKnowledge of, and competencies in, methods of generating knowledge and skills in evaluatingtheory, research, and practice.(2) Psychological Foundations of BehaviorKnowledge of the psychological foundations of development and behavior, including learning,exceptionality, neuropsychology, psychopathology, and socio-cultural influences on adaptation.(3) Psychological Assessment ProceduresKnowledge and mastery of psychoeducational assessment techniques, including the assessment ofcognitive functioning, learning achievement, perceptual-motor processing, neuropsychologicalfunctioning, social-emotional development and adjustment, and functional analysis. This area ofassessment study includes an emphasis upon alternative assessment approaches (e.g., Piagetianassessment among African American students) and the critical link between assessment andintervention.The following figure is a summary of the progression of training from foundation/ skill & knowledgeto competency and professional identity.10
School Psychology CSU East BayProfessionalIdentityDemonstration ofCompetencyProfessional Skills& KnowledgeFoundation forClinical PracticeReflection & GoalSettingKey AssignmentsEvaluations&NASP TrainingStandardsDispositionsThe Assessment System is applied most directly in the Annual Summary of Candidate progressspring of each year. Transition Points are spring quarters for year 1 (TP1) Beginning Trainingfocusing on foundations for clinical practice, year 2 (TP2) Advanced Training- focusing onprofessional skills & knowledge and beginning competency, and year 3 (TP3) Internship Trainingfocusing on skill competency and professional identity. School Psychology field supervisors andUniversity Instructors and supervisors provide formative and summative evaluation of allCandidates throughout the three years.In conclusion, the CCSP Program has developed and maintained a cohesive, cogent, andhierarchical coordination of courses and training experiences for candidates. We continuously tryto improve the quality of student training, and, we receive positive feedback from the field regardingadvanced (second-year), intern (third-year), and beginning school psychologists’ professionalreadiness. Specifically, written field supervisor comments and ratings have emphasized trainees’application of skill and knowledge in demanding, diverse schools.11
School Psychology CSU East BayGeneric Program Standard 2: Growth and DevelopmentStandard 2The programprovidescandidates withopportunities andexperiences toacquire anunderstanding oftypical andatypical growthand development,including relevanttheories,research, andother informationrelated to pupils’strengths andweaknesses thataffect learning inschool,community andfamilyenvironments.The programprovidescandidates withan understandingof the effects of(a) health anddevelopmentalfactors, (b)language, (c)cultural variables,12Narrative ResponseLinkedDocumentsHelping children achieve academic success is central to the role of the school psychologist. Thus,it is essential that knowledge of the influences of biology, culture, race, stereotyping, family, socioeconomic status, and language upon development should be inculcated early in the training ofschool psychologists and should continue to be emphasized at more advanced levels throughoutthe program of study. Early in the training program, Candidates are required to complete coursesemphasizing theory and research related to a variety of background factors known to influencedevelopment. These courses and emphases are listed below for areas a-f. In each of thesecourses, current theory and research are addressed in class discussions and assigned readings.Knowledge of individual strengths and weaknesses and the ways in which these learning patternsaffect pupil learning is emphasized throughout the program. Specific courses and content areasare detailed below.Health and Developmental FactorsDuring first-year work in the Community Counseling Clinic, beginning Candidates arerequired to work very closely with children and families, usually around family adjustment problemsthat are directly related to human development. Simultaneously, these beginning Candidates arelearning about life-span development issues in an Individual Development course, EPSY 6302,Individual Development. Candidates learn about theories of cognition and cognitive assessment inEPSY 6610, Cognition. Simultaneously, they learn how to interview parents to attain acomprehensive health and development history in EPSY 6758, Graduate Seminar I (DevelopmentalReport Writing). (See syllabi.)EPSY 6302EPSY 6610EPSY 6758Syllabi
School Psychology CSU East BayStandard 2(d) diversity, (e)socioeconomicstatus, and (f)factors ofresiliency on pupildevelopment.Narrative ResponseLinkedDocumentsLanguageCandidates learn to observe, interview, and review for language development information in EPSY6630, Graduate Seminar III (Assessment of English Language Learners). In this specializedEPSY 6630Syllabuscourse, they are introduced to the importance of distinguishing between challenges of pupil’slanguage acquisition and learning disabilities, a historically significant area of development inCalifornia. (See 6630 Syllabus.)Cultural Variables, Diversity, and Socioeconomic statusCandidates are required to formulate their ideas and demonstrate their understanding of centralissues through class presentations and written assignments. For example, in EPSY 6758,Graduate Seminar I (Developmental Report Writing) Candidates are required to complete five indepth reports. These reports include physical, social, emotional, and behavioral developmentalinformation as well as the ecological influences of family and culture upon these areas ofdevelopment.ResiliencyCandidates apply a lifespan developmental perspective to risk and resiliency in EPSY 6302,Individual Development. In this course, stress, risk, resiliency, and coping are defined andconnected with family, school, and community risk, and, protective factors (i.e., those environmentalvariables that increase or decrease the chance of negative outcomes). Candidates leaddiscussions that connect readings and observations in the field to the following are essentialconcepts. (See EPSY 6302 Syllabus.) The following are key resiliency concepts Candidates learn.Stress 13When physical, cognitive, or emotional demands of an event or environmentchallenge individual resources.EPSY 6758SyllabiEPSY 6302Syllabus
School Psychology CSU East BayStandard 2Narrative ResponseLinkedDocumentsRisk The probability or chance that one will have a negative future outcome based uponcurrent stress.Resiliency The ability to bounce back or recover from a disappointment, obstacle, or setback. The capacity to understand, cope with, and meet challenges of choice (i.e., choice toovercome stress or to be overcome by it) in spite of risks of failure and harm. A coping with disruptive, stressful, or challenging life events in a way that providesthe individual with additional protective and coping skills than prior to thedisruption.Coping Efforts, both action-oriented and intrapsychic to manage (i.e., master, tolerate, orreduce, minimize) environmental and internal demands, and conflicts among them,which tax or exceed a person’s resources.In summary, the following courses introduce and measure Candidates understanding of the impactof development on learning.Normal/ Typical Development:Prerequisite in Learning Theory (Must be taken prior to entering program)EPSY 6302, Individual DevelopmentEPSY 6610, CognitionEPSY 6758, Graduate Seminar I (Developmental Report Writing)14EPSY 6302EPSY 6610EPSY 6758Syllabi
School Psychology CSU East BayStandard 2Narrative ResponseAbnormal Development: (See Syllabi for the following courses)Prerequisite in Abnormal Psychology (Must be taken prior to entering program)EPSY 6301, Pediatric PsychologyEPSY 6025, Psychopathology of ChildhoodEPSY 6912, Social-Emotional AssessmentInfluences of Stereotyping, Family, Culture, and Language:EPSY 6758, Graduate Seminar I (Developmental Report Writing)EPSY 6630, Graduate Seminar III (Assessment of English Language Learners)EPSY 6610, Theories of Cognition15LinkedDocumentsEPSY 6301EPSY 6025EPSY 6912SyllabiEPSY 6758EPSY 6630EPSY 6610Syllabi
School Psychology CSU East BayGeneric Program Standard 3: Socio-Cultural CompetenceStandard 3The programprovidescandidates withopportunities andexperiences todisplay anunderstanding ofways in whichethnic, cultural,socioeconomic,andenvironmentalfactors influencepupil learning andachievement.Candidates willlearn skills to workeffectively withpupils and theirfamilies fromdiversebackgrounds. Theprogram providescandidates withan understandingand appreciationfor diversity.16Narrative ResponseAn understanding of the importance of developing cultural competence is provided to candidates toeffectively serve diverse and changing communities. The program provides candidates with anunderstanding of the ways in which educational policies, programs, and practices can bedeveloped, adapted, and modified to be culturally congruent with the needs of pupils and theirfamilies. EPSY 6765, a course on Psychological Counseling Services, is also presented early inthe first quarter of study. This course, which emphasizes the delivery of services in schools, alsoaddresses issues of student diversity and the critical need for a service delivery approach that issensitive to diverse populations of children and families. (See EPSY 6765 Syllabus.)EPSY 5610 (See Syllabus), Micro-counseling, is the first course offered in the Fall Quarter of thebeginning year. In this course, Candidates are introduced to fundamental counseling techniques,including active listening and facilitative responding. This course provides a broad backdrop ofrequisite sensitivity and knowledge pertaining to socio-cultural influences. (Later, at a moreadvanced level of training and understanding, Candidates take a four-unit course devoted entirelyto the theory and practice of Cross-Cultural Counseling, EPSY 6752.)Given the highly linguistically, culturally, and ethnically diverse population of the Bay Area, theProgram emphasizes ongoing emphasis on self-reflection, case presentation, and field-supervisorevaluation targeting the effectiveness of Candidate work, particularly among groups that are verydifferent from Candidates’ background. They shadow supervisors to observe skill and knowledgeand engage in instructional discussion and activities necessary for problem solving and culturalsensitivity and collaboration. Field supervisors then evaluate Candidate progress in applying theseexperiences to counseling, intervention, and assessment cases.The following CCSP Dispositions (See Program Disposition Rubric, Program Student Handbook,pages 26-30) are taught, measured, and celebrated (via quarterly Brown Bag, Candidate andprogram Faculty nomination meetings) throughout the program:LinkedDocumentsEPSY 6765SyllabusEPSY 5610SyllabusEPSY 6752SyllabusProgramDispositionRubric, ProgramStudentHandbook, pp.26-30
School Psychology CSU East BayStandard 3Narrative ResponseLinkedDocumentsUnderstanding of cultural and diversity factors as they impact counseling and humaninteractions. The student seeks to understand the clinical/professional implications of differencesin race, culture, gender, language, sexual orientation, and physical-, mental- & emotionalchallenges.Commitment to Social Justice and Democracy. Student has a commitment to respect and valuecultural diversity and individual differences. She/he is committed to supporting those who seekservices without discrimination or prejudice. Student demonstrates cultural competence in workingwith individuals of diverse backgrounds and life styles.An understandingof the importanceof developingculturalcompetence isprovided tocandidates inorder to effectivelyserve diverse andchangingcommunities.The programprovides17The CCSP Program has adapted a Multicultural training model developed by Colette Ingraham thatemphasizes skills in working with individuals from different cultures. Specifically, our program isbuilding training experiences that emphasize skills in cultural competency including: (1)understanding one’s own culture and the impact of that culture on others; (2) communicatingsensitivity to cultural experiences and beliefs while recognizing individual differences, betweengroup differences, and within-group differences; (3) identifying experiences of racism, classism, andsexism as barriers to meaningful participation; and (4) facilitating sincere solution-focusedcollaboration, in spite of barriers, to diminish fears and to increase trust.Cultural competence takes time and reflection to develop. Therefore, small-group supervision inthe three-quarter series EPSY 6670, 6671, and 6672, Field Work Group Supervision, I, II, III,provides rich opportunity to discuss Candidates' first-hand experiences with children from a varietyof backgrounds, and to explore culturally appropriate, collaborative techniques to enlist the aid ofparents and families in support of educational efforts. (See EPSY 6670 syllabus three-quartersupervision course overview.) By means of informal case discussions, and, ultimately, more formal"case presentations," Candidates gain experience in integrating their own values and beliefs withmore consensually validated techniques for collaboration. Because of the considerable diversity ofCandidates within our program, Candidates of differing backgrounds are often able to shareexperiences in ways that enrich the knowledge base of the group as a whole.Candidates apply Social Justice and Democracy to Action Research and Program Development/Evaluation in an advanced course: Intervention Strategies for Systems and Organizational Change.EPSY 6670SyllabusEPSY 6764
School Psychology CSU East BayStandard 3Narrative ResponseEPSY 6764. (See Syllabus.)candidates withan understandingof the ways inCandidates have the opportunity to apply system-level action research and demonstrate thewhich educational following.policies, programs1. Understanding of Participatory Inquiry Process (PIP) and Appreciative Inquiry (AI) strategiesand practices canfor systems and organizational development.be developed,2. Integration of the multicultural and Advocacy Competencies into work and reflective practice.adapted, and3. Knowledge and understanding of systems change process and communitymodified to bebuilding in promoting program development.culturallycongruent with theneeds of pupilsand their families.18LinkedDocuments
School Psychology CSU East BayGeneric Program Standard 4: AssessmentStandard 4Narrative ResponseLinkedDocumentsThe programprovidescandidates withthe knowledge ofcurrent theoriesand methods ofusing assessmentdata to supportdata-baseddecision makingfor the purpose ofunderstanding,evaluating andpromoting positivepupilperformance,programoutcomes, andschool climate.Throughout the program, the link between appropriate assessment and appropriate evidencebased interventions are emphasized. Comprehensive assessment is essential in developingstrategies for educational planning and decision making. The basic theories and methods relatedto emotional, intellectual, physical, and social characteristics are addressed in several basiccourses which are required as prerequisites to the program:Knowledge of assessment theories and methods is taught in EPSY 6610, Cognition Theory andAssessment, where the emphasis is upon cognitive abilities and the assessment of individuallearning strengths and weaknesses. In this course, the importance of establishing an appropriateassessment environment and appropriate rapport between the assessor and the individual beingassessed is stressed, as are the influences of certain non-cognitive factors, such as such asphysical and emotional health, and other individual, family, school and cultural variables. (Seesyllabus.)EPSY 6610SyllabusCandidatesdevelop anunderstanding ofthe influence ofmultiple factors onpupilachievement.Beginning skills in social-emotional ass
Pupil Personnel Services : Service Credential - School Psychology. PROGRAM ASSESSMENT DOCUMENT Submitted to . The California Commission on Teacher Credentialing . December 23, 2014 . by . THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY, SCHOOL PSYCHOLOGY. PROGRAM . School Psychology Program Coordinator: Greg Jennings, Ph.D. greg.jennings@csueastbay.edu
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
