California State University, East Bay Signature Mark

Educational Psychology

Department Information

Department of Educational Psychology
College of Education and Allied Studies
Office: Art and Education Bldg. 369
Phone: (510) 885-3011
Email: epsy@csueastbay.edu
Website: www20.csueastbay.edu/ceas/departments/epsy/index.html

Professor Emeritus
J. Dan Romero, Ph.D. University of New Mexico

Professors
Jacki L. Anderson, Ph.D. University of Wisconsin
John M. Davis (Chair), Ph.D. University of California, Berkeley
Ann Halvorsen, Ed.D. University of California, Berkeley/San Francisco State University
R. Greg Jennings, Ph.D. University of California, Berkeley
Rolla Lewis, Ed.D. University of San Francisco
Linda Smetana, Ed.D. Brigham Young University

Associate Professors
Janet P. Logan, Ph.D. University of Wyoming
Terry Soo-Hoo, Ph.D. University of California, Berkeley

Assistant Professors
Randi Cowdery, Ph.D. Loma Linda University
Oanh Kim Tran, Ph.D. University of Oregon

Graduate Coordinators:

  • M.S.  in Special Education
    Jacki L. Anderson (Moderate-Severe Disabilities)
    Ann T. Halvorsen (Mild-Moderate Disabilities)
    Linda Smetana (Mild-Moderate Disabilities)
  • M.S. Counseling
    Clinical Child/School Psychology: Greg Jennings
    Marriage and Family Therapy: Randi Cowdery
    School Counseling, and Marriage, Family Therapy: Rolla E. Lewis

Back to top

Program Description

The Educational Psychology Department is primarily a graduate department offering master's degrees and credential programs. Educational Psychology post-baccalaureate and graduate courses (5000- and 6000-level courses) are open only to students who have been admitted to, and remain in good standing in, programs within the department. This restriction does not apply to students enrolled in the Special Education Option in Liberal Studies, the combined program in Teacher Education and Special Education (TED/SPED), or EPSY 5021. Potential applicants interested in the master's programs are encouraged to take courses in psychology, sociology, human development, and/or anthropology.

The Department of Educational Psychology offers a number of programs leading to the M.S. in Counseling, the M.S. in Special Education, and/or related credentials. These programs train psychological specialists who desire to work as school counselors, school psychologists, or special education professionals. Other programs prepare individuals for work as counselors or psychotherapists in non-school settings where assistance with problems related to family, marriage, or personal adjustment is provided.

Student Learning Outcomes

M.S. in Counseling
Students graduating with an M.S. in Counseling from Cal State East Bay will:

  1. have the knowledge and skills to implement best practice, evidence-based approaches and strategies for clinical counseling and psychoeducational interventions;
  2. create counseling environments, systems, and practices in which all individuals are treated with respect, dignity, trust, and fairness;
  3. have developed personal/interpersonal aptitudes that respect the standards, ethics, and best practices of the counseling profession;
  4. have developed cultural competence and advocacy skills in assessment, counseling, and consultation.

M.S. in Special Education
Students graduating with an M.S. in Special Education (Mild-Moderate or Moderate-Severe Disabilities option) from Cal State East Bay will have achieved the following:

  1. ability to assume a leadership role in instruction; professional development; knowledge required for collaboration and reform at school/district level;
  2. advanced application of research-based instructional and behavioral methodology; application of skills, technology, knowledge specialization, and demonstrated commitment to the field;
  3. successful design, conduct and completion of educational research leading to a university thesis;
  4. successful design, conduct and completion of educational research activity leading to a department thesis or project.

Program Offerings

Undergraduate

Liberal Studies Option in Special Education
(See the Liberal Studies chapter in the undergraduate section of this catalog.)

Graduate

Master of Science in Counseling

  • Option in Clinical Child/School Psychology
  • Option in Marriage and Family Therapy
  • Option in School Counseling

Master of Science in Special Education

  • Option in Mild-Moderate Disabilities
  • Option in Moderate-Severe Disabilities

Credentials

Pupil Personnel Services

  • School Psychology Specialization
  • School Counseling Specialization

Special Education

  • Education Specialist: Mild-Moderate Disabilities, Level I (Preliminary) and Level II (Professional)
  • Education Specialist: Moderate-Severe Disabilities, Level I and Level II
  • Internship (Level I) for Education Specialist Mild-Moderate and Moderate-Severe Disabilities

Other Programs

A department-approved Certificate in Chemical Dependency Studies (available at the Division of Continuing and International Education).

Admission

Educational Psychology students are admitted once a year, in the fall quarter. Students applying for the Level I Special Education credential programs who have general teaching credentials may be admitted conditionally each quarter. The level I TED/SPED joint program begins summer quarter and students must apply for admission through the Teacher Education department during the preceding winter quarter. See the graduate Teacher Education chapter in this catalog for details and deadlines. Teachers who hold valid Level I Specialist credentials may apply directly to the Educational Psychology department for admission to the Level II Professional Credential program.

Only 13 non-residence units taken in undergraduate, "Unclassified Post-baccalaureate," "Classified Post-baccalaureate," and/or extension status can be applied to a degree program. (Transfer units are included in the 13 non-residence units which are permitted.)

Interested individuals should visit the department website to obtain the appropriate admission packet which contains descriptive materials and necessary forms. The department accepts applications in November. All admissions materials, such as recommendation letters, must be in by February 15. Test scores may be submitted after February 15. Also call the Academic Programs and Graduate Studies Office for information on university application procedures and deadlines at (510) 885-3286; or visit the university website (www.csueastbay.edu) and select "Becoming a Student" from the top menu, then "Graduate Admissions" from the pull-down menu. Applications received after this date run the risk of not being accepted by the university or the department. Please note that students are admitted by the university, not the department. The department recommends admission to the university, but only the university may admit students. Only the university admission document can validate and verify admission.

Procedures

  1. Apply to the Cal State East Bay Admissions Office. This department cannot process your request for entry until notification that your application and fee have been received at the Cal State East Bay Admissions Office.
  2. Complete the departmental application.
  3. Recommendation forms should be completed by persons who know of your academic and/or professional abilities. Ask them to fill out the form and send it to you in a sealed envelope. At least one should be from a faculty member who is acquainted with your academic ability and promise. All programs require three letters of recommendation.
  4. Complete a personal statement in which you describe your professional goals, the extent of commitment to these goals, and your assessment of your strengths and weaknesses relative to achieving these goals. Most applicants find that an adequate length is two to four pages.
  5. Also submit all your official transcripts to the department office, in addition to the official copies you send to the Cal State East Bay Admissions Office.
  6. Department applications must be submitted as a complete packet except for GRE or MAT test scores.
  7. In the case of the MS Special Eduation, send or have sent to the department office, scores from either the aptitude section of the Graduate Record Exam (GRE) or the Miller Analogies Test (MAT). In the case of all other programs, only scores from the aptitude section of the Graduate Record Exam (GRE) will be accepted. These tests are administered by the Testing Office at Cal State East Bay and the Educational Testing Service.
  8. Personal or group interviews with faculty are required for local applicants. Arrangements for these are described in the department admission packet.
  9. Special Education students must submit applications in person directly to a faculty member in the Educational Psychology department for admission to the Level I Specialist Credential programs if they have already completed a Multiple or Single Subject (general education) credential. If not, Level I Specialist applicants for admission to the Level I Preliminary Credential program in the areas of mild-moderate or moderate-severe disabilities should submit applications directly to the Teacher Education department (AE 242, ext. 3027) for the "TED/SPED" Option.

    Applicants for admission to the Professional Level II Credential programs or the master's degree program in the areas of mild-moderate or moderate-severe disabilities may apply directly for admission to the Special Education Option through the Department of Educational Psychology. Applicants for admission to Level II credential programs must hold a valid Level I credential from an accredited program. Complete applications must be submitted in person to a Special Education faculty member at the time of the interview.
  10. Degree candidates must begin satisfaction of the University Writing Skills Requirement (UWSR) during the first quarter of attendance after admission to the department if they have not previously satisfied the requirement (see the Graduate Degree Information chapter in this catalog). Satisfaction of this requirement is a prerequisite for "Classified Graduate" status. Documentation of the satisfaction of the UWSR must be sent by the applicant to the Educational Psychology office. This information is not automatically forwarded to individual departments. Note: Applicants who receive a CBEST score of 53 or higher in the written section can have this requirement waived. For information on meeting the University Writing Skills Requirement, see the Testing Office website at www.csueastbay.edu/testing or call 510.885.3661.
  11. Students applying for a program leading to a credential from the Commission for Teacher Credentialing must take the California Basic Education Skills Test (CBEST) before commencement of the quarter in which they are to be admitted. As the testing is for diagnostic purposes, only a record of completion is required. Consult the Testing Office for times and dates of the testing.
  12. Credential candidates must apply through the Cal State East Bay Credentials Office for a "Certificate of Clearance" (which includes a current TB test) if field work in public schools is anticipated (unless they possess a valid California Teacher's Credential).

Applicants may contact the department's Graduate Records Secretary for clarification of their requirements, or for an update on the state of their application or their progress in their degree or credential programs: (510) 885-3011.

Advising

Students who are accepted into the department will normally be admitted in "Conditionally Classified Graduate" status until satisfaction of all prerequisites and the University Writing Skills requirement is documented for the Educational Psychology office, at which time a change to "Classified Graduate" status will be requested by the department. The student is assigned an official advisor from the faculty of the department and must consult his or her advisor prior to registration for each quarter. The student should maintain close contact at all times with the advisor for advice and information.

Advancement to Candidacy

Formal Advancement to Candidacy for the master's degree requires prior completion of the following steps:

  1. Successful completion in "Classified Graduate" status of three or more courses at the 6000 level (minimum of 12 units) within the Educational Psychology Department.
  2. Successful completion of all required departmental examinations and prerequisites.
  3. Maintenance of a 3.0 or better GPA in all departmental coursework and overall coursework.
  4. Acceptance by the department of a proposed formal program of study.
  5. Recommendation by the student's advisor who has reviewed the student's record and affirmed that the student has met academic and professional conduct standards.

Note: A similar process is followed for Special Education Credential students to be moved from special to full status admission.

Cause for Discontinuance

Students may be discontinued from the program at any time "for cause." This includes poor academic or fieldwork performance. "For cause" also includes behavior which is destructive to students or faculty, and/or interferes with the educational environment, and/or represents a threat to potential clients. It also includes student behaviors which are inconsistent with the legal, ethical, and/or personal responsibilities of professional counselors and teachers.

Degree Requirements

In order to earn a master's degree, students must fulfill all of the following requirements:

  1. Satisfy the University Writing Skills Requirement or pass the CBEST writing portion with a score of 53 or higher.
  2. Hold Advanced to Candidacy standing.
  3. Complete 72 units (Counseling) or 45-47 units (Special Education) of approved graduate work, of which:
    1. all must have been earned within the five years just preceding completion of the requirements for the degree.
    2. not fewer than 32-34 units (for 45-47-unit degrees) or 59 units (for 72-unit degrees) must have been completed in residence.
    3. not fewer than 23-24 units (for 45-47-unit degrees) or 36 units (for 72-unit degrees) must have been in courses in the 6000 series.
    4. not more than 9 units may have been for a University Thesis or 5 for a project or a Departmental Thesis.
    5. not more than 13 units may be transfer, extension (including Open University), and/or taken in "Unclassified" or "Classified Post-baccalaureate" status.
    6. not more than 15 units with a "CR" grade may be used for a 45-unit degree; not more than 24 units with a "CR" grade may be used for a 72-unit degree in Counseling.
  4. Complete a satisfactory program of study as determined by the department with any substitutions approved by the Dean of the College of Education and Allied Studies.
  5. Obtain at least a 3.0 grade point average in
    1. all post-baccalaureate units undertaken
    2. all post-baccalaureate units undertaken at Cal State East Bay
    3. all units offered as satisfying the requirements of the degree program
  6. Successfully complete an acceptable thesis, project or comprehensive examination as determined and approved by the department

Back to top

M.S. in Counseling

There are three options and two areas of emphasis within the M.S. degree in Counseling. These are designed to ensure the most thorough preparation for the profession and its subspecialties, as well as to provide the student a broad experience with points of view and philosophy in both theory and practice. The faculty is committed to the intellectual and social-emotional growth of the student as well as his or her professional preparation.

For administrative purposes, faculty and students are organized into three programs, all of which lead to the M.S. in Counseling. Potential applicants are invited to seek appointments with faculty representatives of the three programs to discuss their interests and philosophical orientations.

Licenses Related to Counseling Programs

The department does not issue licenses but does offer courses which are designed to meet the educational requirements of two State of California licenses. All licenses require additional experience beyond degrees, as well as written and oral exams administered by the appropriate board of the State of California.

MFT

The M.S. Counseling degree has an option designed to meet the requirements of Sections 4980.37, 4980.40 and subdivisions (a) and (d) of Section 4980.41, Article 1 (Regulation: Chapter 13, Marriage, Family Therapy, of the Business and Professions Code, State of California). Students are advised to acquire and read the laws governing MFT licensure from the Board of Behavioral Sciences in Sacramento.

See your program advisor in the Educational Psychology department for the procedures required for application for this license. State documents must be requested by the applicant from the Board of Behavioral Science Examiners, 400 R Street, Sacramento, CA 95814-6240.

Grades: If a candidate for the university recommendation for MFT licensure has more than one "C" grade among the courses listed on the Board of Behavioral Sciences approval form, that form cannot be approved by the Designee of the Chief Academic Officer of Cal State East Bay.

Field Work Credit: Field work or internship courses represent the student's efforts and growth in the interpersonal skills basic to marriage, family, and child counseling. A student who receives a grade of "NC" (no credit) for one quarter is on probation regarding continuation in the MFT approval track. A second grade of "NC" will disqualify the student for continuation in the MFT option and ultimate university recommendation for the license. Further, candidates may be disqualified from this program for actions judged by the faculty to reflect unethical, unprofessional, or incompetent behavior or interpersonal skills.

Educational Psychology License
The Educational Psychology license is issued by the Board of Behavioral Sciences. A credential in School Psychology and three years of related experience are currently required.

Licensed Professional Clinical Counselor License
Students who earn the MS in Counseling are eligible for the Licensed Professional Clinical Counselor License, which is awarded by the California Board of Behavioral Science (BBS).

Core Requirements for M.S. in Counseling (72 units)

The M.S. degree in Counseling requires 72 units organized according to university requirements (see the Graduate Degree Information chapter in this catalog). Core requirements are established to ensure that each degree candidate obtains adequate breadth in subject matter, field experiences, and research.

  1. Prerequisites (15 units minimum)
    A baccalaureate degree with a major in psychology or in child or human development plus a statistics course. For applicants with baccalaureates in other majors, the following courses are required and will provide adequate background for a counseling graduate program:
    1. An introductory course in descriptive statistics (3 units)
    2. A course in abnormal or pathological behavior (3 units)
    3. A course in learning (3 units)
    4. A course in developmental psychology or human or child development (3 units)
    5. A course in personality theory or development (3 units)
  2. Core Requirements (36-45 units)
    1. Competency Area Requirements (27 units)
      Students are required to demonstrate competency in the seven areas listed below. With the Dean's approval, students may substitute alternative related courses.
      1. Basic theoretical and research knowledge of systems of counseling and psychotherapy (4 units)
        • EPSY 6750 Foundations of Counseling (4)
      2. Knowledge of psychological, biological, and social development over the lifespan and related psycho-therapeutic interventions (4 units)
        • EPSY 6302 Individual Development (4)
      3. Knowledge of group counseling and psychotherapy, consultation, systems analysis and change agents in organizations (4 units)
        • EPSY 6762 Group Procedures and Facilitation (4)
      4. Knowledge of theory and procedures for collecting and evaluating clinical assessment data (4 units)
        • EPSY 6701 Appraisal Procedures: Standardized (4)
          or EPSY 6720 Theory and Assessment of Cognition (4)
      5. Cultural perspectives in counseling: acquiring understanding of, and sensitivity to, individuals from diverse backgrounds and the interpersonal skills to work with them. Included are social class, ethnic, racial, sexual, and lifestyle differences (4 units)
        • EPSY 6752 Cross Cultural Counseling (4)
      6. Ability to conduct and interpret research (4 units)
        • EPSY 6023 Research in Applied Behavioral Sciences (4)
      7. Laws and ethical principles as they apply to the practice of professional counseling (3 units)
        • EPSY 6785 Law and Ethics in Counseling (3)
    2. Fieldwork Requirement (9 units)
      A minimum of three quarters of fieldwork is required in the application of counseling procedures and assessment techniques in fieldwork settings.
      • EPSY 6670 Field Work Group Supervision I (3)
      • EPSY 6671 Field Work Group Supervision II (3)
      • EPSY 6672 Field Work Group Supervision III (3)
    3. Capstone Experience (0-9 units)
      Students must successfully complete either a University Thesis, a Departmental Thesis, a Project, or a Comprehensive Examination, and should select option (1), (2), (3), or (4).
      1. EPSY 68991 Project (2-5)
        or EPSY 6021 Thesis-Project Seminar (Mild-Moderate Disabilities Option) (3)
      2. EPSY 69091 Departmental Thesis (2-5)
        or EPSY 6021 Thesis-Project Seminar (Mild-Moderate Disabilities Option) (3)
      3. EPSY 69102 University Thesis (1-9)
        or EPSY 6021 Thesis-Project Seminar (Mild-Moderate Disabilities Option) (3)
      4. Comprehensive Examination (0)
  3. Option/Area of Emphasis (16-23 units)
    A student may choose to complete an option and/or an area of emphasis. Options can be recognized on diplomas and transcripts, emphases will not.
    1. Options (19-22 units)
      1. Clinical Child/School Psychology (19 units)
        • EPSY 6403 Psychotherapy for Children (4)
        • EPSY 6500 Cognitive Behavior Therapy (4)
        • EPSY 6669 Seminar in Mental Health Consultation (3)
        • EPSY 6911 Developmental Assessment Practicum (4)
        • EPSY 6912 Personality Assessment (4)
      2. Marriage and Family Therapy (20-22 units)
        • EPSY 6025 Psychopathology of Childhood (4)
          or EPSY 6026 Psychopathology in Adulthood (4)
        • EPSY 6027 Chemical Dependence Theory (4)
          or EPSY 6029 Seminar in Chemical Dependency (2)
        • EPSY 6400 Family Psychotherapy (4)
        • EPSY 6403 Psychotherapy for Children (4)
        • EPSY 6406 Seminar in Human Sexuality (2)
        • EPSY 6500 Cognitive Behavior Therapy (4)
          or EPSY 6751 Counseling and Psychotherapy Theory (4)
      3. School Counseling (20 units)
        • EPSY 6669 Seminar in Mental Health Consultation (3)
        • EPSY 6711 Career and Life Planning (4)
        • EPSY 6766 Personal/Social Counseling in Schools (2)
        • EPSY 6767 Academic Counseling in Schools (3)
        • EPSY 6768 Foundations of School Counseling (4)
        • EPSY 6764 Intervention Strategies for Systems and Organizational Change (4)
    2. Areas of Emphasis (16-23 units)
      1. Cross-cultural Counseling (16 units)
        • EPSY 6751 Counseling and Psychotherapy Theory (4)
        • EPSY 6754 Cross-Cultural Consultation (4)
        • EPSY 6764 Intervention Strategies for Systems and Organizational Change (4)

        Choice of one course from the following (4 units):

        • ANTH 3740 Cross-Cultural Studies in Child Rearing (4)
        • SOC 3520 Sociology of Minority Groups (4)
      2. Child/Adolescent Psychotherapy (22-23 units)
        • EPSY 5021 Introduction to Educating all students in Diverse Classrooms (4)
        • EPSY 6025 Psychopathology of Childhood (4)
        • EPSY 6400 Family Psychotherapy (4)
        • EPSY 6403 Psychotherapy for Children (4)
        • EPSY 6500 Cognitive Behavior Therapy (4)
        • EPSY 6783 Seminar: Contemporary Issues (2-3)
    3. Electives (3-20 units)

      These electives are in addition to the option or emphasis selected above. Courses listed above as alternatives under emphases may be used as electives if not otherwise chosen.

      Other courses recommended as electives:

      • ANTH 3740 Cross-Cultural Studies in Child-Rearing (4)
      • ANTH 3745 Human Sexuality: Anthropological Perspectives (4)
      • COMM 4830 Intercultural Communication (4)
      • EPSY 5610 Micro Counseling I (2)
      • EPSY 5620 Micro Counseling II (2)
      • EPSY 6029 Seminar in Chemical Dependency (2)
      • EPSY 6131 Assessments: Students with Mild to Moderate Disabilities (4)
      • EPSY 6301 Pediatric Psychology (4)
      • EPSY 6402 Couples Therapy (4)
      • EPSY 6406 Seminar in Human Sexuality (2)
      • EPSY 6610 Graduate Seminar I (2)
      • EPSY 6620 Graduate Seminar II (2)
      • EPSY 6630 Graduate Seminar III (2)
      • EPSY 6746 Neuropsychology of Learning Disabilities (4)
      • EPSY 6770 Internship (2-6)
      • EPSY 6786 Child Abuse Assessment (1)
      • EPSY 6810 Advanced Graduate Seminar I (2)
      • EPSY 6820 Advanced Graduate Seminar II (2)
      • EPSY 6830 Advanced Graduate Seminar III (2)
      • EPSY 6860 Advanced Fieldwork I (2-4)
      • EPSY 6870 Advanced Field Work Group Supervision I (3)
      • EPSY 6871 Advanced Field Work Group Supervision II (3)
      • EPSY 6872 Advanced Field Work Group Supervision III (3)
      • EPSY 6880 Advanced Internship (2-15)
      • ES 3105 Afro-American Identity (4)
      • ES 3310 God is Red: American Indian World View (4)
      • ES 4290 Latino Politics and Public Policy (4)
      • HDEV 3800 Human Development and Interaction (4)
      • HDEV 4004 Current Issues in Aging (4)
      • HDEV 4325 Lesbian and Gay Lifespan Development (4)
      • HDEV 4350 Intimate Relationships Throughout the Life Span (4)
      • HDEV 4400 Adolescence (4)
      • PSYC 3420 Stress and Coping (4)
      • PSYC 3520 Interpersonal Processes (4)
      • PSYC 3540 Groups and Organizations (4)
      • PSYC 4300 Motivation (4)
      • PSYC 4320 Physiological Psychology (4)
      • PSYC 4360 Psychopharmacology (4)
      • SOC 3410 Sociology of the Family (4)
      • SOC 3411 Sociology of Gender (4)
      • SOC 3520 Sociology of Minority Groups (4)
      • SOC 3750 Alcohol and Drug Abuse (4)
      • SPPA 6060 Advanced Study of Language Disorders in Children (4)

      Public Administration courses may be used as electives by students completing the combined program with Public Administration.

Back to top

Counseling Programs of Study

Clinical Child/School Psychology

Clinical Child/School Psychology Option
Marriage and Family Therapy Option
School Psychology Credential

Faculty: John M. Davis, Greg Jennings (Coordinator), Rolla E. Lewis, Janet Logan, Oanh Tran

The Clinical Child/School Psychology (CCSP) program at CSUEB is committed to a training philosophy that promotes the educational and social-emotional development of children, youth, and families. It is considered essential that each student develop sound professional values along with the acquisition of professional knowledge. An ecological human development perspective and collaborative consultation skills are emphasized, with the understanding that the ability to work collaboratively with families, teachers, and communities is critical to helping children succeed. As a fundamental principle of ethical practice, assessment, consultation, and intervention skills are inextricably linked throughout the curriculum. Program development and evaluation skills are also emphasized in order to ensure that graduates are well prepared to promote effective system-level intervention programs for meeting the needs of children, schools, families, and communities.

Multicultural issues are addressed as an integral and essential component of every course the department offers. It is the mission of the department, College of Education and Allied Studies, and university to prepare leaders for a diverse society. It is also the explicit goal of the Clinical Child/School Psychology program to prepare students to work effectively with children and families across the full spectrum of culture, ethnicity, and individual differences. The program is also developing training experiences that emphasize the development of skills in cultural competency.

The Clinical Child/School Psychology program provides the only course of study in the department leading to the School Psychology credential. This program also offers the academic and minimum fieldwork requirements for the Marriage and Family Therapy license and the Educational Psychology license.

The candidate for a credential must demonstrate an increasing ability to establish constructive interpersonal relationships with persons of differing ages, cultures, and experiential backgrounds (including children who may have endured severe physical or emotional trauma) in a manner that promotes confidence, mental health, social adjustment, and learning. The candidate must demonstrate increasing ability to establish satisfactory working relationships with parents, teachers, school personnel, and other community members involved in a particular case. The candidate must also demonstrate increasing ability to apply professional methods and techniques at proficiency levels significantly higher than those generally required in academic coursework.

To ensure that candidates have opportunity to develop the skills necessary for credential eligibility, specific credential competencies have been integrated into all courses required for a credential. In order to demonstrate at least minimal competencies in the required skills, therefore, the credential candidate must earn a grade of "B" or higher in each of these courses. In the event that a candidate does not achieve the criterion of "B" work in a required course, (s)he must consult immediately with the faculty, to determine a plan that will provide opportunity for remediation. Any candidate who receives a grade of "C" or lower in a required course will be classified automatically as probationary in the credential program; a second grade of "C" or lower will be considered sufficient basis for disqualification from the credential program and the related Master of Counseling degree program. Students are expected to have completed all prerequisites before entering the program. Candidates must take all courses that are required by the program, degree, and credential at California State University, East Bay.

Fieldwork and practical experiences, as evaluated by faculty and field supervisors, must also reflect a candidate's ability to meet the competencies specified in the program documents. Professional and interpersonal skills are the primary determinants of success in these settings. Any candidate who receives a grade of "NC" (No Credit) in a required fieldwork or internship course will be classified automatically as probationary in both the credential program and the Master of Counseling degree program. A meeting with the Coordinator of the School Psychology program will be required before additional registration in fieldwork or internship courses will be considered valid for credit toward a credential. A second grade of "NC" will be considered sufficient basis for disqualification from the credential program and the Master of Counseling degree program.

The program supports the development of the professional maturity of all candidates. The CCSP faculty evaluates candidates' professional and interpersonal maturity throughout the program. Only students who have demonstrated a high level of professional and personal integrity consistent with the role of the school psychologist will be recommended for the Pupil Personnel Services Credential in School Psychology upon completion of coursework, fieldwork, internship and Praxis exam results.

Candidates who fail to demonstrate professional and personal responsibility (as evidenced by violations of professional, interpersonal trust, or ethical practice) are subject to termination from the CCSP Program.

Candidates are to apply for their credential upon graduation. After graduation a recommendation for the credential will be based on the University currency limitation of 5 years and determined by the currency of the required course work, fieldwork experience, and portfolio.

Marriage and Family Therapy

Marriage and Family Therapy Option
Child/Adolescent Psychotherapy Emphasis

Faculty: Wendi J.Y. Cheng, Randi Cowdery, John M. Davis, Dan Romero (Coordinator) Terry Soo-Hoo

The faculty supervising this program are committed to training psychotherapists and mental health specialists for a variety of settings, such as private practice, social service agencies, schools, universities, hospitals, businesses, and industry.

Students admitted to this program of study will focus on the M.S. in Counseling with the option in Marriage and Family Therapy. The main focus of this program is on training psychotherapists who eventually plan to obtain a California license to practice marriage and family therapy. The program provides a course of study leading toward completion of the academic requirements and the 150 hours clinical experience required for application for the MFT license.

Graduates have been hired to work with clients in a wide range of agencies and businesses. Some are counselors in junior colleges and college counseling centers. Others are drug and alcohol abuse counselors in hospitals, family therapists-on-site in schools, advocates for the mentally ill, child therapists in therapeutic nursery schools, assessment counselors, information and referral clinicians in employee assistance programs, individual and family therapists for police departments, organizational development specialists, and human resource professionals in business and industry.

Some graduates have pursued doctoral-level work in clinical and counseling psychology or education after completing their master's degree in this program. Over the years, students have been accepted to programs in many universities, including the University of Missouri, the University of California at Berkeley, Michigan State University, Stanford University, California School of Professional Psychology, the Wright Institute, the University of Florida, the University of Texas, and the University of Wisconsin.

Students are trained for clinical work with individuals who are struggling with normal life problems, as well as individuals with more extensive psychopathology. Coursework covering various theories of individual, child, couple and family therapy prepares students well for advanced post-graduate internship work in clinical specializations of their choice. Students, as part of their clinical skills development, are also trained to lead counseling groups of children or adults.

Students take both evening and day classes. The program, however, cannot be completed entirely through evening classes. Groups of students are admitted annually.

The Marriage and Family Therapy program is designed to encourage growth and development of the students enrolled. Expansion of students' awareness and perspectives is emphasized. The faculty are licensed as marriage and family therapists or as psychologists. They are involved in clinical practices and are committed to preparing psychotherapists and consultants.

School Counseling, and Marriage and Family Therapy

Marriage and Family Therapy Option
School Counseling Credential

Faculty: John M. Davis, Greg Jennings, Rolla E. Lewis (Coordinator), Janet Logan, Oanh Tran

Students enrolled in this program complete the M.S. in Counseling with a focus on both School Counseling and Marriage and Family Therapy (MFT). They are prepared to participate in, and to provide leadership for, a highly collaborative, prevention-based model for service delivery in the 21st century. This model involves the weaving together of educational services with community health, mental health, and other social services, as well as a strong focus on family issues and school-based/linked services.

The School Counseling and MFT program is a two-year course of study that leads to the Pupil Personnel Services (PPS) School Counseling Credential and meets the academic requirements, as well as the minimum 150 hours of experience required for the MFT license. Students enroll in a full-time course load each quarter (fall, winter, and spring) for two academic years. Courses are offered during the day, in the evening, and on weekends. The trainees participate in fieldwork at least 1 1/2 to 2 days per week (approximately 12-15 hours/week) each year, for a total of 600 hours.

Coursework and fieldwork experiences emphasize the development of the student's ability to provide comprehensive developmental school counseling programs meeting national and state standards. Students acquire the skills to develop classroom and small group guidance curriculum. They also learn to conduct individual and group therapy, guidance counseling, consultation, and to provide leadership in the creation and evaluation of integrated, comprehensive prevention and intervention programs. In the fieldwork experience, trainees have specific assigned activities and supervised experiences related to the California Credentialing Standards for the PPS School Counseling Credential, and to the MFT licensing qualifications of the Board of Behavioral Sciences.

To be admitted to the program, students must complete five departmental prerequisites with a grade of "B" or higher (see prerequisites listed under "Core Requirements for M.S. in Counseling" earlier in this chapter. In addition, applicants must have taken the GRE or MA and CBEST exams prior to entering the program.

The department is committed to interdisciplinary training and the delivery of prevention, family-centered, school-based/linked mental health services. Students enrolled in this program, therefore, take many of their basic courses with faculty and students who are enrolled in other specialist programs such as marriage and family therapy, school psychology, and special education. The candidate must satisfy all credential competency requirements as defined in the approved credential document3.Specifically, the candidate must achieve a grade of "B" or higher in the required courses. If a grade of "B" or higher is not earned, the candidate must immediately consult with the faculty to determine the academic work necessary to achieve competency level. (The original grade will not be changed, however.) Two grades of "C" or lower in required courses are sufficient basis for disqualification from the program (as stated in the University Catalog). Candidates must also successfully complete 600 hours of fieldwork in schools, take the Praxis School Guidance and Counseling Exam, and pass the CBEST exam in order to be eligible for the PPS School Counseling Credential.

Candidates are to apply for their credential upon graduation. After graduation a recommendation for the credential will be based on the University currency limitation of 5 years and determined by the currency of the required course work, fieldwork experience, and portfolio.

Back to top

Credentials in Counseling

Pupil Personnel Credential: School Counseling Specialization (90 units)

The Pupil Personnel Credential (School Counseling Specialization) is offered through the School Counseling, and Marriage, Family Therapy program. This credential is required for work as a counselor in the public schools, and is approved by the California Commission of Teacher Credentialing (CTC). The commission sets the standards and competencies for the state, and Cal State East Bay's program is designed to incorporate all knowledge, skills and practical experiences required to meet those expectations3.

The School Counseling Credential program is a two-year course of study that reflects an integration of local program needs, the campus mission, and the direction provided by the National Standards and National Model of the American School Counselor Association (ASCA) and the National Career Development Guidelines (NOICC). The program is designed to train competent practitioners who are prepared to be leaders in building comprehensive, results-based school counseling programs that serve the needs of all pupils. The program provides training in mental health services using an integrated model designed to serve marriage and family therapists, school counseling and school psychology students. The school counseling students, however, will receive additional training and experience to prepare them to effectively perform the functions of a school counselor. The School Counseling Credential program includes specific training in guidance program models, guidance program development/implementation, and in the comprehensive and developmental school guidance curricula for academic, career, and personal/social development. Students also learn team building, management, and accountability for a comprehensive guidance program.

The M.S. in Counseling (or an acceptable equivalent) is required.

  1. Prerequisites (9 units)
    The prerequisites are the same as for the M.S. in Counseling. (Prerequisites are not included in the 90 units required for the Pupil Personnel Credential.) Coursework as follows:
    • Statistics (3)
    • Abnormal psychology (3)
    • Learning (3), or
    • Personality (3), or
    • Human, child, or adolescent development (3)
  2. Course Requirements (64 units)
    • EPSY 5610 Micro-Counseling I (2)
    • EPSY 6023 Research in Applied Behavioral Sciences (4)
    • EPSY 6025 Psychopathology of Childhood (4)
    • EPSY 6302 Individual Development (4)
    • EPSY 6400 Family Psychotherapy (4)
    • EPSY 6403 Psychotherapy for Children (4)
    • EPSY 6500 Cognitive Behavior Therapy (4)
    • EPSY 6669 Seminar in Mental Health Consultation (3)
    • EPSY 6701 Appraisal Procedures: Standardized (4)
    • EPSY 6750 Foundations of Counseling (4)
    • EPSY 6752 Cross-Cultural Counseling (4)
    • EPSY 6762 Group Procedures and Facilitation (4)
    • EPSY 6764 Intervention Strategies for Systems (4)
    • EPSY 6765 Psychological and Counseling Services in Schools and Higher Education (2)
    • EPSY 6766 Personal/Social Counseling in Schools (2)
    • EPSY 6767 Academic Counseling in Schools (3)
    • EPSY 6768 Foundations of School Counseling (4)
    • EPSY 6785 Law and Ethics in Counseling (3)
    • EPSY 6786 Child Abuse Assessment (1)
  3. Fieldwork (minimum 18 units)
    • EPSY 6600 Clinic Rounds (1) (must take a minimum of 3 units. May be repeated seven times for credit for a maximum of 8 units)
    • EPSY 6670 Fieldwork Group Supervision I (3)
    • EPSY 6671 Fieldwork Group Supervision II (3)
    • EPSY 6672 Fieldwork Group Supervision III (3)
    • EPSY 6770 Internship (2-6) (may be taken multiple quarters)
  4. Capstone Experience (4 units)
    Complete both A and B
    1. EPSY 6205 Advanced Pupil Personnel Specialist (4)
    2. Passing score on Comprehensive Exam in School Counseling (0)

Pupil Personnel Credential: School Psychology Internship and School Psychology Specialization

This combined credential program is offered by the Clinical Child/School Psychology faculty.

The school psychologist is a clinical child psychologist who functions within the school organization. The school psychologist provides consultation and services for enhancement of the cognitive, social and emotional development of children and adolescents within the school environment; provides programs for the development of the staff; has responsibility for the prevention, assessment, and remediation of the behavioral and learning difficulties of children; and often becomes the primary resource for the emotionally troubled children and their parents. The school psychologist serves the schools as the expert in psycho-educational measurement, program evaluation, and research.

School Psychology Internship (95 units)
This program prepares students to undertake a full-time (1200-hour) Internship in School Psychology, as required by the National Association of School Psychologists and, as of July, 1996, by the Commission on Teacher Credentialing of the State of California. (Note that the Internship Credential would serve to qualify a student for internship status, and thus would have to be earned prior to the actual internship year itself.)

Prerequisites are not included in the 95 units required for the School Psychology Internship Program. Prerequisite units are minimum values; all Cal State East Bay courses have more units.

  1. Prerequisites (18 units)
    • An Introduction to Statistics (e.g., STAT 1000) (3)
    • Abnormal Psychology (e.g., PSYC 4410) (3)
    • Developmental Psychology (e.g., PSYC 4420) (3)
    • Learning Theory (e.g., PSYC 4210) (3)
    • Personality Theory (e.g., PSYC 4610) (3)
    • Psychological Tests and Measurements (e.g., PSYC 3200) (3)
  2. Required Courses (77 units)
    • EPSY 5610 Microcounseling I (2)
    • EPSY 6023 Research in Applied Behavioral Sciences (4)
    • EPSY 6025 Psychopathology of Childhood (4)
    • EPSY 6301 Pediatric Psychology (4)
    • EPSY 6302 Individual Development (4)
    • EPSY 6400 Family Psychotherapy (4)
    • EPSY 6403 Psychotherapy for Children (4)
    • EPSY 6500 Cognitive Behavior Therapy (4)
    • EPSY 6610 Graduate Seminar I (2)
    • EPSY 6620 Graduate Seminar II (2)
    • EPSY 6630 Graduate Seminar III (2)
    • EPSY 6669 Seminar in Mental Health Consultation (3)
    • EPSY 6720 Theory and Assessment of Cognition (4)
    • EPSY 6746 Neuropsychology of Learning Disabilities (4)
    • EPSY 6752 Cross-Cultural Counseling (4)
    • EPSY 6762 Group Procedures and Facilitation (4)
    • EPSY 6765 Psychological and Counseling Services in Schools and Higher Education (2)
    • EPSY 6785 Law and Ethics of Counseling (3)
    • EPSY 6810 Advanced Graduate Seminar I (2)
    • EPSY 6820 Advanced Graduate Seminar II (2)
    • EPSY 6830 Advanced Graduate Seminar III (2)
    • EPSY 6911 Developmental Assessment Practicum (4)
    • EPSY 6912 Personality Assessment (4)
    • 3 units of graduate level coursework covering the topic of Program Evaluation, with consent of department
  3. Required Fieldwork (18 units)
    • EPSY 6670 Fieldwork Group Supervision I (3)
    • EPSY 6671 Fieldwork Group Supervision II (3)
    • EPSY 6672 Fieldwork Group Supervision III (3)
    • EPSY 6870 Advanced Fieldwork Group Supervision I (3)
    • EPSY 6871 Advanced Fieldwork Group Supervision II (3)
    • EPSY 6872 Advanced Fieldwork Group Supervision III (3)

School Psychology Specialization (144 units)
This program includes the 95 units required for the School Psychology Internship specialization described in the previous section (77 units of required courses; 18 units of required fieldwork). In addition students must complete the following:

Required Fieldwork (45 units)

  • EPSY 6880 Advanced Internship (taken three times, 15 units each)

Required Capstone Experience (4 units)
Complete both A and B

  1. EPSY 6205 Advanced Pupil Personnel Specialist (4)
  2. Passing score on Praxis II exam, National Examination for School Psychology Certification

Back to top

Special Education Programs of Study

Faculty: Jacki L. Anderson (Coordinator, Moderate-Severe Disabilities), Ann T. Halvorsen, Linda Smetana (Coordinator, Mild-Moderate Disabilities)

The Special Education program prepares their graduates for careers in direct teaching and for leadership roles in Special Education. Programs are offered which lead to the Master of Science degree and/or to the Education Specialist: Mild-Moderate and Moderate-Severe Disabilities Credentials.

The emphasis is on providing students with a wide range of practical methods for enhancing the lives of individuals with exceptional needs. To this end, coursework is taught by successful practitioners in the field. Also, the programs provide extensive supervised fieldwork in settings that are appropriate to each student's professional goals.

Back to top

M.S. in Special Education

The M.S. in Special Education may be obtained (a) in conjunction with the Special Education credentials, or (b) through a combination of the Special Education credential and research coursework listed below. Candidates who want to pursue only the master's degree without Specialist teaching credentials will follow the program outlines below. These candidates may obtain an M.S. degree in Special Education with an Option in either Mild-Moderate or Moderate-Severe Disabilities. The master's degree requirements include both coursework and fieldwork, as well as research and advanced study, including completion of a culminating Department (Mild-Moderate Disabilities Option) or University (Moderate-Severe Disabilities Option) thesis.

Applicants will apply for admission to the Department of Educational Psychology: Special Education, and will follow the departmental as well as the university application procedures.

The number of units required for the degree is 46-50 units.

  1. Prerequisite Course (4 units)
    • EPSY 5021 Introduction to Educating all Students in Diverse Classrooms (4)
  2. Options
    Choose one option.
    1. Mild-Moderate Disabilities Option (42 units)
      • EPSY 6021 Thesis-Project Seminar (Mild-Moderate Disabilities Option) (3) (students in this option are required to take this course twice for a total of 6 units)
      • EPSY 6023 Research in Applied Behavioral Sciences (4)
      • EPSY 6127 Instructional and Behavioral Support: Mild-Moderate Disabilities (4)
      • EPSY 6129 Advanced Study in Collaborative Service Delivery, Education, and Transition (4)
      • EPSY 6131 Assessments: Students with Mild to Moderate Disabilities (4)
      • EPSY 6133 Curriculum: Students with Mild to Moderate Disabilities (4)
      • EPSY 6134 Advanced Curriculum and Instruction: Mild-Moderate Disabilities (4)
      • EPSY 6143 Positive Behavior Supports (4)
      • EPSY 6206 Advanced Studies in the Education of Students with Mild-Moderate Disabilities: Research and Professional Practice (4)
      • EPSY 6860 Advanced Field Work I (2-4) (students in this program are required to take as a 4-unit course) or EPSY 6862 Advanced Field Work II (2-4) (students in this program are required to take as a 4-unit course)
    2. Moderate-Severe Disabilities Option (38 units)
      • EPSY 6023 Research in Applied Behavioral Sciences (4)
      • EPSY 6129 Advanced Study in Collaborative Service Delivery, Education, and Transition (4)
      • EPSY 6137 Instructional and Behavioral Support: Moderate-Severe Disabilities (4)
      • EPSY 6140 Curriculum: Students with Moderate-Severe Disabilities (4)
      • EPSY 6142 Assessment: Students with Moderate-Severe Disabilities (4)
      • EPSY 6143 Positive Behavior Supports (4)
      • EPSY 6207 Advanced Studies in the Education of Students with Moderate-Severe Disabilities: Research and Professional Practice (4)
      • EPSY 6860 Advanced Fieldwork (2-4)(students in this program are required to take as a 4-unit course)
      • EPSY 6910 University Thesis (1-9) (students in this option are required to take this course for 6 units)

    Mild-Moderate and Moderate-Severe Disabilities Options Elective (8 units)

    Choose two of the following:

    • EPSY 6124 Augmentative Communication and Assistive Technology (4)
    • EPSY 6130 Service Learning and Positive School Climate (4)
    • EPSY 6141 Social Networks and Communication for Students with Autism Spectrum Disorders(ASD) and Other Disabilities (4)
    • EPSY 6145 Advanced Studies in Adolescent Learning and Secondary Curriculum (4)

Back to top

Credentials in Special Education

Preliminary Education Specialist Credential: Mild-Moderate Disabilities Program (86-94 units)

Required Courses

  • EPSY 5021 Introduction to Educating all Students in Diverse Classrooms (4)
  • EPSY 5125 Educational Practices: Mild-Moderate Disabilities (4)
  • EPSY 5126 Special Education Law and Program Design (4)
  • EPSY 6120 Communication: Collaborative Teaming and Management (4)
  • EPSY 6124 Augmentative Communication and Assistive Technology (4)
  • EPSY 6127 Instruction and Behavioral Support: Mild-Moderate Disabilities (4)
  • EPSY 6129 Advanced Study in Collaborative Service Delivery, Education, and Transition (4)
  • EPSY 6131 Assessments: Students with Mild to Moderate Disabilities (4)
  • EPSY 6133 Curriculum: Students with Mild-Moderate Disabilities (4)
  • EPSY 6134 Advanced Curriculum and Instruction: Mild-Moderate Disabilities (4)
  • EPSY 6141 Social Networks and Communication for Students with Autism Spectrum Disorders (ASD) and Other Disabilities (4)
  • EPSY 6143 Positive Behavior Supports (4)
  • EPSY 6206 Advanced Studies in the Education of Students with Mild-Moderate Disabilities: Research and Professional Practice (4)
  • EPSY 6820 Advanced Graduate Seminar II (2)
  • EPSY 6860 Advanced Fieldwork I (2-4), (students in this program are required to take as a 4-unit course)
  • EPSY 6862 Advanced Fieldwork II (2-4) (students in this program are required to take as a 4-unit course)
  • EPSY 6880 Advanced Internship (2-15)  (A maximum of 12 units are required for the credential: 4 units to be taken in Winter Quarter; 8 units to be taken in Spring Quarter) (Interns Only)
  • EPSY 6999 Issues in Educational Psychology (2-4) (A maximum of 12 units are required for the credential; 2 units/quarter for 6 quarters)

Additional Program Requirement:
To earn the Preliminary Education Specialist Credential in Mild-Moderate Disabilities all candidates must: (1) hold a valid Multiple Subject or Single Subject Teaching Credential, or (2) be enrolled in the joint Multiple Subject/Education Specialist (TED/SPED) program.

Special Education Teacher Internship Program Mild-Moderate Disabilities Education Specialist Credentials

Complete the courses listed above for the Preliminary Mild-Moderate Disabilities Education Specialist Credential, in addition to:

  • EPSY 6770 Internship (number of units depends on point-of-entry into internship) 2-6 units;  may be repeated two times for credit, for a maximum of 18 units (special education candidates may take 6770 for a maximum of 8 units.)

The internship program will allow you to earn your Education Specialist credential while continuing to teach full-time.

In addition to Specialist courses you will complete the TED portion of TED/SPED as well, unless you hold a valid California general education credential.

Back to top

Preliminary Education Specialist Credential: Moderate-Severe Disabilities Program (80-88 units)

Required Courses

  • EPSY 5021 Introduction to Educating all Students in Diverse Classrooms (4)
  • EPSY 5126 Special Education Law and Program Design (4)
  • EPSY 5136 Educational Practices: Moderate-Severe Disabilities (4)
  • EPSY 6120 Communication: Collaborative Teaming and Management (4)
  • EPSY 6124 Augmentative Communication and Assistive Technology (4)
  • EPSY 6129 Advanced Study in Collaborative Service Delivery, Education, and Transition (4)
  • EPSY 6137 Instructional and Behavioral Support: Moderate-Severe Disabilities (4)
  • EPSY 6140 Curriculum: Students with Moderate-Severe Disabilities (4)
  • EPSY 6141 Social Networks and Communication for Students with Autism Spectrum Disorders (ASD) and Other Disabilities (4)
  • EPSY 6142 Assessments: Students with Moderate-Severe Disabilities (4)
  • EPSY 6143 Positive Behavior Supports (4)
  • EPSY 6207 Advanced Studies in the Education of Students with Moderate-Severe Disabilities: Research and Professional Practice (4)
  • EPSY 6860 Advanced Fieldwork I (2-4), (students in this program are required to take as a 4-unit course)
  • EPSY 6862 Advanced Fieldwork II (2-4) (students in this program are required to take as a 4-unit course)
  • EPSY 6880 Advanced Internship (2-15)  (12 units are required for the credential: 4 units to be taken in Winter Quarter; 8 units to be taken in Spring Quarter) (Interns Only)
  • EPSY 6999 Issues in Educational Psychology (2-4) (12 units are required for the credential; 2 units/quarter for 6 quarters)

Additional Program Requirement:
To earn the Preliminary Education Specialist Credential in Moderate-Severe Disabilities all candidates must: (1) hold a valid Multiple Subject or Single Subject Teaching Credential, or (2) be enrolled in the joint Multiple Subject/Education Specialist (TED/SPED) program.

Special Education Teacher Internship Program Moderate-Severe Disabilities Education Specialist Credentials

Complete the courses listed above for the Preliminary Moderate-Severe Disabilities Education Specialist Credential, in addition to:

  • EPSY 6770 Internship (number of units depends on point-of-entry into internship) 2-6 units; may be repeated two times for credit, for a maximum of 18 units (special education candidates may take 6770 for a maximum of 8 units.)

The internship program will allow you to earn your Education Specialist credential while beginning to teach part-time. You will be able to work up to 80% time in one of the area districts with which CSUEB has an approved Specialist Intern Program. In addition you will be placed as a student teacher under the supervision of a master teacher for required fieldwork across ages and with general and special education students.

In addition to Specialist courses you will complete the TED portion of TED/SPED as well, unless you hold a valid California general education credential.

Back to top

Post-Baccalaureate Courses

Post-Baccalaureate Courses (Course prefix: EPSY)
Course Number Course Information
5021 Introduction to Educating all Students in Diverse Classrooms (4)
Basic concepts, issues and best practices in special/general education, and the development of curriculum and instructional strategies to address diverse student needs (including disabilities) in general education settings. A-F grading only.
5125 Educational Practices: Mild-Moderate Disabilities (4)
Methods, materials, media and technology that enhance the learning process of students with mild-moderate disabilities. Teaching such students from diverse cultural, linguistic, and ethnic backgrounds in special and general education settings.
5126 Special Education Law and Program Design (4)
Laws and regulations that affect the lives of individuals with disabilities and their families. These laws and regulations relate to program design, program evaluation, family involvement, and the overall IEP process.
5136 Educational Practices: Moderate-Severe Disabilities (4)
Inclusive educational practices for students with moderate-severe disabilities and the philosophical, theoretical and technological foundation required for implementation of curriculum and methodology, and the basis for curriculum design.
5610 Microcounseling I (2)
Development and practice of the basic skills of counseling, especially the skills of listening. Use of brief videotaped counseling sessions ("microcounseling"). Students will role-play to observe, analyze, and evaluate techniques of counseling.
5620 Microcounseling II (2)
Development of the counselor's ability to influence others. Use of brief videotaped counseling sessions ("microcounseling"). Students will role-play to observe, analyze, and evaluate techniques of counseling. Prerequisite: EPSY 5610.
5900 Independent Study (1-4)

Back to top

Graduate Courses

Graduate Courses (Course prefix: EPSY)
Course Number Course Information
6021 Thesis-Project Seminar (Mild-Moderate Disabilities Option) (3)
Culminating course for the M.S. Special Education, Mild Moderate Disabilities Option, Supervision of project or thesis. Prerequisites: "Classified Graduate" student, permission of instructor. May be repeated once for credit, for a maximum of 6 units.
6023 Research in Applied Behavioral Sciences (4)
Survey of research philosophy and methods for conducting studies in settings employing counselors, educators, and psychologists. Prerequisite: EPSY 6701 or instructor's permission. Three hrs. seminar, 2 hrs. act.
6025 Psychopathology of Childhood (4)
Seminar in developmental psychopathology; advanced case study, differential diagnosis, assessment procedures, treatment and placements. Prerequisites: EPSY 6720 and EPSY 6912.
6026 Psychopathology in Adulthood (4)
Theoretical and clinical approaches to conceptualization, differential diagnosis, and assessment of psychopathology through adulthood. Application of theories of psychopathology to counseling and psychotherapy. Prerequisite: consent of instructor.
6027 Chemical Dependence Theory (4)
Theory and research relating to chemical dependence as a variable in counseling. Focus on concepts of dependence, the disease model, identification, assessment, and family dynamics. Covers addiction to alcohol and other mood altering chemicals.
6029 Seminar in Chemical Dependency (2)
Survey of concepts of alcoholism and other chemical substance dependency. Assessment and treatment modalities applied to addictive disorders.
6120 Communication: Collaborative Teaming and Management (4)
Development of collaborative consultation, communication, teaming and problem-solving skills necessary for the coordinated delivery of educational services for students with disabilities.
6124 Augmentative Communication and Assistive Technology (4)
Hardware, software, and web-based applications and strategies for accessing and integrating technology with universal design principles. Legal, ethical, and policy issues in technology use. Role of technology in collaborative team-based assessment for individualized assistive technology and augmentative communication use across the life span.
6127 Instruction and Behavioral Support: Mild-Moderate Disabilities (4)
Specific instructional and curriculum strategies. Positive behavioral support interventions that enhance the teaching/learning process for mild-moderate and at-risk students from diverse cultural, linguistic and/or ethnic backgrounds.
6128 Instructional and Behavioral Support Fieldwork (4)
Fieldwork reinforcing the skills, abilities, and strategies introduced specifically in EPSY 6127. Co-requisite: concurrent enrollment in EPSY 6127.
6129 Advanced Study in Collaborative Service Delivery, Education, and Transition (4)
Facilitates Level II candidates' advanced skill development in leadership, cross-cultural communication, professional development collaboration and networking across transdisciplinary teams with educators and community agencies. Teamwork throughout critical transition periods, interagency service coordination, school reform models, effective transition within diverse restructured and inclusive schools. Prerequisites: EPSY 5021, 5126, 6120.
6130 Service Learning and Positive School Climate (4)
Knowledge and skills for creating and implementing service learning projects within school and community settings. Connection to core curriculum, building academic and social skills and development of a positive school climate. Requires fieldwork for service learning project.
6131 Assessments: Students with Mild-Moderate Disabilities (4)
Issues, policies, approaches and methods relevant to the assessment of students with mild to moderate disabilities for the purpose of determining knowledge, skills and abilities as well as needs. Formal and informal methods of academic, interest, social and behavioral assessments. Ethical and legal considerations. Advocacy for responsible practices.
6133 Curriculum: Students with Mild-Moderate Disabilities (4)
Reinforce and enhance already existing skills, abilities and knowledge of instructional procedures, technology, positive behavioral approaches and curriculum development employed with mild-moderate and at-risk students from diverse cultural, linguistic, and/or ethnic backgrounds.
6134 Advanced Curriculum and Instruction: Mild-Moderate Disabilities (4)
Advanced knowledge and practices in assessment, curriculum, and instruction for supporting students with mild-moderate disabilities in school, home and community settings.  Emphasis on data based decisions, use of research and evidence based practices in curriculum and instruction. Prerequisite: EPSY 6133
6137 Instructional and Behavioral Support: Moderate-Severe Disabilities (4)
Techniques for developing and implementing effective instruction for students with moderate to severe disabilities. A variety of assessment, classroom management and positive behavioral support strategies which provide the basis for instruction to meet the individual needs of a diverse population of learners. Prerequisite: EPSY 5136. Co-requisite: concurrent enrollment in EPSY 6860.
6140 Curriculum: Students with Moderate-Severe Disabilities (4)
Curriculum and instruction for basic skill development across motor, communication, social behavior, and academic areas. Infusion of skills within functional activities.
6141 Social Networks and Communication for Students with Autism Spectrum Disorders (ASD) and Other Disabilities (4)
Learning and social characteristics of students with ASD, along with evidence-based strategies to teach specific communication and social skills. Including: techniques and materials to improve communication abilities and to develop rich social networks in inclusive schools. Prerequisites: EPSY 6127 or 6137; and, EPSY 6860 or 6862.
6142 Assessment: Students with Moderate-Severe Disabilities (4)
Issues, purposes, and methods relevant to the assessment of students with moderate to severe disabilities for educational programming, including appropriate selection and interpretation of a variety of assessment approaches. Ethical and legal considerations. Advocacy for responsible practices. Prerequisite: EPSY 6137 and EPSY 6860.
6143 Positive Behavior Supports (4)
Knowledge and skills in developing and implementing comprehensive, function-based positive behavioral supports. Basic applied behavior analysis principles and functional assessment of behavior. Variety of educational and positive intervention strategies. School-wide systems for positive, respectful discipline and student support.
6144 Inclusive Education: School and Community (4)
Strategies for including students with severe disabilities in integrated school and community settings. Emphasis on functional programming and interactions and friendships with non-disabled peers, with practical applications in local schools. Prerequisites: EPSY 5021, 5136.
6145 Advanced Studies in Adolescent Learning and Secondary Curriculum (4)
Provides Level II candidates with specialized competencies and experiences beyond the basic program focusing on the adolescent/adult with mild-moderate-severe disabilities. Includes instruction, transition, social supports, and secondary curricula with school to work and career emphasis.
6200 Grief Counseling (2)
The unique problems and situations of people facing loss, grief, and bereavement. Emotional reactions to death and loss. Counseling strategies based on stress reduction and the development of positive resolutions.
6201 Marketing Psychological Services (2)
The process of planning, implementing, and marketing psychological skills in a business or private practice. Topics include defining deliverables, customers, selling cycles, pricing, and market strategy.
6202 Parents and Professional Relations (2)
Knowledge and skills needed for effective interaction with parents of students with special needs. Familiarity with the legal basis, current research and practices related to parent involvement in special education.
6203 Inclusive Education Seminar (2)
Advanced knowledge and hands-on skills for teachers delivering instruction within inclusive general education classrooms and school communities. Field experiences focusing on specific issues in inclusive education.
6205 Advanced Pupil Personnel Specialist (4)
Advanced professional preparation in the theory and practice of pupil personnel services. Prerequisite: second-year standing in School Psychology or School Counseling. CR/NC grading only.
6206 Advanced Studies in the Education of Students with Mild-Moderate Disabilities: Research and Professional Practice (4)
Research and best practices for providing services to students with mild-moderate disabilities within school, home and community settings.  Transitions across the lifespan, case management, and local, state, national and professional policies and legislation. Prerequisite: EPSY 6134.
6207 Advanced Studies in the Education of Students with Moderate to Severe Disabilities: Research and Professional Practice (4)
Skills in case management, ethical professional practices, the analysis and synthesis of pedagogical and research foundations, as well as in policy and legislations which inform best practice in the education of students with moderate-severe disabilities. Prerequisites: EPSY 6140, 6142, 6861 and 6870.
6301 Pediatric Psychology (4)
Clinical issues in the growth and maturation of cognition, psychomotor performance, and ego development; anomalies of development and integration and related problems of social-emotional adjustment. Emphasis on the period of infancy and childhood. Prerequisite: consent of instructor.
6302 Individual Development (4)
Theory and research covering individual growth over the life span. Emphasis on the interaction of biological and social factors and their psychological consequences, especially as to definition of normal crises and related levels of therapeutic intervention.
6400 Family Psychotherapy (4)
Discussion and activities in psychotherapeutic techniques. Theory and research dealing with family interaction and communication. Diagnostic and intervention methods for dysfunctional family systems. Three hrs. seminar, 2 hrs. act.
6402 Couples Therapy (4)
Theory and techniques of counseling clients in couples, with an emphasis on spousal relationships. Assessment and treatment planning with issues of communication, intimacy, sexuality, goals, domestic violence, marriage, and divorce. Three hrs. seminar, 2 hrs. act.
6403 Psychotherapy for Children (4)
Introduction to the theories, research and techniques of psychotherapeutic assessment and treatment of children. Activities include class involvement in psychotherapy methods. Three hrs. lect., 2 hrs. act.
6406 Seminar in Human Sexuality (2)
Physiological, psychological, social and cultural variables as they affect sexual identity, sexual behavior and sexual disorders. Clinical treatment of sexual problems. Prerequisites: EPSY 6750; instructor's permission.
6500 Cognitive Behavior Therapy (4)
Principles and practice of cognitive and behavior therapies, including meta models and transformational linguistics of communication theories. Emphasis on possibilities for integrated therapeutic approach.
6600 Clinic Rounds (3)
Regularly scheduled seminar with Director of Community Counseling Center. Discussion of procedures, good practices, assignment of cases, and Center ethics, rules, responsibilities. Required of all graduate students assigned as trainees to the Center. May be repeated for credit for 3 units per quarter for 6 quarters or 18 units total. CR/NC grading only.
6610, 6620, 6630 Graduate Seminar I, II, III (2, 2, 2)
Introductory considerations of application of theory and current research to professional settings; problems in use of professional techniques and methods. Prerequisite: concurrent registration in fieldwork.
6669 Seminar in Mental Health Consultation (3)
Theory and techniques of mental health consultation. Consideration of institutional and group factors as they affect and condition the adjustment problems of individuals. Techniques and strategies available to psychologists for affecting changes in the mental health climate of schools. Prerequisite: Coursework in advanced fieldwork, with consent of advisor.
6670, 6671, 6672 Field Work Group Supervision I, II, III (3, 3, 3)
Group supervision of assigned field work. Prerequisite: approval of instructor. CR/NC grading only.
6700 Advanced Education Psychology (4)
Systematic analysis of general principles of motivation and learning as applied to educational processes. Prerequisite: upper division learning course.
6701 Appraisal Procedures: Standardized (4)
Seminar in measurement theory applied to the development and evaluation of standardized tests used in counseling. Activity includes administration and supervision of above instruments. Prerequisites: STAT 1000 or 1100, or equivalent. Three hrs. seminar, 2 hrs. act.
6711 Career-Life Planning (4)
Career-Life planning counseling techniques; information sources; development of career libraries and centers, employability development techniques; activities involving observation and participation in career counseling and information. Prerequisite: EPSY 6750. Three hrs. seminar, 2 hrs. act.
6720 Theory and Assessment of Cognition (4)
Concepts of intelligence and their use in mental Seminar in measurement theory applied to the development and evaluation of standardized tests used in counseling. Activity includes administration and supervision of above instruments. Major types of individually administered intelligence tests, their uses, and interpretation. Prerequisite: EPSY 6701 or equivalent; STAT 1000 or 1100, or equivalent. Three hrs. seminar, 2 hrs. testing.
6746 Neuropsychology of Learning Disabilities (4)
Diagnosis and rehabilitation of learning disabilities emphasizing a neuropsychological approach. Prerequisite: course work in cognition and development assessment or consent of instructor. 
6750 Foundations of Counseling (4)
The principles and concepts of counseling, including communication dynamics, intervention techniques, and development of a personal theory of counseling. Prerequisite: "Classified Graduate" status in department or consent of instructor. Three hrs. lect., 2 hrs. act.
6751 Counseling and Psychotherapy Theory (4)
Examination of current theories of counseling and psychotherapy; development of individual counseling approach. Prerequisite: EPSY 6750. Three hrs. lect., 2 hrs. act.
6752 Cross-Cultural Counseling (4)
Focus on cross-cultural counseling and psychotherapy, cultural values and personality formation; value orientation inherent in counseling and psychotherapy; psychological effects of cultural racism; effects of sex roles and life styles within different cultures. Three hrs. lect. plus one three-day workshop.
6754 Cross-Cultural Consultation (4)
Consultation with schools, agencies, institutions concerning emotional issues in mixed cultural/ethnic situations. Clinical application of current theories, research in counseling and psychotherapy. Reading, examination of case materials. Prerequisite: EPSY 6752 or consent of instructor.
6755 Advanced Practices in Multicultural Counseling (4)
Advanced study and development of skills in working with the culturally diverse and gain more cultural competence in counseling diverse populations. Students will build upon knowledge and experiences gained from the Cross-Cultural Counseling course. Prerequisite: EPSY 6752.
6758 Practicum in Counseling (3)
Introductory learning experience to prepare graduate students for professional counseling in clinical settings. Students will receive information, practice, counseling skills and develop a professional perspective. May be repeated once for credit, for a maximum of 6 units.
6762 Group Procedures and Facilitation (4)
Theories, principles of group dynamics and processes facilitating individual, small group, and organizational change. Interpersonal skills in group process. Clinical analysis of actual group experiences. Prerequisite: EPSY 6750 or PUAD 6812 or instructor's consent. Not open to students with credit for PUAD 6762. Three hrs. lect., 3 hrs. lab.
6764 Intervention Strategies for Systems and Organizational Change (4)
Facilitator's role in organizational, systems change: schools, agencies, industry. Diagnosis, intervention strategies for planned or indirect organizational, systems change. Actual experience with intervention models, case problems. Prerequisite: EPSY 6750 or consent of instructor. Not open to students with credit for PUAD 6764. Three hrs. seminar, 2 hrs. act.
6765 Psychological and Counseling Services in Schools and Higher Education (2)
The administration and organization of psychological and counseling services in the schools and higher education: concepts, responsibilities, and functions of the psychologist, counselor and student support services. Different sections will focus on K-12 or higher education. Prerequisite: consent of instructor. May be repeated once for credit, for a maximum of 4 units.
6766 Personal/Social Counseling in Schools (2)
Integration, implementation, and evaluation of the American School Counselor Association (ASCA) National Standard’s Personal/Social domain of a comprehensive school counseling program. Such programs are designed to meet the learning needs of all students, identify barriers to success, and increase learning power with enhanced activities. Prerequisite: Admission into the School Counseling program. A-F grading only.
6767 Academic Counseling in Schools (3)
Academic domain course for graduate study in school counseling. Oriented toward school counselors-in-training with emphasis on theoretical and practical aspects of comprehensive school counseling programs. Concentration on facilitation and development of school counseling program, and how school counselors support the learning of all students. Field study required. Prerequisites: Admission into the School Counseling program and consent of instructor. A-F grading only. Three hrs. lect., 1 hr. field study.
6768 Foundations of School Counseling (4)
Foundational course for graduate study in school counseling. Oriented toward professionals-in-training with an interest in the special and unique field of school counseling. Emphasis on both theoretical and practical aspects of comprehensive school counseling program development. Field study required.Prerequisites: Admission into the School Counseling program and consent of instructor. A-F grading only. Three hrs. lect., 1 hr. field study.
6770 Internship (2-6)
Individually supervised experience in a professional setting utilizing the full range of competencies in the student's concentration. Prerequisite: departmental approval. May be repeated two times for credit, for a maximum of 18 units. CR/NC grading only.
6783 Seminar: Contemporary Issues (2-3)
Seminar in theoretical, research, and counseling approaches concerning special issues and populations, such as delinquents, drug users, aged, the poor. Prerequisites: "Classified Graduate" status in department and instructor's permission. May be repeated two times for credit when content varies, for a maximum of 9 units. Offered as two- or three-hour seminar.
6784 Pharmacology and Counseling (3)
Utilization of theory and research from the psychiatric and psycho-pharmacological disciplines to increase counselors' knowledge of the medical treatments for psychiatric disorders. Overview of medications prescribed for children and adults with psychological and developmental disorders. The interface between psychotherapy and these medications.
6785 Law and Ethics in Counseling (3)
Professional ethics and statutory, regulatory and decisional laws currently applicable to the practice of counseling and psychotherapy. Confidentiality, mandated reporting laws, family and child laws as they affect clinical practice. The relationship between a counselor's personal values and his or her professional behavior and ethics.
6786 Child Abuse Assessment (1)
Legal and clinical aspects of child abuse as an issue in counseling and psychotherapy practice. Child abuse reporting laws and procedures, the psychological and family system variables important in assessment, and both individual and family treatment strategies. CR/NC grading only.
6788 Spousal/Partner Abuse (2)
Detection, assessment, and diagnosis of spousal or partner abuse. Clinical issues regarding emotional abuse and violence in domestic relationships. Interventions for the treatment of couples in abusive relationships.
6810, 6820, 6830 Advanced Graduate Seminar I, II, III (2, 2, 2)
Relationship of theory and current research to professional practice; consideration of ethical and legal principles, socio-cultural issues, and research techniques in professional settings.
6860 Advanced Fieldwork I, II (2-4 each)
Individual supervision of assigned field work. Prerequisite: one year of approved supervised field work in the area of concentration and Department approval. CR/NC grading only.
6870, 6871, 6872 Advanced Field Work Group Supervision I, II, III (3, 3, 3)
Group supervision of assigned field work. Prerequisite: one year of approved supervised field work in the area of concentration and approval of instructor. CR/NC grading only.
6880 Advanced Internship (2-15)
Individually supervised experience in a professional setting utilizing the full range of competencies in the student's concentration. Prerequisite: one year of approved supervised field work or internship in the area of concentration and Department approval. May be repeated two times for a maximum of 45 units. CR/NC grading only.
6898 Cooperative Education (1-4)
Supervised work experience in which students complete academic assignments integrated with off-campus paid or volunteer activities. May be repeated once for credit for a maximum of 8 units. CR/NC grading only.
6899 Project (2-5)
Development of an original product which is summarized in a written abstract. Both the project and the abstract are submitted to the department which specifies their formats. Supervision by a departmental committee, at least one of whom must be a Cal State East Bay faculty member. Oral defense may be required. Prerequisite: graduate standing. Maximum of 5 units per student.
6900 Independent Study (1-4)
6909 Departmental Thesis (2-5)
Development and writing of a research paper for submission to the department which specifies its format. Supervision by a departmental committee, at least one of whom must be a Cal State East Bay faculty member. Oral defense normally is required. Prerequisite: graduate standing. Maximum of 5 units per student.
6910 University Thesis (1-9)
Development and writing of a formal research paper for submission to the University in the specified bound format. Supervision by a departmental committee, at least one of whom must be a Cal State East Bay faculty member. Oral defense is normally required. (See also, "University Thesis Writing Guide," www.csueastbay.edu/thesiswritingguide.) Prerequisite: graduate standing. Maximum of 9 units for credit per student.
6911 Developmental Assessment Practicum (4)
Clinical practice under supervision with individually administered tests. Prerequisite: EPSY 6720. Miscellaneous course fee. See the quarterly Class Schedule for current fee. Twelve hrs. lab.
6912 Personality Assessment (4)
Study of instruments and procedures commonly employed in clinical study of emotional and social adjustments. Prerequisite: EPSY 6720. 
6999 Issues in Educational Psychology (2)
Readings, discussion, research, and applications on contemporary and/or significant issue in Educational Psychology. May be repeated 5 times for credit when content varies, for a maximum of 12 units.

Back to top

Footnotes

  1. Students completing a Project or a Departmental Thesis and registering for 6899 or 6909, even if combined with EPSY 6021, are limited to a total of 5 units. EPSY 6021 can be repeated for a total of 6 units; however, only five of these six units may be applied to the M.S. degree for students doing a Project or Departmental Thesis
  2. Students completing a University Thesis may enroll in EPSY 6021 for up to 6 units.
  3. California Commission of Teacher Credentialing (CCTC) approval of revised program documents for new Standards and Competencies pending.

Back to top

 

Previous Catalogs


Policies for Catalog Revisions

  • Print This Page
  • Bookmark and Share