School Psychology: Doctoral Students Handbook

For students entering the program in 2026-2027 and beyond

Last updated July 2026

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Part 1: Preface, Core Faculty, & Department Overview

Preface

This document provides a description of the requirements for completing a Doctor of Philosophy (Ph.D.) program in School Psychology, including courses, examinations, and fieldwork. It is intended to be used by students in school psychology to plan and complete their graduate program. Students are expected to regularly consult this handbook throughout their course of study.

Materials within this Student and Faculty handbook were assembled from various sources for the convenience of present and prospective graduate students in the School Psychology Ph.D. program. This handbook is not an official publication of the University of California, Santa Barbara (UCSB) and is superseded in cases of conflict by the UCSB Graduate Division Policy & Procedure. In keeping with the standards of the profession, certain program requirements are more stringent than those of the Graduate Division. Policies are considered binding only within the School Psychology Ph.D. program and can be revised by program faculty. The remaining policies are those of the Gevirtz Graduate School of Education (GGSE) and are taken from various official University publications. A student is governed by the regulations operative on the date of entry into the program. Revisions to the Plan of Study and schedule of courses may be introduced at the beginning of an academic year.

Faculty in the School Psychology Ph.D. program adhere to the Family Educational Rights and Privacy Act (FERPA) of 1974 when managing student issues. As such, faculty members may share pertinent student information among relevant program and university faculty/staff to develop intervention plans.

Core Program Faculty

Erin Dowdy
Ph.D., The University of Georgia
Professor
Licensed Psychologist, State of California; Credentialed School Psychologist, State of California; Nationally Certified School Psychologist
Office: 2139 Education Building (805-893-2703) e-mail: edowdy@education.ucsb.edu
Interest areas: Prevention and early intervention, social-emotional and behavioral assessment, universal screening for mental health risk and strengths, culturally responsive practices, school-based mental health.

Jon W. Goodwin
Ph.D., University of lowa
Associate Professor of Teaching
Director of the Ray E. Hosford Counseling and Psychological Services Clinic, Licensed Psychologist, State of California; Credentialed School Psychologist, State of California; Licensed Psychologist, State of lowa; Nationally Certified School Psychologist Office: 2119 Education Building (805-893-8136)
e-mail: jongoodwin@ucsb.edu
Interest areas: Assessment of learning differences, psychoeducational services for students with advanced intellectual ability, scholastic functioning of children and adolescents with craniofacial disorders (e.g., clefts of the lip and/or palate).

Shane R. Jimerson
Ph.D., University of Minnesota-Twin Cities
Professor
Director, Academic Program Development
Credentialed School Psychologist, State of California; Nationally Certified School Psychologist
Office: 2121 Education Building (805-893-3366) e-mail: jimerson@ucsb.edu
Interest areas: Early intervention and prevention, school violence and safety, dropouts, reading education, safety education, educational psychology and measurement, elementary education, behavioral and social development.

Janine M. Jones
Ph.D., University of Texas at Austin
Professor
Associate Vice Chancellor for Graduate Affairs
Anne and Michael Towbes Dean of the Graduate Division
Licensed Psychologist, State of Washington; Nationally Certified School Psychologist
Office: 3117 Cheadle Hall (805-893-2277) e-mail: janinejones@ucsb.edu
Interest areas: Culturally responsive adaptations to mental health interventions, translational research in school psychology, school engagement and sense of belonging for students of color.

Arlene Ortiz
Ph.D., Pennsylvania State University
Assistant Professor of Teaching
Licensed Psychologist, State of California; Credentialed School Psychologist, State of California; Nationally Certified School Psychologist
Office: 2129 Education Building (805-893-3483) e-mail: arleneortiz@ucsb.edu
Interest areas: Bilingual assessment of culturally and linguistically diverse students, training and supervision of pre-service bilingual school psychologists.

Matthew Quirk
Ph.D., University of Georgia
Professor
Director, International Center for School-Based Youth Development Graduate Advisor, Department of Counseling, Clinical, and School Psychology Office: 2145 Education Building (805-893-5914) e-mail: mquirk@education.ucsb.edu
Interest areas: School readiness, academic assessment and intervention, academic motivation and engagement, early literacy and language development, emergent multilingual learners.

Jill Sharkey
Ph.D., University of California, Santa Barbara
Professor
Gevirtz Graduate School of Education
Credentialed School Psychologist, State of California; Nationally Certified School Psychologist
Office: 2133 Education Building (805-893-3441) e-mail: jsharkey@education.ucsb.edu
Interest areas: Juvenile delinquency, risk and resilience, school violence, student engagement, child welfare, behavioral wellness, gangs, human trafficking, trauma informed practices.

Miriam Eady Thompson
Ph.D., University of Arizona
Associate Professor of Teaching
Director of Clinical Training and School Psychology Credential Coordinator
Director, UCSB Mind and Behavior Assessment Clinic
Department of Counseling, Clinical, and School Psychology
Licensed Psychologist, State of California; Licensed Psychologist, State of Massachusetts; Nationally Certified School Psychologist
Office: 2123 Education Building e-mail: miriameadyt@ucsb.edu
Interest areas: Training and professional issues in psychology, psychological assessment, open inquiry, viewpoint diversity, psychology graduate student training, pedagogy in psychology.

Department of Counseling, Clinical and School Psychology Overview

Counseling, Clinical, and School Psychology Program History
The training of professional psychologists at the University of California Santa Barbara (UCSB) began in 1969 with the appointment of Dr. Ray E. Hosford. Since that time, the department has experienced expansion and enhancements. The original faculty in 1969 consisted of two professors; the current Department has a faculty of 16. The original Ph.D. was in Education and was changed in 1987 to a Ph.D. in Counseling Psychology. Effective Fall 1990, students were offered three specializations-counseling, clinical, or school psychology-reflecting the populations and skills to which the respective areas devote their professional activities. From 1991 through the entering class in 2021, the degree awarded by the University of California for successful completion of this combined program was in "Counseling, Clinical, & School Psychology" (CCSP). One of the three program specialties (counseling, clinical, or school) was also designated on each student's official University transcript. In 2006, the Department of Counseling, Clinical, and School Psychology was established within the Gevirtz Graduate School of Education. As of Fall 2022, the CCSP Department has two doctoral specializations: Ph.D. in Counseling and Clinical Psychology and a Ph.D. in School Psychology. The UCSB CCSP Department has received national recognition and has enhanced the breadth and depth of its offerings through selective and successful recruitment of high-quality faculty.

Department Mission
To generate and disseminate knowledge, provide expertise, and prepare the next generation of diverse scholars in applied psychology. The Department of CCSP strives to be recognized for excellence and innovation in research that fosters the psychological well-being and social equity of all people, especially vulnerable populations.

Department Faculty
There are currently 14 faculty members in the CCSP Department. These faculty members represent a breadth of interests and their formal training is dispersed among the three traditional specialties of applied psychology. The faculty's full time schedule is based on the 9-month academic year. The summer months, approximately June 15 through September 15, are devoted to writing and research projects. Faculty members are generally unavailable for student qualifying exams or dissertation meetings during these months, but some do work with students on research, teach courses, or supervise fieldwork in the schools. Faculty quality is reflected in their performance in four areas: (a) research and creative activity, (b) mentorship and teaching, (c) professional recognition, and (d) university and public service. Core Department faculty members have consistently been judged by students, colleagues, and extramural peers to be superior in these four areas.

Accreditation
Three external bodies provide criteria for training programs in applied psychology, in addition to the general accreditation provided to the University by state and regional educational agencies. Psychology programs that train individuals to provide direct services to the public must comply with requirements sufficiently to ensure that graduating students meet the educational standards for licensure. The CCSP department does not meet unique requirements of all state and provincial credentialing entities, but provides a core curriculum that goes towards meeting requirements. Students should inform themselves of specific state licensure requirements prior to enrolling at UCSB. Moreover, to enhance student's flexibility in the job market, voluntary accreditation by the American Psychological Association (APA) is deemed necessary by the department.

The UCSB program first received accreditation from APA as a Counseling Psychology program in 1981. In 1986, and again in 1988, site visit teams from the Committee on Accreditation of APA re-accredited the program in the same specialty area. In 1990, the Department also received a three-year provisional accreditation for the combined program (for students entering the Department in September 1991 or later). In 1994, APA gave five years of full accreditation to the combined CCSP Department. In 2006 and 2013, APA conducted subsequent site reviews, and in each case, CCSP received full seven-year accreditation. In 2020, APA conducted a site review and provided a 10-year accreditation for CCSP. As of the 2022-2023 academic year, the Doctoral Programs split into a School Psychology Program and a Counseling and Clinical Psychology Program.

The California Commission on Teacher Credentialing accredits units that offer state-level credentials for practice in the schools. The School Psychology Specialization offers a pupil personnel services credential in school psychology.

The Gevirtz School Vision and Mission
Vision: The Gevirtz School of Education (GGSE) will be a leader in addressing pressing social justice issues through interdisciplinary collaborations grounded in educational and applied psychological research, teaching, and service.

Mission: (1) To conduct scholarly inquiry into education and applied psychology, especially into community responses to the opportunities and challenges posed by individual, economic, linguistic, and cultural diversity in our multicultural society; (2) To educate scholar researchers and scholar practitioners to address educational opportunities and challenges arising from diversity; and (3) To develop and maintain exemplary programs that serve as models for teaching, research, and service.

Part 2: Program Philosophy, Competencies, & Licensure

Program Overview

Program Description

The School Psychology program at UCSB is a premier doctoral specialization housed within the Department of Counseling, Clinical, and School Psychology (CCSP). Students who graduate from this program are eligible to apply for the advanced specialization Pupil Personnel Services (PPS) Credential in School Psychology in California. The curriculum is structured as a full-time, five-year sequence that incorporates both research and clinical fieldwork, strongly endorsing a scientist-practitioner model for health service psychology training. During the second year, trainees complete 450 hours of practicum, mostly within public schools. In their third year, doctoral candidates participate in advanced public school fieldwork, and they may also elect to train in specialty clinics or community mental health agencies. The final program year (usually Year 5 or 6) requires an internship consisting of at least 1,500 clock hours.

An optional M.Ed. degree can be earned after the successful completion of 52 required course units. Students who enter with previous graduate coursework may waive up to 8 units (two classes) for the M.Ed., or an unrestricted number of courses for the Ph.D., provided the final plan of study is approved by the student's advisor and the CCSP faculty.

This doctoral training requires intensive, full-time dedication, with most courses held during the daytime. The program operates on the principle that education extends beyond formal classes, aiming to cultivate a community of learners committed to ongoing program enhancement. Acquiring the PPS Credential is a fundamental aspect of the CCSP doctoral training, requiring all candidates to fulfill state (CCTC) and national (NASP) standards. Furthermore, the program emphasizes APA competencies, comprehensive research study, advanced practica, and in-depth methodological coursework. The school psychology faculty are also actively pursuing separate APA accreditation for the Ph.D. in School Psychology, anticipating a smooth transition since the curriculum remains identical to the previously combined Ph.D. program.

Program Philosophy and Goals

The program emphasizes a training model dedicated to building skills for basic and applied research that shapes best practices in school psychology. Students are taught to communicate evidence-based strategies effectively by working directly as school psychologists, developing the competencies required by CCTC and NASP standards, and acting as innovators in school support services. The curriculum is structured not just to meet, but to exceed these state and national requirements. Accredited by both CCTC and APA and recognized by NASP, the program ensures thorough training reflecting contemporary scholarship. Trainees are expected to show curiosity, dedication, and initiative, maintaining respectful relationships and striving for excellence.

Science-to-Practice Philosophy

The program focuses on the practical application of educational and psychological research findings to school services. It champions the scientific and evaluative analysis of problems found in educational environments. Recognizing the necessity of evidence-supported strategies, the program trains psychologists to help all students—including those in regular education and those with special needs—reach their maximum potential. This analytical approach is supported by continuous fieldwork in local agencies and schools under the supervision of university and field professionals.

The core training integrates theory, professional role development, practice, and research methodology. Theoretical studies include human development, interventions, assessment, ethical issues, and evaluation. Methodology encompasses quantitative analysis and research courses, alongside a required research practicum and professional presentations. Professional development involves active discussions on the evolving role of psychologists in schools. The program's primary focus remains research, with doctoral candidates frequently participating in professional publications and conferences. A structured course sequence guarantees foundational knowledge, while offering flexibility within select GGSE courses to tailor learning to individual career aspirations.

Scientifically Sound Support Services

School psychologists are considered vital to providing scientifically informed support to parents, teachers, and students. Services include universal prevention, assessment, and interventions. The program aims to produce researchers who improve learning for all children, particularly those at risk or requiring special education. Focus areas include crisis interventions, pre-referral strategies, continuous progress monitoring, suicide prevention, and school safety planning. Since psychologists are leaders in these services, strong emphasis is placed on collaboration and consultation skills necessary for interdisciplinary teamwork. Students receive robust training in interpersonal communication and counseling through CCSP specialty clinics to support broad-based educational programs. Effective leadership also requires understanding school organizational structures, making courses on school effectiveness, early interventions, and safe school planning critical components of the curriculum.

Emphasis on Diversity

Delivering effective services and conducting meaningful scholarship requires deep awareness and skill in supporting diverse populations. Coursework consistently emphasizes adapting practices to serve every child equitably, with special attention paid to historically marginalized and underserved students. Alongside the broad integration of diversity topics across the curriculum, students must complete a specific course dedicated to diversity.

Doctoral Program APA Competencies

1. Research

By the time they graduate, students will be expected to:

• Show the largely independent capacity to design and formulate research or other scholarly initiatives (such as dissertations, critical literature reviews, theoretical papers, clinical case studies, efficacy studies, and program evaluations) that possess the rigor and quality necessary to contribute to the professional, psychological, or scientific knowledge base.
• Carry out research or equivalent scholarly activities.
• Evaluate critically and share research or scholarly work through professional presentations and publications at the local (including the home university), regional, or national tiers.

2. Ethical and legal standards

Students are expected to:

• Understand and adhere to the most recent version of the APA Ethical Principles of Psychologists and Code of Conduct, as well as relevant policies, rules, laws, and regulations that govern health service psychology at the federal, regional, state, local, and organizational levels, including relevant professional guidelines.
• Identify ethical dilemmas when they occur and utilize ethical decision-making frameworks to resolve them.
• Behave in an ethical manner throughout all professional duties.

3. Individual and cultural diversity

By the time they graduate, students are expected to demonstrate:

• An awareness of how their own cultural and personal background, biases, and attitudes might influence how they interact with and understand individuals who differ from them.
• A grasp of the current empirical and theoretical knowledge base concerning diversity in all professional functions, including service, training, consultation, and research.
• The capacity to incorporate knowledge and awareness of cultural and individual differences into their professional roles. This involves applying effective frameworks when encountering unfamiliar diversity characteristics, and working successfully with individuals whose demographic traits, group memberships, or worldviews conflict with their own.
• The foundational knowledge and ability to articulate and effectively apply approaches for working with diverse groups and individuals in professional settings.

4. Professional values, attitudes, and behaviors

Students are expected to:

• Act in a manner reflecting the core attitudes and values of psychology, which includes lifelong learning, professional identity, accountability, integrity, deportment, and a genuine concern for others' welfare.
• Participate in self-reflection regarding their professional and personal functioning, and engage in activities designed to maintain and enhance well-being, performance, and professional efficacy.
• Actively pursue and display responsiveness and openness to supervision and feedback.
• React professionally in increasingly complex scenarios, showing greater independence as they advance through their training levels.

5. Communications and interpersonal skills

By the time they graduate, students are expected to:

• Build and sustain effective relationships with a broad spectrum of people, including supervisees, supervisors, organizational leaders, community members, colleagues, and clients receiving services.
• Create and understand written, nonverbal, and oral communications that are well-integrated and informative, displaying a comprehensive understanding of professional concepts and terminology.
• Exhibit strong interpersonal skills and the capability to effectively manage difficult communications.

6. Assessment

By the time they graduate, students are expected to:

• Choose and utilize assessment techniques based on the best available empirical research that reflect psychometric science; gather relevant data using multiple methods and sources suited to the assessment's goals and the diverse characteristics of the client.
• Interpret findings in line with professional guidelines and current research to guide recommendations, classification, and case conceptualization, while guarding against decision-making bias and distinguishing subjective assessment aspects from objective ones.
• Effectively and accurately communicate the implications and findings of assessments in written reports and oral presentations, remaining sensitive to various audiences.

7. Intervention

By the time they graduate, students are expected to:

• Forge and maintain effective working relationships with the individuals receiving psychological services.
• Design evidence-based intervention strategies tailored to specific service delivery objectives.
• Execute interventions that are informed by contextual variables, diversity characteristics, assessment results, and current scientific literature.
• Show the capability to apply relevant clinical research to clinical decision-making processes.
• Effectively adapt and modify evidence-based methods when a definitive evidence base is not available.
• Assess the effectiveness of interventions and adjust methods and goals in alignment with continuous evaluation.

8. Supervision

By the time they graduate, students are expected to:

• Exhibit a solid understanding of supervision practices and models.

9. Consultation

By the time they graduate, students are expected to:

• Exhibit a solid understanding of consultation practices and models.
• Demonstrate respect and understanding for the perspectives and roles of other professional disciplines.

Licensure and Credentialing

In addition to meeting voluntary accreditation criteria, graduates of health service psychology programs must complete the required coursework and develop the necessary skills to qualify for psychology licensure. Graduating from an APA-accredited program ensures credentialing boards that the clinical training is suitable for public service. Licensing boards also evaluate program descriptions and transcripts to verify competence before allowing applicants to take credentialing exams.

In California, two main bodies license graduates of this program . The California Commission on Teacher Credentialing dictates the required content for practicing as a school psychologist in public schools, and the program is explicitly designed to meet these guidelines . Doctoral students who finish the curriculum and K-12 fieldwork will qualify for this credential, which aligns with NASP standards and prepares students for the Nationally Certified School Psychologist (NCSP) exam. Furthermore, after three years of professional experience, credentialed school psychologists may apply for the Educational Psychologist license administered by the California Board of Behavior Science Examiners (BBSE), which requires passing oral and written exams .

The second entity is the California Board of Psychology, which licenses individuals for public psychological practice . The state requires candidates to pass the Examination for Professional Practice in Psychology (EPPP) and the California Psychology Law and Ethics Exam (CPLEE) . While the UCSB program provides the general requirements needed for most state licensing, candidates must independently stay informed about the unique and frequently changing licensure mandates specific to California or any other state .

Part 3: Coursework, Fieldwork, & Research Training

Coursework

It is assumed that students arrive at the school psychology program possessing sufficient academic preparation to begin graduate-level study. The curriculum requires merging school psychology classes with supervised field experiences throughout an intensive, full-time academic schedule. When initially enrolling, every student is provided a Planned Program of Study document that corresponds to their specific admission cohort. Trainees complete specific classes to attain professional proficiencies that correspond with the APA competencies previously outlined, in addition to the following domains specified in the NASP 2020 Model for Comprehensive and Integrated School Psychological Services (NASP Practice Model):

• Domain 1: Data-Based Decision Making
• Domain 2: Consultation and Collaboration
• Domain 3: Academic Interventions and Instructional Supports
• Domain 4: Mental and Behavioral Health Services and Interventions
• Domain 5: School-Wide Practices to Promote Learning
• Domain 6: Services to Promote Safe and Supportive Schools
• Domain 7: Family, School, and Community Collaboration
• Domain 8: Equitable Practices for Diverse Student Populations
• Domain 9: Research and Evidence-Based Practice
• Domain 10: Legal, Ethical, and Professional Practices

University regulations mandate that graduate candidates must uphold a minimum cumulative grade point average of 3.0 (B) across all classes. Furthermore, any grade lower than a "B" (noting that a B- does not qualify as a passing grade) in mandatory department courses will not count toward the graduate degree. Practicum courses utilize a pass/no-pass grading system. Failing a class generally prompts a faculty review along with supportive interventions. Mandatory coursework must be finished satisfactorily, and the faculty might mandate supplemental work. Graduate students whose grade point average falls below the 3.0 threshold face potential dismissal. Following a recommendation from the CCSP Department Faculty, the Graduate Division will place such individuals on academic probation.

Incoming students who already hold graduate credits might be able to substitute some classes within their Plan of Study, provided the equivalent coursework receives approval from all faculty members. Unless the program's faculty members explicitly confirm an alternative arrangement in writing, every student is required to maintain full-time registration for their first four years of the program (full-time status is defined as a minimum of 8 to 12 credit units per quarter).

Academic accommodations are accessible for individuals with special needs. These arrangements can be coordinated through the UCSB Disabled Students Program.

Fieldwork Training Opportunities / Practicum

To fulfill foundational program expectations, every student in the Ph.D. program is obligated to log a minimum of 750 hours of structured field experience, with 450 of those hours earned during their second year. Faculty and students collaborate to secure placements across diverse sites in the broader Santa Barbara region. This ensures trainees gain exposure related to assessment coursework; social-emotional, behavioral, and academic interventions; and consultation involving diverse clientele in accredited educational settings. According to NASP criteria, a school setting is characterized as "a setting in which the primary goal is education of P-12 students from diverse backgrounds, characteristics, abilities, and needs. The school setting has available an external or internal pupil services unit that includes at least one credentialed school psychologist and provides a full range of services" (NASP Standards and Certification (opens in a new tab)).

Clinical training starts in the educational environments to build proficiency in school-centered services like psychoeducational assessment, data-based decision making, consultation, and working within interdisciplinary teams. Initial fieldwork occurs during Year 2 via the CNCSP 274DEF class sequence. During Year 3, doctoral candidates engage in advanced school-based practicum through the CNCSP 274GHI sequence, focusing on mental health interventions, counseling, and social-emotional supports. Further training options are accessible in UCSB's specialized clinics, including the Healing Space, the Parent Child Interaction Therapy Clinic, the Koegel Autism Center, and the Mind and Behavior Assessment Clinic. Throughout this fieldwork training, the practicum student receives oversight from both a site supervisor and a University supervisor. Both supervisors must be appropriately licensed/credentialed professionals. Program faculty continuously evaluate these supervisors and fieldwork sites to guarantee high-quality training experiences.

All students in the Ph.D. program are required to finish a 1,200-clock-hour internship, taking place either on a year-long, full-time basis or a two-year, half-time basis. At least 1,000 clock hours of the 1,200 hours of internship must occur within an accredited school setting as outlined by NASP. The school psychology faculty provides extensive support and guidance during the selection of an internship placement. Please see the Internship Guidelines and Procedures section of this handbook for additional details.

Research Training Structure

The UCSB School Psychology program embraces the concept that exceptional scholarship is vital to the future practice and science of school psychology. The central emphasis of the doctoral program is to cultivate scholars who will advance the knowledge and science related to psychological research in school psychology and education. The program focuses on preparing graduates who will excel in university positions and help train the succeeding generation of practitioners and scholars.

To accomplish these objectives, UCSB delivers a carefully sequenced and scaffolded series of research training activities throughout the graduate curriculum. The program utilizes a mentorship model, where trainees collaborate directly with faculty to build the knowledge and skills required to excel as scholars. Research training begins in the very first quarter, and students take on increasingly self-directed research roles across their graduate careers. Completing the doctorate in the program requires two main research projects: the second-year pre-dissertation project and the dissertation. Although each faculty member individualizes their research mentorship, the general sequence of training activities involves the following (this timeline may vary for doctoral students who have previously completed a graduate degree):

Year 1

During the initial year, students learn the practice and theory of research. Academic foundations for the students' research activities are built through topical seminars, research practica, research methods, and statistics courses. Upon admission, trainees are assigned a temporary advisor and become involved in their mentors' ongoing research teams during the first year. Students have the freedom to select a permanent advisor, which usually occurs during the first year. Each school psychology faculty member directs a research team that convenes regularly to engage in activities determined by its members and to discuss research-related topics. First-year trainees generally support more advanced students by engaging in basic research activities like data entry, data collection, and analysis. Students typically start conceptualizing ideas for potential research projects during this year.

Year 2

The second year typically places a strong emphasis on the second-year research project. Under the close mentorship of a faculty member, students engage in scholarship. They remain involved with ongoing projects to receive further skill development and mentoring. It is common for students to participate in dissemination activities (from their personal project or team products) at professional meetings during this year. They also continue taking academic courses in methodology and statistics during this year.

Year 3

Students continue to accumulate research experience during the third year, either by executing pre-dissertation research or completing another project with their mentor. The program encourages students to disseminate their work in writing and at professional meetings. Additional coursework in statistics is taken during this year.

Year 4

Students are expected to complete a significant portion of their dissertation work during their fourth year. While they still collaborate with mentors to design and execute their studies, they have acquired the competencies to operate with much greater independence at this stage of their graduate careers. The dissertation proposal must be completed prior to submitting for an internship. Students are urged to complete data collection for their dissertations during the fourth year. Finishing the program within five calendar years is unlikely unless substantive dissertation progress occurs during Year 4. Candidates should complete the final chapters and defend their dissertations during this year.

Year 5/6

During the fifth (or sixth) year, students are typically away from campus completing their internship requirements.

Part 4: Bilingual School Psychology (BSP) Certificate

Graduate Certificate in Bilingual School Psychology Program Overview

Program Description & Philosophy

The UC Santa Barbara Graduate Certificate in Bilingual School Psychology trains school psychology candidates to deliver linguistically and culturally responsive psychological support to multilingual youth and their families. Tailored for candidates enrolled in the Ph.D. or M.Ed. school psychology tracks who are proficient in both English and an additional language, this certificate focuses on building the necessary skills and knowledge to function effectively as a school psychologist across both bilingual and monolingual academic environments.

By comprehensively integrating field practice, coursework, competency-based assessments, and portfolio obligations, program graduates leave UC Santa Barbara ready to offer socially just, linguistically suitable, and culturally sustaining psychological services to varied educational communities. This credential indicates advanced professional bilingual preparedness rooted in bilingual competencies, applied practice, statewide standards, and a dedication to educational equity.

Program Mission and Vision

The BSP program's mission is to promote justice and equity within education by empowering, supporting, and preparing bilingual school psychologists who are culturally and linguistically responsive. The initiative is dedicated to educating bilingual practitioners capable of effectively providing equitable services that result in beneficial outcomes for multilingual students.

The vision for the BSP certificate is to lead the way in social justice-driven, transformative school psychology through the pioneering of culturally responsive practice, interdisciplinary research, and equitable advocacy that cultivates thriving, inclusive school environments and empowers multilingual learners.

Eligibility

Candidates are required to demonstrate proficiency in a secondary language alongside English to be evaluated for admission to the program. Applicants need to satisfy the American Council on the Teaching of Foreign Languages (ACTFL) and National Council of State Supervisors for Languages (NCSSL) proficiency standards at the Advanced Level regarding Communication, which encompasses Presentational, Interpersonal, and Interpretive Modes of Communication. Specific benchmarks are detailed at the conclusion of this section.

Enrollment in the BSP certificate requires matriculation within the UCSB Ph.D. or M.Ed. school psychology track, as well as explicit permission from the BSP program coordinator. Candidates are urged to submit the online application immediately after accepting admission to their primary degree track. Upon receipt of the application, the program coordinator will arrange a meeting with the applicant to verify their language proficiency. Applicants should expect an admissions decision regarding the BSP program within a 30-day window.

Bilingual School Psychology Competencies

The BSP program deliberately aligns with the competencies outlined by the California Consortium for Bilingual School Psychology (CCBSP; Ortiz et al., 2023; Sánchez Lizardi et al., 2024), a statewide joint initiative designed to establish mutual standards for the superior preparation of bilingual school psychologists. These competencies highlight culturally responsive community and family engagement, strengths-based practice alongside multilingual learners, linguistic and cultural depth, and equitable intervention and assessment practices. At UC Santa Barbara, these competencies span beyond solely bilingual specialization classes—they are woven throughout the full school psychology credential curriculum. This guarantees all candidates develop the foundational ability to aid multilingual learners, whereas certificate candidates acquire the advanced cultural and language proficiency demanded for specialized bilingual practice. The 13 BSP competencies are detailed accordingly.

BSP Coordinator

The BSP coordinator serves as the main advisor for M.Ed. BSP students across the duration of the program. The coordinator oversees academic advancement via quarterly check-ins with all BSP students, participates on BSP master's degree committees, and evaluates BSP student portfolios. To facilitate specialized clinical training and language growth, the coordinator ensures candidates secure adequate bilingual supervision. In instances where a student cannot be paired with a bilingual field supervisor, the coordinator delivers weekly, one-hour supervision sessions (CNCSP 596). Furthermore, the coordinator organizes the mandatory quarterly Bilingual Roundtables to assist students in building discipline-specific vocabulary within their target language. Administratively, the coordinator maintains program records and processes petitions and applications.

BSP Coordinator: Arlene Ortiz, Ph.D., NCSP

Core BSP Program Faculty

Every member of the UCSB faculty participates in the BSP program by mapping curriculum standards to CCBSP competencies. Dr. Arlene Ortiz and Dr. Shane Jimerson are the founders of the BSP program. Dr. Jimerson aids the program by offering continuous consultation. Dr. Miriam Thompson similarly bolsters the program by supplying necessary bilingual training opportunities and consultation to students. Alongside CCSP faculty, bilingual faculty members from the Teacher Education Program (TEP), including Drs. Araceli Enriquez-Andrade and Javier Bolivar, assist in supporting student progression. Their contact details are listed below.

TEP Faculty Teaching ED381
Javier Bolivar
M.S.Ed., California State University, San Bernardino
Lecturer, University of California Santa Barbara
Executive Director, Adelante Charter School of Santa Barabara
Office: 2123 Education Building e-mail: jbolivar@ucsb.edu
Languages Spoken: English, Spanish, Portuguese
Interest areas: bilingual education, social justice, school leadership

Araceli Enriquez-Andrade
Ph.D., University of Houston
Assistant Teaching Professor, Bilingual Credential Program Coordinator
University of California Santa Barbara
Office: TBD Education Building e-mail: TBD
Languages Spoken: English, Spanish
Interest areas: bilingual education, social linguistics

Program Model

The certificate curriculum incorporates two years of fieldwork and coursework, succeeded by a one-year internship, though it extends longer for candidates seeking the doctoral degree. Beyond core school psychology classes, BSP students complete three additional courses: Teaching Strategies for Bilingual / Cross-Cultural Education (instructed in Spanish by TEP faculty); Understanding Diversity, Advancing Equity and Social Justice; and School-Based Assessment and Intervention for Culturally & Linguistically Diverse Students. These supplemental classes further enhance the candidates' abilities in sociocultural analysis, linguistically responsive service delivery, and equitable instructional practice. Additionally, BSP students engage in quarterly Bilingual Roundtable sessions conducted in the target language to promote peer collaboration, professional identity growth, and shared reflection within a bilingual community. A structured representation of the BSP training model is provided below.

Courses

To fulfill certificate expectations, trainees must confirm they complete the subsequent courses within their program of study. Students should consult their specific Course Planning Guide to ascertain the proper timing for each class.

ED 381 Teaching Strategies for Bilingual / Cross-Cultural Education: An intensive exploration of successful teaching techniques for Spanish-English bilingual classrooms, placing significant emphasis on language arts. Candidates study instructional strategies for bilingual settings, as well as curriculum applications and materials. Note that this course is instructed in Spanish.

CNCSP 226 Understanding Diversity, Advancing Equity and Social Justice: This class centers on comprehending both contemporary and historical dynamics between diverse populations in the United States and human service institutions (like schools), along with strategies to advance social justice and equity practices.

CNCSP 253 School-Based Assessment and Intervention for Culturally & Linguistically Diverse Students: This class aims to familiarize trainees with intervention and assessment practices concerning historically underserved and marginalized populations in educational settings, emphasizing multilingual learners. The course delivers a cultural and historical overview of pressing issues in the education of ethnic minority youth and multilingual students. Additionally, it equips students with comprehension regarding the school psychologist's role in employing equitable and fair methods to assess these populations.

Quarterly Bilingual Round Table Meetings: While not a traditional class, BSP candidates are mandated to participate in bilingual roundtables once per quarter during their time taking courses on campus. These gatherings aim to build discipline-specific vocabulary while supplying extra chances to practice professional communication skills with families in the target language. Guest speakers are occasionally invited to present lectures and guide scholarly dialogue in the target language. Bilingual Roundtables generally occur on Fridays between 1-3pm.

Field-Based Training

Field-based training corresponds with the wider UCSB school psychology clinical expectations. Distinctively, BSP trainees undertake their internship and practicum within culturally diverse or bilingual educational settings and acquire supervision from bilingual school psychologists. During these clinical placements, students are expected to deliver family engagement, consultation, intervention, and assessment services in English as well as their target language. All fieldwork classes feature weekly supervision provided by bilingual school psychologists to further augment skill and knowledge progression. To evidence competency growth, candidates assemble a Bilingual School Psychology Portfolio comprising performance evaluations, field-based evidence, and signature assignments across several review junctures.

Field-based supervisors, which include internship and practicum supervisors overseeing BSP candidates, possess fluency in the target language. Supervisors must endorse an attestation document confirming that 50% of the provided supervision hours were conducted in the target language upon the conclusion of the fieldwork assignment. Should a bilingual field-based supervisor prove unavailable, a bilingual university-based supervisor will supply the necessary Spanish supervision hours. Trainees must obtain an add code from the BSP coordinator to enroll in 1.0 unit of CNCSP 596 when undertaking bilingual supervision from a university faculty member. The field-based supervisor retains the role of primary supervisor and remains accountable for continuous supervision in English.

Student Portfolios

The Bilingual School Psychology portfolio replaces the standard program portfolio. Similar to all school psychology trainees, BSP students are mandated to finalize a portfolio; nonetheless, BSP students are tasked with specialized Signature Assignments along with supplemental portfolio requirements.

Candidates finalize a series of Signature Assignments crafted to exhibit competency within culturally responsive, bilingual school psychology practice. These projects are executed during the internship and second-year fieldwork experiences, serving as primary evidence artifacts within the trainee's BSP Portfolio. The Signature Assignments afford candidates opportunities to utilize their skills and knowledge in practical environments while receiving organized feedback from field-based and university supervisors. Collectively, these assignments illustrate the scope of competencies essential for proficient bilingual practice and align with the California Consortium for Bilingual School Psychology (CCBSP) competencies and NASP standards.

Bilingual Psychoeducational Assessment: The Bilingual Psychoeducational Assessment signature task requires candidates to evaluate a multilingual student utilizing linguistically and culturally appropriate best practices. Trainees perform interviews using the caregiver's preferred language, administer and select assessment instruments reflecting the student's linguistic profile, observe the learner in natural settings, and synthesize cultural, developmental, social-emotional, and academic data into a comprehensive report. Furthermore, candidates formulate goals corresponding to state standards and present the outcomes at an IEP meeting in the caregiver's preferred language, guaranteeing respectful, clear communication and collaborative decision-making.

Bilingual Case Consultation Project: The Bilingual Case Consultation Project signature task permits candidates to undertake a complete consultation cycle alongside families and educators. Utilizing a multicultural consultation framework, trainees define a concern in partnership with an interdisciplinary team or teacher, implement and design an intervention, incorporate caregivers via culturally responsive methods, and track student progress over an extended period. Candidates also compute the intervention's effect size to gauge impact and reflect upon systemic influences, cultural dynamics, and communication styles intrinsic to the consultation process. This project prioritizes culturally grounded support planning, equity-driven problem-solving, and bilingual communication.

Bilingual Law and Ethics Analysis: The Bilingual Law and Ethics Analysis requires trainees to rigorously scrutinize an ethical dilemma pertinent to bilingual school psychology practice. Candidates evaluate the scenario employing a formal ethical decision-making model, relevant federal and state legislation, and APA and NASP ethical codes. This task solidifies the incorporation of ethical and legal frameworks with linguistic and cultural considerations, aiding candidates in articulating implications for future professional development, policy, and equitable practice.

Finalized together, the Signature Assignments supply cumulative proof that candidates have internalized the skills, knowledge, and dispositions required to function as competent bilingual school psychologists dedicated to culturally sustaining educational practices and social justice.

Additional BSP Portfolio requirements can be located on the BSP Portfolio Checklist document.

Language Proficiency

Bilingual candidates must demonstrate proficiency within their target language, encompassing discipline-specific linguistic proficiency. Students are required to evidence proficiency in the target language by meeting the criteria below:

1. Achieving a passing score on the Portfolio Signature Assignment, Bilingual Psychoeducational Report (Year 2).
2. Obtaining internship supervisor student ratings at the Advanced Level via the Rubric for Assessment of Language Competence (Internship Year).
3. Fulfilling one of the subsequent options:
   • Earning a Grade B or higher for ED381 along with Instructor Ratings at the Advanced Level on the Assessment of Language Competence from ED 381.
   • Achieving a passing score on the PASEO Spanish for Mental Health Competency Assessment.
   • Earning a Grade B or higher in an approved advanced language class in the target language completed while enrolled in the certificate program.

Cultural Responsiveness

Bilingual candidates are required to exhibit cultural responsiveness by satisfying the criteria below:

1. Achieving a passing score on the Portfolio Signature Assignment, Bilingual Case Consultation (Year 2).
2. Securing internship supervisor ratings that demonstrate cultural responsiveness (a rating of 3 or higher) on the following Internship Supervisory Survey Items (Internship Year):
   • Knowledge of Diversity Issues and Practices with Cultural Competence (H)
   • Collaborated effectively with families with cultural competence (LL)
   • Demonstrated skills needed to work with diverse students (WW)
3. Demonstrating satisfactory progression on the School Psychology Multicultural Competence Scale across Year 1, Year 2, and the Internship Year.

Communication

Direct all inquiries and questions concerning the BSP program to the BSP coordinator. Documents and information relating to the BSP program are accessible on the UCSB BSP Canvas page. Upon acceptance into the program, trainees will be granted access to this BSP Canvas page.

Part 5: Degree Milestones, Exams, & Internships

Portfolio Review and Praxis Exam Requirements

Portfolio Review and Oral Comprehensive Examination

Students must compile a comprehensive portfolio of their experiences to satisfy NASP and CCTC standards at the conclusion of Years 1 and 2, as well as a final time following the completion of their internship. This student portfolio serves as documentation of student work generated through fieldwork experiences, coursework, and other creative outputs (such as conference presentations and publications). Submitting an electronic version is required. The reviews for the Year 1, Year 2, and Internship portfolios are typically scheduled during Week 10 of the Spring Quarter. Detailed information is available in Appendix I.

The Portfolio Review necessary for the M.Ed. degree takes place as a component of the second-year portfolio examination, involving faculty associated with the school psychology program. This oral examination generally occurs during the Spring of Year 2.

Signature Assignments

Trainees are required to finalize three signature assignments during their fieldwork training to prove their competency as a school psychologist. These assignments provide rigorous opportunities to execute best practices and obtain implementation feedback from both another School Psychology faculty member and the University Supervisor.

The objective of these assignments is to capture the diversity and breadth of candidate skills, encompassing consultation and assessment. Consequently, students are not permitted to use the same family/student/case across multiple signature assignments. Graduate candidates must intentionally select students who differ significantly from one another (for example, in disability, age, race, or language).

Administered as assignments during the Internship and second-year fieldwork, these three outputs will form the foundation of the final portfolio. By the conclusion of the Internship experience, candidates must have successfully completed and earned passing scores on all three Signature Assignments.

Praxis Exam

Prior to starting their internship in Year 3, students must take and successfully pass the Praxis in School Psychology national examination. The prior exam version (Exam #5402), which required a qualifying score of 147, remained available until August 31, 2023. The updated exam (Exam #5403), which requires a qualifying score of 155, became available on September 1, 2022. Trainees have the option to take whichever version is currently available, but they must secure a passing score before they are allowed to begin their internship. Additional details regarding the Praxis exam can be located on the ETS website.

Pre-Dissertation Research Project Guidelines

In close partnership with their advisor, each candidate must participate in a pre-dissertation research project (PDRP) to be finalized by the end of their second year. The trainee presents this study at the CCSP Research Festival, typically scheduled for the early portion of the Fall quarter in the third year of study. For candidates in the School Psychology Ph.D. program, the paperwork for the research festival applies only to their doctoral degree milestones, meaning it only requires the signature of their faculty advisor. In contrast to Counseling/Clinical Ph.D. students pursuing an M.A. degree, school psychology students earn their M.Ed. degree by successfully finishing required coursework and passing the second-year portfolio review (rather than relying on the second-year PDRP).

When preparing the PDRP, the subsequent guidelines must be followed:

1. The trainee will collaborate closely with their advisor to select an interesting project; through the CNCSP 209A course, the candidate will gain instruction and valuable feedback while developing the project.
2. Any data-based studies involving human subjects must adhere to formal Institutional Review Board (IRB) procedures, as necessary.
3. It is strongly recommended that the project incorporate the following elements:
   • Background and introduction (e.g., a concise literature review)
   • Problem statement
   • Methods (e.g., analysis, procedures, measures, participants)
   • Findings / results of the research
   • Conclusion and discussion
4. A committee composed of three CCSP faculty members (including the faculty advisor) must evaluate the PDRP, which must also be presented at the CCSP Research Festival. A successful PDRP evaluation requires achieving "satisfactory" ratings on the CCSP Research Festival Evaluation Form (refer to Appendix N for the form).
5. While it is not strictly required, the program recommends submitting the PDRP for publication in suitable peer-reviewed journals and using it as a preliminary investigation for the student's dissertation project.

Qualifying Exam Guidelines and Procedures

Every Ph.D. candidate must finish the Qualifying Exam process to attain doctoral candidacy status. This process includes an oral examination overseen by a committee of qualifying Academic Senate faculty members. Candidates must submit their written materials to the committee a minimum of two weeks before the scheduled qualifying exam. To prepare for this oral exam, the trainee must enroll in CNCSP 597 during the Spring quarter of their second year, as well as the Fall quarter of their third year. Advancement to candidacy ought to happen by the end of the Fall quarter during the candidate's third year. The trainee will select their qualifying exam committee alongside their advisor; every member of this committee must formally agree to serve. The committee needs to be structured as follows:

• Chair: The primary School Psychology advisor or a substitute Academic Senate faculty member (research tenure-track) from CCSP.
• An additional Academic Senate faculty member (research tenure-track) from CCSP.
• One Academic Senate faculty member from either the teaching or research track.

A committee comprising at least three CCSP members is mandatory; this group may be composed entirely of School Psychology faculty. The Qualifying Exam committee might continue to function as the dissertation committee, though it can also be reconstituted. Non-Senate individuals may be appointed to serve on the committees without needing special permission if acting as a fourth member. However, if it is preferred that this non-Senate individual serve as one of the three primary members, written authorization must be obtained from the Graduate Council and filed with the Student Affairs Office. The complete committee takes part in one meeting: the Qualifying Exam meeting (held in the Fall quarter of the third year). Documents designating the Qualifying Exam Committee must be filed by the candidate with the GGSE Student Affairs Office. Candidates hold the right to change their Committee Chair or Qualifying Exam committee members at any point, even though many elect to retain the same committee throughout. Any individual who replaces another or is added to the committee must consent to serve.

In compliance with Graduate Division regulations, the determination of passing or not passing the Qualifying Exam depends entirely on the outcome of the oral exam, rather than the written materials. The written components for the qualifying exam consist of the following papers (formatted in APA style) along with the corresponding dates they must be given to the advisor:

• Theories Paper - Must be submitted on the Tuesday following President's Day weekend during Year 2 by 8am.
• Ethics Paper - Must be submitted on the Friday of final exams week during the Spring quarter of Year 2 by 5pm.
• Research and Specialty Paper(s) - Must be submitted on the second Friday of the Fall quarter by 5pm.

Furthermore, the following associated dates should be observed:

• The Research Festival takes place around the third Monday in November.
• Qualifying Exams are held during final exams week in the Fall quarter of Year 3.

Policies and Procedures for Failure (Partial or Full) of Qualifying Exams

The result of the Qualifying Exam might be one of the following: Partial Pass, Pass, or No Pass. Any conclusion other than "Pass" qualifies as a failed attempt for this crucial exam. Candidates in the School Psychology Ph.D. program who do not pass the Qualifying Exam need to understand the CCSP Department's specific policies and procedures concerning failed Qualifying Exams.

What does the CCSP department do if a student fails a qualifying exam on the first attempt?

1. The Graduate Division highly recommends that departments issue academic monitoring status whenever a candidate fails a milestone exam on their initial try. CCSP has implemented this recommendation alongside supplemental steps to provide support to trainees if they fail a portion or all of their qualifying exam during the first attempt. This procedure thoroughly documents the expectations and outcomes, and adheres to the required due diligence process in the event the trainee must be placed on academic warning or faces academic disqualification. Monitoring status functions as a notice and does not trigger any immediate financial penalties for the student.
2. Steps to Provide Student Support
   • In scenarios requiring only supplemental evidence or minor revisions, the Qualifying Exam Committee Chair can propose a brief (e.g., 1-3 week) delay on filing Form II until the candidate submits the required evidence to achieve a passing status.
   • When more severe issues or gaps are noted during a candidate's first Qualifying Exam, the student must file Form II formally acknowledging their failure of all or part of the Qualifying Exam. They must also include a supplemental summary detailing the necessary steps to secure a pass, as determined by the Qualifying Exam Committee.
   • Any candidate who fails an initial attempt will be directed to the ad hoc CCSP Student Support team for additional guidance and any pertinent referrals.
   • Students may also access campus resources for support, such as the Academic Counselor provided by the Graduate Division.
3. When a candidate's situation is sent to the CCSP Student Support Team, the team will review the retake policy, timeline, and available resources with the student. All of this must be documented within the candidate's academic progress plan. Ensure that the Staff Graduate Advisor (located in the GGSE Student Affairs Office) is notified and possesses this documentation on file.
   • Following CCSP policy, candidates who fail an initial attempt at their qualifying exam are required to schedule a second attempt by the conclusion of the next academic term. For instance, if a candidate fails the exam in the fall quarter, they are required to schedule their second attempt before the end of the winter quarter. The CCSP Student Support Team has the authority to recommend extensions to this timeline to address extenuating or unusual circumstances.

What happens if a CCSP student fails a qualifying exam on the second/final attempt?

1. The CCSP Student Support Team will convene with the candidate to determine the most viable path forward. As an example, they will assist in determining if a pathway exists for the trainee to complete a terminal master's degree.
2. If there are no viable options for the candidate to progress, the student will be informed of this fact and offered the choice to voluntarily withdraw from the program (using the Change of Degree Status Petition).
3. If the candidate chooses not to voluntarily withdraw, the department may petition the Graduate Dean for academic disqualification. In such circumstances, the department must promptly contact the Director of Academic Services. If the Dean decides to disqualify the candidate, the student retains the option to appeal the decision.

Dissertation Guidelines and Procedures

Dissertation policies and procedures are regulated by the Graduate Division and are outlined within the Academic Senate Regulations of the Graduate Division.

Composition of Dissertation Committee

Unless the candidate explicitly requests an alternative arrangement, their faculty advisor from the School Psychology program acts as the chair of their dissertation committee. The student must notify the faculty advisor if they prefer to designate a different dissertation chair. A faculty member outside of CCSP may only act as a co-chair. Per Graduate Division policy, dissertation committees must incorporate a minimum of three Academic Senate members, featuring a tenure-track faculty member from the CCSP Department acting as co-chair or chair. A minimum of two faculty members on dissertation committees need to be tenure-track (i.e., research) graduate faculty. If a teaching faculty member serves on the committee, they are permitted to co-chair, but cannot chair the dissertation alone. Ultimately, a committee requires a minimum of three Academic Senate faculty, and two of these must be tenure-track research faculty. Committee members are expected to attend two meetings: a final defense meeting and a proposal defense meeting.

Student Responsibilities

1. Once a trainee has finished all required classes on their Plan of Study, and secured approval from their advisor, they are required to register for a cumulative total of 12 units of dissertation research credits (CNCSP 599) distributed across three quarters. Candidates may continue to register for supplemental dissertation credits until they finish.
2. Setting up the Committee
   • The candidate is responsible for asking suitable faculty members if they are willing to serve on the dissertation committee. In certain situations, the dissertation committee might be identical to the qualifying exam committee. However, this overlap is neither guaranteed nor required.
   • Faculty members must be notified of the dissertation topic, and they must receive a proposed timeline detailing when the candidate intends to hold the proposal meeting and the final dissertation defense.
   • The dissertation proposal defense meeting needs to take place by October 1, with all final revisions fully approved by the committee members no later than October 15 of the year the candidate intends to apply for their internship.
3. Monitoring deadlines and submission conventions
   • The Graduate Division maintains a list of deadlines relevant to the dissertation.
   • The UCSB Library offers open access to previous trainees' dissertations, which can be utilized as a model.
   • The Graduate Division provides specific instructions for Filing Your Thesis, Dissertation, or DMA Supporting Document.
4. Setting up the Proposal Defense Meeting
   • The candidate is required to have the introduction, methods portions, and review of literature of the dissertation written and subsequently approved by their advisor prior to scheduling a dissertation proposal defense meeting.
   • Every committee member must receive the proposed dissertation in either digital or paper format to review at least two weeks before the scheduled meeting time.
   • The committee chair will record written feedback from the proposal defense meeting and distribute it to the student. Approving the proposal essentially acts as the candidate's contract with their committee detailing how to proceed with the dissertation research.
   • Following the completion of a successful proposal defense, the committee fills out the Qualifying Exam and Dissertation form (See Appendix Q).
5. Working on the Dissertation
   • After the dissertation committee grants approval for the dissertation proposal, the candidate is responsible for executing the project and finalizing the dissertation with guidance from the co-chairs or chair of their committee.
   • The candidate should note that other committee members might be open to reviewing drafts of the dissertation and providing feedback before it is entirely complete.
   • A trainee must register every single quarter until the successful defense and formal submission of the dissertation to the Graduate Division. Failure to register necessitates a reinstatement process.
6. Arranging the Dissertation Defense
   • A final dissertation defense must not be scheduled without receiving the explicit approval of the co-chairs or chair.
   • The candidate needs to complete all necessary forms; these can be obtained through the Student Affairs Office (SAO). The Ph.D. defense dates must be formally declared to the SAO a minimum of two weeks prior to the established Graduate Division Academic Deadlines and the scheduled defense.
   • The committee members must be provided with either an electronic or paper copy of the dissertation to review at least two weeks before the scheduled defense date.
7. Preparing the final copy of the dissertation
   • The chair will document any recommendations made by the committee and will assist the candidate in incorporating any mandatory changes. In certain situations, the committee might demand to see the final document prior to signing the approval form.
   • Following the completion of a successful final dissertation defense, the committee fills out the Qualifying Exam and Dissertation form (See Appendix Q).
   • The candidate can access electronic filing resources via the UCSB Graduate Division's Petition, Filing, Advancement, & Other Academic Deadlines page.
   • The candidate must file the final, approved document directly with the Graduate Division in strict accordance with published deadlines.

Internship Guidelines and Procedures

The internship represents a critical element of the Ph.D. program in school psychology. Serving as the culminating training experience, it prepares advanced trainees to operate as independent health service psychologists inside the school psychology specialty. An internship supplies trainees with the chance to assume significant responsibility for executing professional school psychology functions within the context of suitably qualified supervision. The main focus of the internship year is delivering high-quality experiences to the trainee, enabling the attainment of comprehensive school psychology competencies, and allowing the application and integration of the entire spectrum of school psychology domains. Moreover, the internship encourages the further integration and development of skills and knowledge acquired from fieldwork and didactic instruction.

While there may be exceptions, the internship generally occurs separate from the training program and is primarily administered by the internship setting itself. The internship must incorporate supervised experiences that expand the trainee's skill level and knowledge, while also offering opportunities to engage in new experiences. Supervision of the intern remains a joint duty of the internship and University supervisors.

The internship is additionally defined by its placement in the overall training sequence and its total length. Candidates spend a calendar year (or alternatively, two years on a half-time basis) within an internship setting officially approved by the School Psychology faculty. To qualify for the PPS in School Psychology, this internship experience has to include a minimum of 1,000 hours of training inside an accredited school setting. The program mandates that suitable internships satisfy the internship standards developed by the Council of Directors of School Psychology Programs (CDSPP) and APA. Trainees are expected to choose an APPIC-approved or APA-accredited internship, or an approved experience situated within a setting that features a substantive school-based component that unequivocally satisfies the rigorous standards defined by the profession and summarized within the Accreditation Operating Procedures and Standards of Accreditation for Health Service Psychology.

Trainees might opt to complete their internship with an agency or school district situated outside of California. The students and school psychology faculty will work collaboratively to locate and secure an appropriate internship placement; however, it remains primarily the candidate's responsibility to acquire an internship placement. Numerous factors may be weighed when searching for an internship, such as geographic location and interests in specific professional training opportunities supplied by prospective sites. Generally, interns are treated as employees and are provided with monetary compensation; however, this varies depending on the site.

Student Qualifications

To apply for an internship, the trainee must have:

1. Successfully finished all mandatory fieldwork experiences and formally submitted appropriate documentation regarding these experiences.
2. Successfully completed the dissertation proposal, resulting in a satisfactory outcome.
   • If applying for APPIC, candidates must have successfully defended their dissertation proposal by October 1 and secured committee approval by October 15 in order to participate in an internship the subsequent year.

To begin an internship, the trainee must have:

1. Successfully finished all required course work, excluding the internship coursework itself (CNCSP 275 & CNCSP 279ABC).
2. Ensured that all necessary contracting (such as the CCTC internship credential) and official approval for the prospective internship experience have been finalized (please see below).

Candidates intending to submit applications for an internship must notify the Internship Coordinator / Director of Clinical Training of their intent to apply by May 30 of the Spring Quarter preceding the internship application process. A comprehensive review of progress toward the completion of required fieldwork, coursework, and the dissertation proposal will be performed before approval to apply for an internship is granted. Trainees are highly encouraged to select an APPIC-approved or APA-accredited internship, or an approved experience situated within a school setting. Many clinical and academic positions require that applicants have successfully completed an APA-accredited internship.

School-based Internship Credential

An internship credential is mandatory for all trainees pursuing a paid school-based internship within the state of California. This specific credential is issued by the Credential Advising Office following approval from the CCTC. This credential legally allows a school district in California to employ a school psychology intern (because all employees of school districts within California must hold a valid credential). The internship credential is restricted to cover only the time period during which the candidate will obtain supervised internship experience within that district, and cannot extend longer than two years. The internship credential remains valid solely for the specific school district that hires the trainee for an internship position. Should a candidate complete more than one distinct internship (for example, half-time positions during separate school years or part-time positions within two districts), a separate internship credential agreement is required for each respective district. Trainees complete the necessary forms to formally secure the internship credential and must consult the Ph.D. School Psychology Program Credential Checklist (Appendix J) to verify all requirements are satisfied.

Although the formal application for this credential needs to be completed no later than the conclusion of the Spring Quarter prior to the internship year, other requirements needed for the credential ought to be obtained as early as Year 1. If a trainee completes a school-based internship outside of California, they are not required to obtain an internship credential via CCTC. For candidates considering a school-based internship outside of California, it is important to note that other states may similarly require the acquisition of a provisional certificate/license or temporary internship credential through their respective state educational agency prior to the beginning of the internship experience, and it remains the candidate's responsibility to become informed regarding such requirements.

General Range of Activities and Time Allocation

The internship should deliver experience across a spectrum of direct intervention (social-emotional, behavioral, and academic), assessment, and consultation activities performed with and for adolescents, children, and their teachers and families. Supplemental activities may include educational/didactic experiences, outreach, administrative functions, supervision, and research. Candidates who complete APPIC-approved/APA-accredited internships will satisfy an appropriate range of activities via their participation in specific training activities, structured rotations, and supervision arrangements that have been defined as integral parts of the internship site's accreditation.

For trainees who do not secure APPIC-approved/APA-accredited internship sites, the internship experience must carefully adhere to the following time allocation and range of activity guidelines. These guidelines are partially based upon the National Register of Health Service Psychologist's Guidelines for Defining an Internship or Organized Health Service Training Program in Psychology and the CDSPP 2017 Doctoral Internship Guidelines.

1. At least 25% (roughly 375 hours) of the intern's time must be dedicated to delivering direct (face-to-face) psychological services to consultees (such as other mental health service providers or teachers), patients, or clients.
2. A minimum of two hours every week must be reserved for regularly scheduled formal, face-to-face individual supervision of the intern, conducted by a doctoral-level psychologist who is licensed for independent practice. The supervisor is required to directly observe the intern's delivery of psychological services (using audio-visual recording or live observation) in order to supply summative and formative feedback to the university program and the interns.
3. Furthermore, a minimum of two hours every week must be allocated to regularly scheduled, formal group supervision overseen by an appropriately credentialed health service provider (such as a credentialed school psychologist or doctoral-level psychologist). This must incorporate structured learning activities, including:
   • Case conferences
   • Seminars addressing professional issues
   • In-service training
   • Observation of other agency units engaged in the delivery of services
   • Meetings with professionals operating outside of psychology (such as individuals from other agencies and disciplines)
   • Professional conventions

If the internship placement does not host a minimum of two interns at the internship level of training during the applicant's training timeframe, arrangements can be coordinated for interns from two separate sites to convene for seminars related to professional issues.

4. Full-time internships must be completed in a period no less than 10 months, whereas part-time internships may be extended for a period of no more than 24 months. Regardless of whether it is part-time or full-time, a minimum of 1,500 clock hours must accumulate during the internship.

Internship Course Registration

Full-time interns must enroll in 8 credits per quarter (Spring, Winter, and Fall) of CNCSP 279 ABC: Internship in Professional Psychology, totaling 24 credits for the internship year. Additionally, full-time interns must also enroll in 4 credits per quarter (Spring, Winter, and Fall) of CNCSP 275: School Psychology Internship, totaling 12 credits for the internship year. Trainees in the Ph.D. program who are actively on internship receive In Absentia status, which grants an 85% reduction in their registration and tuition fees while retaining full-time student status.

Appropriate Internship Settings

The ideal internship environment is one where educational and psychological services are delivered primarily to youth aged 3 to 21 years old. The internship experience ought to total a minimum of 1,200 hours within a school setting, which corresponds with NASP standards. Virtual schools are not, on their own, deemed suitable training environments. A proper internship site supplies opportunities for a full range of school psychological services consistent with the NASP Model for Comprehensive and Integrated School Psychological Services (2020) and the NASP Standards for Graduate Preparation of School Psychologists (2020). Candidates actively on internship must utilize the title of "resident," "psychology intern," or a similar designation denoting trainee status.

Approval by University

Site approval for the internship relies upon an evaluation of the written internship plan, which details the availability of qualified supervision and specifies the range of activities offered to the intern. The Credential Coordinator / Training Director evaluates written internship plans submitted by the trainees.

These formal plans must be approved before any contractual or formal agreement is established between the site and the intern.

Specifications and Contracting of Internship Experience

The program mandates that the internship be a compensated experience. The intern and the internship agency must formulate the written internship plan detailing the activities and objectives of the internship. This plan must include:

1. Clearly outlined expectations regarding the experiences provided by the internship site.
2. Clearly outlined expectations concerning the quantity and quality of work produced by the intern, encompassing timelines for finalizing clinical documentation and the prospective caseload.
3. Specification of the supervisory responsibilities assumed by the internship setting.
4. An outline of specific, planned experiences designed for the intern that account for the intern's professional goals, experiences, and educational background.
5. Specification of paid time off, reimbursable travel, holidays, salary, and additional benefits.

For candidates seeking to complete an internship within California, the Credential Coordinator / School Psychology Program Director must verify that an active Memorandum of Understanding (MOU) is established alongside the school-based internship setting before any clinical work may commence.

Site Supervision of Internship

Supervision within the internship agency is primarily the duty of the field supervisor, who serves as the liaison connecting the UCSB program and the intern.

Professional field supervision for every intern is delivered by a doctoral-level psychologist who is officially licensed as a psychologist by the state Board of Psychology. Field supervision might be shared alongside other appropriately credentialed personnel within the internship setting, however the licensed psychologist delivers the preponderance of direct supervision and assumes total responsibility for the supervision supplied. The intern field supervisor possesses a minimum of 3 years of full-time experience working as a psychologist delivering psychological services to young adults, adolescents, or children, and is employed as a regular employee by the agency or district.

University Supervision of Internship

Intern supervision represents a shared duty between the UCSB school psychology training program and the professional staff of the internship agency. To guarantee that there is a sufficient connection linking the needs of the intern, the internship setting, and the training program, communication with field supervisors and other relevant personnel at the internship site must occur on a constant, ongoing basis.

The UCSB program will designate a faculty supervisor for each intern who will sustain regular communication with the intern via email; telephone or videoconferencing; or, if geographically viable, visits to the internship site and/or face-to-face meetings.

Internship Evaluation

At the conclusion of each of the three quarters that an intern is registered for internship academic credit (Spring, Winter, and Fall), an evaluation of the intern will be finished by the site supervisor(s). The evaluation form will be supplied to the site by the UCSB program. The intern's development and any requirement for change will be clearly articulated at this time. The Spring evaluation document will serve as the ultimate evaluation that will be finalized during the last month of the internship and forwarded to the UCSB Credential Coordinator. The UCSB School Psychology Internship Evaluation document designed for Ph.D. students is located in Appendix M.

Part 6: Evaluations, Policies, & Procedures

Evaluations

A primary responsibility granted to the faculty by the Regents of the University of California involves the assessment of student performance within University classes. Based on the 1995 University of California Handbook, "A faculty member is expected: to evaluate student work in a timely manner, and to ensure that grades directly reflect course performance" (p. 17).

Any candidate who suspects that a grade was determined using criteria outside of actual course performance holds the right to contest that grade by utilizing the procedures outlined within Academic Senate Regulations A10 and A25. These specific regulations are published in the Appendix of the UCSB General Catalog.

Because the program's objective is to ensure graduates of the CCSP Department satisfy the educational prerequisites for professional licensure and credentialing, faculty members carry a duty to guarantee that graduates are ethical, competent psychologists. Ethical behavior and competence as a school psychologist entail significantly more than simply achieving satisfactory grades in academic courses. Consequently, the collective faculty conducts an annual review evaluating each student's overall progression through the program. This annual assessment examines the student's clinical skills, grades, and adherence to the ethical standards of the profession. If a student's performance is deemed unsatisfactory in any of these domains, the student's advisor (acting as a representative of the faculty) will supply written feedback detailing the issue, propose methods by which the student can rectify the deficiency, and establish a specific timeline for correction. Should the deficiency remain unresolved after the specified timeline, the program faculty holds the authority to recommend to the Graduate Division that the candidate be immediately terminated from the program.

The School Psychology specialization employs the core evaluation process instituted for all candidates within the CCSP Department. Beyond the annual assessment conducted by the UCSB faculty, trainees are consistently evaluated by their field supervisors. At the conclusion of every quarter that a trainee is registered for internship and fieldwork, a formal evaluation of the student will be executed by the site supervisor(s). The UCSB program will supply the evaluation document to the site. Any necessity for change, as well as the student's progress, will be explicitly documented at this juncture. Please consult Appendices G, H, and M for further details.

Candidates are requested to anonymously complete an annual survey assessing the degree to which the program is fulfilling its objectives. Periodically, program alumni might also receive anonymous surveys to determine how well the program satisfied their professional needs. This alumni survey might additionally request data concerning professional status, such as certification/licensure details and places of employment. This information is collected to support continuous program accreditation efforts.

Student Evaluation Timelines

Appeal Process

Should a candidate decide to appeal an evaluation submitted by their intern supervisor(s), the procedure for launching an appeal must be initiated within the internship agency first. The intern is also required to notify their university supervisor regarding the decision to appeal an assessment. Whenever a dispute arises concerning a grade assigned by a University supervisor, the established procedures for student grievances at the University of California Santa Barbara must be adhered to (Please consult the Complaint and Grievances Procedures section found in this document below).

Leave of Absence Procedures

Graduate candidates matriculated in the Ph.D. program must uphold continuous registration until all requirements for the degree are finished; however, a leave of absence may be considered for valid personal reasons. Personal leave requests can be submitted for any personal circumstance that restricts a student's ability to remain enrolled and advance toward their degree. Candidates are permitted up to 3 quarters of personal leave, and they must present a Leave of Absence request document to the UCSB Graduate Division after acquiring a signed approval from either the Department Chair or the CCSP Graduate Advisor. No extra documentation is required to validate the leave request, unless the candidate is petitioning for additional leave beyond the initial 3 quarters. Under circumstances where supplemental leave is sought, a maximum of 3 extra quarters of leave (totaling 6 quarters overall) might be approved, subject to the authorization of the Graduate Dean. Additional details concerning personal leave policies and the Leave of Absence form are available on the Graduate Division's Leave of Absence webpage.

Complaint and Grievances Procedures

Whenever conflicts emerge among individuals inside the CCSP Department, the Department will attempt to establish a resolution that honors all involved parties. When it is suspected that either a faculty member or a student has breached the principles established previously, the initial recommended action aligns with what is mandated by the APA Ethical Principles of Psychologists and Code of Conduct. This principle requires that an effort be made to settle the issue via direct correspondence with the individual responsible. Should this approach fail, three acceptable methods exist to achieve resolution: (a) within the CCSP Department itself, (b) within the Gevirtz Graduate School of Education, and (c) within the University of California, Santa Barbara.

The first option initiates with a dialogue addressing the conflict or difficulty with authorities inside the CCSP Department, attempting to resolve the challenge through informal channels. If this approach proves unsatisfactory to the complaining party, a formal complaint process can be launched by submitting a written account of the disagreement or alleged violation, accompanied by a proposed course of action, directly to the CCSP Department Graduate Advisor.

The second option is suggested as an appeal following the conclusion of the aforementioned procedure, particularly in situations where the Graduate Advisor is the accused party, or as an initial option for candidates who suspect that the internal Department procedure will threaten their standing with the faculty. This procedure will adhere to the guidelines supplied in staff policy, the University of California Faculty Handbook, or the Student Handbook. For students, complaints can be submitted directly to the Dean of the Gevirtz Graduate School of Education, and for staff and faculty, to the Chair of the Department of Counseling, Clinical, and School Psychology.

A third avenue is accessible if neither of the prior options are deemed feasible, due to fears of compromising one's status within the Gevirtz Graduate School of Education or the CCSP Department. This procedure involves reaching out to the UCSB Ombuds Office to pursue remediation and conciliation of the issue.

Guidelines for Evaluation of Students

A primary responsibility granted to the faculty by the Regents of the University of California involves the assessment of student performance within University classes. Based on the 1995 University of California Handbook, "A faculty member is expected: to evaluate student work in a timely manner, and to ensure that grades directly reflect course performance" (p. 17).

Any candidate who suspects that a grade was determined using criteria outside of actual course performance holds the right to contest that grade by utilizing the procedures outlined within Academic Senate Regulations A10 and A25. These specific regulations are published in the Appendix of the UCSB General Catalog.

Because the program's objective is to ensure graduates of the CCSP Department satisfy the educational prerequisites for professional licensure and credentialing, faculty members carry a duty to guarantee that graduates are ethical, competent school psychologists. Ethical behavior and competence as a school psychologist entail significantly more than simply achieving passing grades in academic courses. Consequently, the collective faculty conducts an annual review evaluating each student's overall progression through the program. This annual assessment examines the student's clinical skills, grades, and adherence to the ethical standards of the profession. If a student's performance is deemed unsatisfactory in any of these domains, the student's advisor (acting as a representative of the faculty) will supply written feedback detailing the issue, propose methods by which the student can rectify the deficiency, and establish a specific timeline for correction. Should the deficiency remain unresolved after the specified timeline, the program faculty holds the authority to recommend to the Graduate Division that the candidate be immediately terminated from the program.

Ethical and Professional Conduct

This policy's objective is to designate and clarify areas of ethical conduct, academic performance, and professionalism demanded of students within the UCSB School Psychology Ph.D. program, and to detail the procedures utilized to address matters concerning competence, academic performance concerns, problematic behavior, ethical misconduct, and impairment. The School Psychology program holds an obligation to shield the public, faculty, students, and clients from harm. Furthermore, the program is obligated to safeguard the rights of its students. The program operates under the NASP Principles for Professional Ethics and the APA Ethical Principles of Psychologists and Code of Conduct.

Student Academic, Behavioral, or Ethical Deficiencies and Misconduct

Situations involving ethical, behavioral, or academic violations are treated with high severity by the University, the CCSP department, and the School Psychology faculty. Such issues may be brought to light via multiple channels, and by numerous relevant individuals, including but not restricted to members of the public, clients, supervisors, faculty, and/or students. Severe infractions of the UCSB Student Code of Conduct could justify a referral to the Office of Student Conduct, and might lead to rapid expulsion from the program. Whenever allegations emerge regarding potential student misconduct, the faculty must uphold strict confidentiality.

Student Circumstances Warranting Potential Remediation or Disciplinary Action

• Impairment is identified as a disruption in professional operation that manifests in one or more of the subsequent ways:
  • An unwillingness or inability to adopt and integrate professional standards into one's array of professional behavior;
  • An inability to perform at an accepted tier of competency or acquire professional skills; or
  • An inability to suitably handle emotional reactions, psychological dysfunction, or personal stress that might negatively impact professional operations.
• Incompetence is characterized as a deficiency in ability, which might involve academic deficiency or a lack of interpersonal or professional skill. It constitutes an ethical violation when trainees persist in delivering psychological services that exceed their existing level of competence.
• Ethical Misconduct transpires when the APA Ethical Principles of Psychologists and Code of Conduct are ignored. This comprehensive code is meant to supply both the detailed guidelines and broad principles necessary to address most scenarios confronted by school psychologists during their professional duties. Its principal objective is the protection and welfare of the groups and individuals engaging with school psychologists. Every individual school psychologist bears the responsibility to strive toward the loftiest possible standards of professional conduct.
• Problematic Behaviors describe characteristics, attitudes, or actions of a student that might necessitate remediation, yet are not deemed unexpected or excessive for professionals undergoing training. Examples of problematic behaviors that are typically resolved and are unlikely to escalate into impairment status include a lack of understanding regarding agency norms, discomfort when working with clients from diverse ethnic backgrounds or lifestyles, and performance anxiety.

Procedures for Remediation Planning and Implementation

Whenever a potential issue requiring dismissal or remediation is presented to the Director of Clinical Training or the CCSP Graduate Advisor, the Director of Clinical Training will notify all members of the School Psychology faculty, and the matter will be deliberated during the subsequent faculty meeting unless the faculty decides to convene a special meeting. It must be reiterated that absolute confidentiality concerning these matters must be upheld.

Subjects to be evaluated and discussed during this meeting must encompass the potential or real consequences, severity, and nature of the situation. The following queries, among others, might be evaluated during this phase (adapted from Lamb, Cochran, & Jackson [1991]. Professional Psychology: Research and Practice, 22, 291-296):

1. What specific behaviors are causing concern, and how do those behaviors correlate with the program's objectives?
2. In what environments and in what manner have these behaviors been displayed?
3. What were the detrimental effects of the problematic behavior(s) upon others (such as other students or clients), the fieldwork site, or the training program?
4. Who witnessed the behaviors under discussion?
5. What entities or individuals were impacted by the behavior (training program, atmosphere, agency, clients, etc.)?
6. How frequently did this behavior occur?
7. Was the student notified about this behavior prior to the meeting, and if so, how did they respond?
8. Has the feedback regarding this behavior been officially documented in any manner?
9. Where does this behavior fall on the spectrum of professional and ethical severity?
10. What suggestions does the student have regarding how the issue might be corrected?

While every situation is distinct and demands a personalized assessment of the relevant facts and circumstances, the subsequent factors might suggest that the issue is more severe and signifies an impairment rather than a mere problematic behavior:

1. The student fails to address, comprehend, or acknowledge the problematic behavior when it is pointed out.
2. The problematic behavior is not simply a symptom of a skill deficit that training can fix.
3. The caliber of service provided by the individual deteriorates.
4. The problematic behavior extends beyond a single area of professional operation.
5. The behavior carries the potential for legal or ethical repercussions if ignored.
6. A disproportionate level of attention from training staff is demanded.
7. Behavior that remains unchanged despite the receipt of feedback.
8. The behavior adversely impacts the public reputation of UCSB, the School Psychology program, or the fieldwork site.

Following this session with the candidate, the faculty will convene to establish the succeeding steps. Should the faculty decide that further action is needed to address the situation, they will construct a written remediation plan or another suitable course of action (which, in rare instances, could mean termination from the program) and will organize a meeting to evaluate this concern with the student no later than four weeks after their initial session with the student. Trainees may submit their personal ideas for remediation directly to the faculty via their advisors. The faculty will weigh the student's proposals when formulating their own recommendations. This plan will be presented in writing and will be documented by the candidate's advisor.

The remediation procedure will strictly follow the written plan, which has to feature target dates for each noted issue alongside scheduled review dates. Instances of actions that might be incorporated into the remediation plan encompass—but are not restricted to—a leave of absence, heightened faculty advising and/or supervision, a temporary suspension or reduction of clinical duties, a reduction in course load, or repeated or supplementary coursework. Advancement on the initial remediation plan will be assessed at every faculty meeting for the duration of one academic quarter (or another timeframe dictated by the faculty). Following this specified period, the faculty will determine whether the candidate has adequately fulfilled all elements of the remediation plan. If not, the student might be transitioned onto a secondary remediation plan, which the School Psychology Program classifies as a formal disciplinary action. Progress throughout this disciplinary action period must be evaluated a minimum of once per quarter across the Spring, Winter, and Fall quarters for a single year. Supplemental reviews might be arranged if deemed necessary. Following every review, a copy of the active Remediation Plan, bearing faculty signatures and student comments, has to be deposited into the student's portfolio. If the faculty perceives progress to be inadequate during either the disciplinary action or the initial remediation periods, they can recommend either dismissal or further remediation. The candidate will be granted an opportunity for appeal or rebuttal, as outlined below.

Procedures for Appeal or Rebuttal of Remediation or Disciplinary Actions

The candidate will be granted the chance to appeal, provide a written rebuttal, or accept the remediation plan. Should the student elect to submit a rebuttal, the program faculty will evaluate any exculpatory or new information offered by the student and will issue written documentation of their ruling within two weeks of receiving the rebuttal. If the candidate desires to appeal the faculty's ruling, they may reach out to the CCSP Department Chair or the CCSP Graduate Advisor.

Professional Behavior in Fieldwork

Participating in fieldwork demands strict adherence to established professional behavior standards, as well as maintaining a stable physical and mental health status, which includes presenting an appropriate appearance. Every student is expected to comply with pertinent California practice laws, the NASP Principles for Professional Ethics, and the APA Ethical Principles of Psychologists and Code of Conduct. Trainees must wear professional shoes and clothing. Candidates will be quarterly evaluated on the following capabilities: initiative and dependability, adaptability, ethical responsibility, effective interpersonal relations, communication skills, and respect for human diversity. If a concern surrounding professional behavior surfaces via a field supervisor or through an evaluation at any point, a written remediation plan will be implemented. Should the issue continue and/or the candidate cannot be matched with a field supervisor owing to health or professional behavior concerns, the student will be rendered unable to successfully complete the fieldwork class.

It remains vital that trainees comply with legal and ethical guidelines regarding confidentiality. For educational purposes, students are permitted to disclose relevant information to their peers, supervisors, and instructors during applicable course sections in order to properly serve families and children. Under these circumstances, identifying details must be restricted and disclosed only to the extent it impacts the suggested action plan. Furthermore, candidates must never discuss confidential matters outside of the designated class period with other trainees.

Supplemental components of professional behavior for trainees involve their class participation and focus. It is essential that trainees engage with the presentations of their peers and honor one another's supervision needs. Consequently, texting on a phone or multi-tasking on a computer is deemed inappropriate.

Professional behavior dictates that candidates proactively and positively advocate for their own needs. Should an individual trainee identify issues regarding their training at any juncture, they are urged to resolve them without delay. If an issue arises at a practicum site, the student ought to convene with their school-based supervisor to formulate a remedy. If concerns surface regarding their graduate school training, candidates should consult their academic advisor immediately to deliberate the matter. The UCSB school psychology faculty remain constantly open to receiving constructive feedback and strive to make the training journey as supportive and beneficial to the students' career objectives as possible.

Social Network Sites

School psychology candidates are stepping into a professional capacity serving as a representative of the school psychology profession and the University of California, roles that rely heavily on adherence to ethical standards like confidentiality. Therefore, students must carefully evaluate their application of social media concerning personal and professional conduct. Candidates are urged to comprehend their social media privacy configurations and amend their online presence if necessary. Trainees must also avoid uploading offensive or unhealthy behavior online, since these posts could potentially be viewed by clients, colleagues, or future employers. Most importantly, all candidates are strictly forbidden from posting any details whatsoever regarding their practice and fieldwork in the schools; doing so constitutes grounds for expulsion from the program.

The APA Social Media/Forum Policy must be carefully reviewed.

Intellectual Content of Courses

All intellectual content belonging to the course itself, alongside course materials (web materials, examinations, handouts, discussions and class lectures), is safeguarded by the California Civil Code and United States Federal Copyright Law. UC Policy 102.23 explicitly forbids all persons and students from selling or distributing lecture notes and any other course materials, and from recording discussions or lectures without securing the prior written permission of the instructor.

Candidates are allowed to take notes exclusively for their private educational utilization. Exceptions designed to accommodate trainees with disabilities can be authorized if appropriate documentation is provided. To be absolutely clear, students in all classes are prohibited from generating study guides and subsequently selling them to any organization or individual.