In terms of its values in professional service delivery and preparation, the School Psychology Program also articulates a clear vision in its emphasis on preventive programs and intervention at all systemic levels in order to serve all children. It is the mission of the School Psychology Program to provide instruction and training experiences to graduate students who are seeking the California Credential in School Psychology, and to serve the educational, emotional, social and cognitive development needs of the children of California in preschool, elementary and secondary schools. School sites in the area provide experience with a variety of cultural groups. During that time, close on-site and university-based supervision and instruction provide practice in program development, behavioral and instructional consultation, instruction, assessment, counseling, collaboration with other professionals, and crisis intervention. Trainees work in schools several days a week during two and one-half years of School Psychology practica and internship. At the same time, our students receive very solid training in skills such as assessment and counseling to serve students whose development and education is of concern. As such, we emphasize and provide practice in a variety of skills which enable school psychologists to serve all children, to work proactively to prevent problems and provide coping skills to children, and to provide consultation to teachers. The Program is based on the belief that school psychological services should be proactive and prevention-oriented in order to reduce the potential for academic, emotional, and social problems of children and adolescents enrolled in California schools. This model combines levels of service delivery, from primary prevention to tertiary intervention, with numerous systemic levels ranging from specific individuals to the community at large. Our School Psychology program is based on a philosophy of preparation derived from a model which combines systems theory with a preventive approach to service delivery. Please visit MA in Applied/School Psychology for more information. Professional skills include consultation, instruction, program development, assessment, counseling, and research. In a typical day, a school psychologist might confer with teachers or parents about students, observe a student in a classroom, make a presentation in a classroom about social or study skills, meet with children individually for psychoeducational assessment or counseling, and handle a half dozen calls to parents and other professionals. School psychologists work with children from infancy through young adulthood, and with their parents, teachers, and other professionals to enhance the quality of their educational experience and healthy development. In each required course, a number of specific competencies must be mastered in order to successfully complete the program and obtain the credential. The School Psychology Program is competency based. In order to obtain the MA and the credential, both of which are required to practice as a school psychologist in California, the typical entering graduate student with an undergraduate background in psychology will require six graduate semesters. The department offers the Master of Arts in Psychology: Option in Applied Psychology/ School Psychology in combination with the coursework required to earn the Pupil Personnel Services (PPS) School Psychology credential through their program. Bell and was the first graduate program offered by the Department of Psychology. Graduate-level work in school psychology has a long and distinguished history at California State University, Chico.
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