The UCSB School Psychology Program is committed to a scientist-practitioner model of training with an emphasis on preparing leaders and innovators in comprehensive support services to schools. The opportunities include an APA accredited Ph.D. and NASP and CTC approved PPS credential preparation program.
We would like to inform all interested applicants that the Counseling, Clinical, and School Psychology Department will not be accepting any terminal MEd students for the 2015-2016 academic year or the foreseeable future.
Ranked #2 School Psychology Program in USA
Top Ten Reasons UCSB is a Premier Program
2008 CASP Presentations
2008 NASP Presentations
2020 Doctoral Scholars Initiative
2020 Doctoral Scholars Initiative FAQs
Faculty Honors and Awards
“Welcome from the School Psychology Coordinator”
As School Psychology Coordinator, my position involves a balance of research, teaching, supervision, mentoring, and administrative duties. As an integral member of the CCSP faculty, I will co-evaluate student portfolio work in fulfillment of the CTC PPS Credential, participate in the recruitment of masters and doctoral students to the school psychology emphasis, advise and mentor students, maintain an independent program of research, participate in presentations at state and national professional conferences in collaboration with faculty and students, and conduct additional professional activities to enhance the visibility and scholarly excellence of CCSP.
The School Psychology Coordinator position was developed to manage the credential program and provide exceptional supervision and mentorship to graduate students pursuing second-year (450 hours) and third-year (1200 hours) school psychology fieldwork experiences. Through activities designed to address fieldwork situations and training needs, my goal is to foster students’ communication skills, flexibility, effective interpersonal relations, initiative and dependability, ethical responsibility, and respect for human diversity. School psychologists trained through CCSP are consistently rated as extraordinary in preparation, training, knowledge, and professionalism. I am honored to join a faculty team committed to excellence as one of the top school psychology training programs in the country.
Jill D. Sharkey
School Psychology Coordinator
Emphasis on Diversity
Effective provision of support services also requires awareness, knowledge, and skill development in dealing with diverse populations. Therefore, throughout course work, references and applications will be made to how existing knowledge and skills can be applied and adapted to serve every child. Particular attention is given to the skills needed to work with ethnic and linguistic minority children and their families. Efforts are made to recruit graduate students who are reflective of the diverse population of students attending public schools in California.
School Psychology Program Rationale
The School Psychology is committed to a scientist-practitioner model of training. Emphasis is on the role of school psychologists as highly qualified practitioners and also as leaders/innovators in comprehensive support services to schools. It is housed in the Department of Counseling, Clinical, and School Psychology within the Gevirtz Graduate School of Education.
We emphasize the implications of research findings in psychology and education for psychological services in school settings. In turn, we emphasize the analysis of problems encountered in school settings from a scientific/evaluative/research point of view. We recognize the need for school psychologists to apply research-based information to assist all students to learn and maximize their human potential. This means that school psychologists work with regular education students and with students who have special learning needs. In addition to core content courses, this analytical perspective is complemented by ongoing practicum experiences in school settings as well as the Hosford Counseling and Psychological Services Training Clinic. These practica experiences are closely supervised by both university and field supervisors. The school psychology area includes PPS/Credential and Counseling, Clinical, and School Psychology PHD/Credential. All students participate fully in the breadth of fieldwork, courses, research, and other school psychology community activities.
Comprehensive Support Services
We view the school psychologist as pivotal in the provision of comprehensive support services to teachers, students, and parents. Comprehensive support services include prevention, assessment, and intervention programs for all children. A primary objective of the area is to train school psychologists who work to enhance the learning and development of students; and when the learning process is delayed, to be able to assist those who are at-risk or in need of special education services. These services include, but are not limited to, implementing and supporting primary prevention programs, student study team efforts of pre-referral intervention, multidisciplinary assessments, crisis intervention efforts (suicide and school violence prevention and intervention), psychoeducational interventions, and special education programs.
The core faculty affiliated with the School Psychology program are listed below. Each name is linked to the respective faculty member webpage.
Erin Dowdy, Ph.D.
Office: ED 2139
Michael Furlong, Ph.D.
Office: ED 2131
Shane Jimerson, Ph.D.
Office: ED 2121
Matt Quirk, Ph.D.
Office: ED 2145
The affiliated faculty with the School Psychology program are listed below.
Merith Cosden, Ph.D.
Office: ED 2137
Office: ED 2129
International School Psychology Association
American Psychological Association
APA, Division 16 Homepage
National Association of School Psychologists
California Association of School Psychologists
California Department of Education
Santa Barbara County Office of Education
Santa Barbara School District
Goleta Union School District
Carpinteria Union School District