Masters Programs

Masters Programs

Welcome!

The UCSB School Psychology Program is committed to a scientist-practitioner model of training with an emphasis on preparing leaders and innovators in comprehensive support services to schools. The opportunities include an APA accredited Ph.D. and NASP and CTC approved PPS credential preparation program.

Ranked #2 School Psychology Program in USA
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“Welcome from the School Psychology Coordinator”

As School Psychology Coordinator, my position involves a balance of research, teaching, supervision, mentoring, and administrative duties. As an integral member of the CCSP faculty, I will co-evaluate student portfolio work in fulfillment of the CTC PPS Credential, participate in the recruitment of masters and doctoral students to the school psychology emphasis, advise and mentor students, maintain an independent program of research, participate in presentations at state and national professional conferences in collaboration with faculty and students, and conduct additional professional activities to enhance the visibility and scholarly excellence of CCSP.

The School Psychology Coordinator position was developed to manage the credential program and provide exceptional supervision and mentorship to graduate students pursuing second-year (450 hours) and third-year (1200 hours) school psychology fieldwork experiences. Through activities designed to address fieldwork situations and training needs, my goal is to foster students’ communication skills, flexibility, effective interpersonal relations, initiative and dependability, ethical responsibility, and respect for human diversity. School psychologists trained through CCSP are consistently rated as extraordinary in preparation, training, knowledge, and professionalism. I am honored to join a faculty team committed to excellence as one of the top school psychology training programs in the country.

Sincerely,
Jill D. Sharkey
School Psychology Coordinator

Emphasis on Diversity

Effective provision of support services also requires awareness, knowledge, and skill development in dealing with diverse populations. Therefore, throughout course work, references and applications will be made to how existing knowledge and skills can be applied and adapted to serve every child. Particular attention is given to the skills needed to work with ethnic and linguistic minority children and their families. Efforts are made to recruit graduate students who are reflective of the diverse population of students attending public schools in California.

School Psychology Program Rationale

The School Psychology is committed to a scientist-practitioner model of training. Emphasis is on the role of school psychologists as highly qualified practitioners and also as leaders/innovators in comprehensive support services to schools. It is housed in the Department of Counseling, Clinical, and School Psychology within the Gevirtz Graduate School of Education.

 

Scientist-practitioner Model
We emphasize the implications of research findings in psychology and education for psychological services in school settings. In turn, we emphasize the analysis of problems encountered in school settings from a scientific/evaluative/research point of view. We recognize the need for school psychologists to apply research-based information to assist all students to learn and maximize their human potential. This means that school psychologists work with regular education students and with students who have special learning needs. In addition to core content courses, this analytical perspective is complemented by ongoing practicum experiences in school settings as well as the Hosford Counseling and Psychological Services Training Clinic. These practica experiences are closely supervised by both university and field supervisors. The school psychology area includes PPS/Credential and Counseling, Clinical, and School Psychology PHD/Credential. All students participate fully in the breadth of fieldwork, courses, research, and other school psychology community activities.

 

Comprehensive Support Services
We view the school psychologist as pivotal in the provision of comprehensive support services to teachers, students, and parents. Comprehensive support services include prevention, assessment, and intervention programs for all children. A primary objective of the area is to train school psychologists who work to enhance the learning and development of students; and when the learning process is delayed, to be able to assist those who are at-risk or in need of special education services. These services include, but are not limited to, implementing and supporting primary prevention programs, student study team efforts of pre-referral intervention, multidisciplinary assessments, crisis intervention efforts (suicide and school violence prevention and intervention), psychoeducational interventions, and special education programs.

Admission of Candidates

Academic and Pre-professional Qualifications
To be accepted into the school psychology area, applicants must fulfill the requirements for admission to graduate standing in the University (includes a grade-point average of 3.0 in all course work undertaken during the most recent 90 quarter units of university or college work prior to the award of the bachelor's degree).

The CCSP Department faculty consider both academic and pre-professional activities when evaluating an admission packet:

Academic Qualifications
• Undergraduate GPA
• Graduate GPA
• GRE or MAT scores

Pre-professional and Personal Qualifications
• Letters of recommendation
• Statement of Purpose

    1. Breadth of experience
    2. Clarity of goals
    3. Special talents/interests

Profile of Students
In recent years, the average GPA of students admitted to the Pupil Personnel Services Credential Program was 3.5. A total of 50% had undergraduate, upper-division GPAs of 3.5 or higher. In recent years, a majority of the students has been female. There are about 30 students pursuing a school psychology credential in any given year. These include doctoral students in the CCSP and Educational Psychology Programs. In the past 15 years, all PPS graduates have been employed upon program completion.

Program Coordinators

Michael J. Furlong, Ph.D., Chair, Professor
Emphasis: School Psychology
Research Interests: 
School violence and safety (prevention); Bullying assessment and prevention; Anger assessment; Strength-based assessment; Child/adolescent psychological well-being

Tania Israel, Ph.D., Associate Professor
Emphasis: Counseling Psychology
Research Interests:
Lesbian, Gay, Bisexual, Transgender (LGBT); Gender; Counseling/Psychotherapy; Mental health services

Steven Smith, Ph.D., Director of Training, Associate Professor
Emphasis: Clinical Psychology
Research Interests:
Abnormal psychology; Clinical psychology; Psychotherapy; Cognition; Intelligence; Perception; Neurospychology; Psychometrics; Assessment; Learning disability; Personality; Juvenile delinquency

Jill Sharkey, Ph.D., Academic Coordinator
Emphasis: School Psychology Credential (M.Ed.)
Research Interests:
Antisocial Behavior, Juvenile Delinquency, Emotional and Behavioral Disorders, Developmental Psychopathology, Risk and Resilience, School Violence, Student Engagement, Assessment and Measurement

Program Faculty
The core faculty affiliated with the School Psychology program are listed below. Each name is linked to the respective faculty member webpage.

Erin Dowdy, Ph.D.
Office: ED 2139
Phone: 805.893.2703
Fax: 805.893.7762
E-mail: edowdy@education.ucsb.edu

Michael Furlong, Ph.D.
Office: ED 2131
Fax: 805.893.7762
E-mail: mfurlong@education.ucsb.edu

Shane Jimerson, Ph.D.
Office: ED 2121
Phone: 805.893.3366
Fax: 805.893.7762
E-mail: jimerson@education.ucsb.edu

Matt Quirk, Ph.D.
Office: ED 2145
Phone: 805.893.5914
Fax: 805.893.7762
E-mail: mquirk@education.ucsb.edu

The affiliated faculty with the School Psychology program are listed below.

Merith Cosden, Ph.D.
Office: ED 2137
Phone: 805.893.2370
Fax: 805.893.7762
E-mail: cosden@education.ucsb.edu

Robert Koegel
Office: ED 2129
Phone: 805.893.8136
Fax: 805.893.7762
E-mail: koegel@education.ucsb.edu

Financial Aid

Financial assistance is obtained primarily from university, state, and federal programs that provide scholarships, long- term loans, and/or work-study monies. A separate application for these programs must be made directly to the Office of Financial Aid, 2103 Student Affairs/Admin. Services Bldg., (805) 893-2432.

Financial support information is provided through the Graduate Division on their Financial Center.
Also, the CCSP Department will provide other funding resources as made available.

Information Meeting

The CCSP Department offers information meetings once per quarter, and will include a faculty member and current student in the program. No reservation required. If you are able to attend, questions that you may have will be answered at this time. For further information call (805) 893-3375, email ccspapp@education.ucsb.edu, or write to: Department of Counseling, Clinical, and School Psychology, Gevirtz Graduate School of Education, University of California, Santa Barbara, CA 93106-9490.

LINKS:
International

International School Psychology Association
http://www.ispaweb.org/

National

American Psychological Association
http://www.apa.org/

APA, Division 16 Homepage
https://www.apa.org/about/division/div16.aspx

National Association of School Psychologists
http://www.nasponline.org/

State

California Association of School Psychologists
http://www.casponline.org/

California Department of Education
http://www.cde.ca.gov/

Local Community

Santa Barbara County Office of Education
http://www.sbceo.org/

Santa Barbara School District
http://www.sbsdk12.org/

Goleta Union School District
http://www.goleta.k12.ca.us/

Carpinteria Union School District
http://www.cusd.net/

*Questions related to the program's accredited status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 / E-mail: apaaccred@apa.org
Web: www.apa.org/ed/accreditation