School Psychology
1. Program Summary
We deliver our program using a cohort structured, scientist-practitioner model consisting of developmentally sequenced coursework, applied and integrated fieldwork, and advanced seminars. As reflected in our Sequence of Study (SOS), each year is organized around instructional themes and application to practice in schools. Year 1 courses and practicum are focused on Ecosystemic Thinking, Multicultural Communication, and Data-Based Decision Making for Intervention. Year 2 courses and fieldwork address Individual and Small Group: Consultation, Intervention and Evaluation within an MTSS Framework. Year 3 centers on Advanced Individual and Systems Level Interventions, while Year 4 culminates with Integration of Multicultural School Psychology into Comprehensive Professional Practice.
2. Organizational Structure
3. Faculty Qualifications
SDSU follows the qualification guidelines for supervisors from NASP (see attachment below). Information about supervisor qualifications can also be found in the student handbook on page 18. There are also college-wide requirements for all lecturers.
Best Practice Guidelines for School Psychology Internships
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4. Course Sequence
5. Course Matrix
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6. Fieldwork and Clinical Practice
School Psychology Fieldwork Hours
| Year 1 | Practicum (CSP 740) | 200 hours (100 per sem) |
|---|---|---|
| Year 2 | Fieldwork (CSP 730) | 300 hours (150 per sem) |
| Year 3 | Advanced Practicum (CSP 752) | 400 hours (200 per sem) |
| Year 4 | Internship (CSP 780) | 1200 hours (minimum-600 school based) |
See Student Handbook for more information
This article reviews recent developments and models of multicultural supervision, noting advances in the literature as well as gaps in current knowledge. The authors describe the San Diego State University’s (SDSU) approach to multicultural supervision, using case-based scenarios to illustrate ways that the model addresses and supports intersectionality within multicultural supervision. We end with suggestions and implications for training programs with respect to multicultural supervision.
NASP Supervision Training PowerPoint presentations:
- NASP Supervision Process
- NASP Supervision: Culturally Responsive
- NASP Supervision: Goal Setting, Feedback & Evaluation
- NASP Supervision: Problems of Professional Competency
- NASP Supervision: Ethics
Shared Google Drive for all SDSU Instructional Faculty
This shared drive includes the following shared faculty resources (for all instructional and supervising faculty):
- Instructional Resources
- Integrative Report Writing
- Course Syllabi
- Supervisor Trainings
- SDSU SP Program Information
- Dispositions Form
- SDSU SP Handbook
ED.S. School Psychology Handbook
This handbook is updated yearly and includes information about several aspects of the SDSU SP Training Program:
- About the School Psychology Program
- Training Design and Practice Model
- The Big 5: Student Outcomes
- Specializations in Culture-Specific or Multicultural School Psychology
- Sequence of Study (SOS)
- Admissions & Application
- Program Requirements
- Variance from Program Requirements
- Supervised Field Experiences
- Field Experience Policies & Procedures
- CSP Professional Performance Review Process
- Other School Psychology Program/University Policies
- Incomplete Agreement Policy
- Leave of Absences from Program
- Commencement/Graduation Fees
- Individual Counseling Requirement Form
- Professional Memberships
Practicum: Syllabi for CSP 730 (Year 2 experience)
CSP 730: Fieldwork in School Psychology
Practicum: Syllabi for CSP 752 (Year 3 experience)
Internship/Fieldwork: Syllabi for CSP 760 & 780 (Year 4 experience)
Practicum:
- CSP 730: Please see the following planned assessments:
- CSP 752: Please see the following planned assessments:
- individual case studies and other course assignments,
- Evaluation of Competency Development (ECD) rating by supervisor,
- preparation for Internship Planning meetings in Spring,
- Field Experience Profile details all service delivery from year 1-3, and
- evaluation of comprehensive service delivery via logged hours in the School Psychology Service Delivery Analyzer (SPSDA),
- site visit supervision questionnaire
Internship/Fieldwork
- Site Visit Supervision Questionnaire: This is a structured interview form that is used during on-site visits with students and their practicum supervisors across all years.
- Needs Assessment Rubric: Interns are asked to complete a Needs Assessment & Intervention Plan at their site. This rubric outlines the guidelines for the assessment report, planned intervention, and presentation during class.
- Intervention Case Study Rubric: Interns are asked to complete an intervention (academic & behavioral) that measures positive impact on children, youth, families, and other consumers. This rubric outlines the necessary intervention components and guidelines for the final report.
- Task Stream Portfolio: Interns must create a Task Stream Portfolio with multiple exemplars and evidence (signature assignments) that speaks to competency development across all NASP Domains.
- School Psychology Service Delivery Analyzer (SPSDA), which evaluates comprehensive service delivery via logged (daily) hours during internship.
- Intern Recommendation Form for PPS credential: In March of their final semester, Interns are evaluated on their progress toward graduation and internship course requirements using this form that is sent to the College of Education (COE) credential analyst.
- Evaluation of Competency Development (ECD). This is an online Qualtrics evaluation of intern competency development across a variety of practice domains (see ECD link above). We use the same form for practica and internship so we can track growth over time.
