About Us

Learn about our mission, philosophy, design, vision and outcomes.


The School Psychology Program prepares school psychologists to be systems change agents in culturally diverse schools. More specifically, we aim to provide our graduates with:

  • Ecological and systems perspectives by which to consider problem situations in the schools
  • Cultural competencies to serve the multicultural populations of public schools
  • Knowledge and skills to serve both general and special education populations
  • Skills to function as advocates, change agents, and consultants in the schools, providing a broad range of culturally appropriate assessment-intervention services


The program embraces an ecosystemic philosophy-orientation and emphasizes multicultural content, processes, and experiences. In design and content, the program is influenced by these ecosystemic principles:

  • There are problem situations, not problem children
  • These situations are a result of dysfunctional transactions and reciprocal determinism among, for example, children, teachers, and parents
  • Culture is brought to the forefront as a base for hypothesis generation regarding the nature of the situation
  • Assessment-intervention is unified in response to person/ situation characteristics. Individuals as well as groups of individuals are viewed as open and modifiable systems

Design, Vision, & Outcomes

The SDSU School Psychology Community (i.e., faculty, students, alumni, supervisors) supports the NASP 10 domains as themes for professional preparation:

  • Domain 1: Data-Based Decision Making and Accountability
    School psychologists have knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress of outcomes.
  • Domain 2: Consultation and Collaboration
    School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services.
  • Domain 3: Interventions and Instructional Support to Develop Academic Skills  
    School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.
  • Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills 
    School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social-emotional functioning and mental health.
  • Domain 5: School-Wide Practices to Promote Learning
    School psychologists have knowledge of school and system structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.
  • Domain 6: Preventive and Responsive Services  
    School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response.
  • Domain 7: Family-School Collaboration Services
    School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children's learning and mental health; and strategies to develop collaboration between families and schools. 
  • Domain 8: Diversity in Development and Learning 
    School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influence related to diversity.
  • Domain 9: Research and Program Evaluation 
    School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings.
  • Domain 10: Legal, Ethical, and Professional Practice
    School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.  

We support these domains through a multicultural context and identified outcomes for SDSU school psychologist in each area. These areas serve as the framework for curriculum development, field experience activities, and evaluation of students’ development of competencies.

The Program provides an integrated sequence of theory, research, and practice in these seven areas over a 3-year sequence of full-time study followed by a full-time yearlong internship. This integrated graduate-profession program culminates in the Educational Specialist (Ed.S.) degree in School Psychology and the California Pupil Personnel Services Credential in School Psychology.

Students simultaneously complete and earn: (a) the Masters of Science (M.S.) degree in Counseling with a Concentration in School Psychology, usually at the end of their second year in the program, and (b) the California School Psychology Internship Credential at the end of their third year. The program has held NASP approval since 1989 and is accredited by the California Commission on Teacher Credentialing.