Educational Psychology   Department Information   Program Description   M.S. in Counseling   Counseling Programs of Study   Credentials in Counseling   Special Education Programs of Study   M.S. in Special Education   Credentials in Special Education   Post-Baccalaureate Courses   Graduate Courses
Department Information	Department of Educational Psychology College of Education and Allied Studies Office: Art and Education Bldg. 369 Phone: (510) 885-3011   Professors Emeriti: Theodore G. Alper, Steven E. Crapo, Phyllis G. Kaplan, Donald P. McKillop, Harry M. Overline, Douglas G. Sprague   Professors: Jacki L. Anderson, Mary P. diSibio (Chair), Ann Halvorsen, Dan Romero, Arthurlene G. Towner   Associate Professors: Bonnie S. Ho, Greg Jennings   Assistant Professors: John M. Davis, Terry Soo-Hoo, Marcy E. Stites, Steve Williams   Lecturer: Maureen P. Kennedy   Graduate Coordinators:   M.S. Special Education   Phyllis Kaplan (Mild/Moderate), Jacki L. Anderson (Moderate/Severe)   M.S. Counseling   Clinical Child/School Psychology: Greg Jennings   Marriage and Family Therapy (Hayward and Contra Costa): Dan Romero   School Counseling, and Marriage, Family Therapy: Marcy Stites     Please consult the 2005-2006 online catalog for any changes that may occur.   Note: modifications in program requirements are anticipated for the 2004-05 academic year due to changes in CCTC standards. Refer to the department website and/or program advisors for updated revisions.
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, special education professionals, and community college counselors. Other programs prepare individuals for work as counselors, psychotherapists, or special education professionals in non-school settings where assistance with problems related to family, marriage, or personal adjustment is provided.   Contra Costa Campus The department offers at the Contra Costa Campus (located in Concord) an M.S. degree program in Counseling with an Option in Marriage and Family Therapy. A departmental brochure describing both Hayward and Contra Costa programs may be requested by telephone at (510) 885-3011, or in writing. Current information on the Contra Costa programs may also be obtained by calling (925) 602-6700.   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   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 in Extended and Continuing 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 contact the department office to obtain the appropriate admission packet which contains descriptive materials and necessary forms. These packets are available after October 15 and the department will accept applications beginning November 1. All admissions materials, such as recommendation letters, must be in by April 15. Test scores may be submitted after April 15. Call the Admissions Office for their admission deadlines for university applications. Applications received after this date run the risk of not being accepted by the university or the department. Notification of any action taken by this department will be mailed on, or before, June 15. 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 Hayward Admissions Office. This department cannot process your request for entry until notification that your application and fee have been received at the Cal State Hayward 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.  Submit a photocopy of all your transcripts to the department office, in addition to the official copies you send to the Cal State Hayward Admissions Office.   6.  Department applications must be submitted as a complete packet except for GRE or MAT test scores.   7.  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). These tests are administered by the Assessment and Testing Office at Cal State Hayward 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 may submit applications in person directly to the Education 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 and/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 take the Writing Skills Test during the first quarter of attendance after admission to the department if they have not previously satisfied the requirement (see the Graduate and Post-baccalaureate Studies chapter in this catalog). Satisfaction of this requirement is a prerequisite for "Classified Graduate" status. Documentation of the completion and passing of the WST 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 are not required to take the WST.   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 Office of Assessment and Testing for times and dates of the testing.   12.  Credential candidates must apply through the Cal State Hayward 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 two faculty members who have reviewed the students 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:   a.  all must have been earned within the five years just preceding completion of the requirements for the degree.   b.  not fewer than 32-34 units (for 45-47-unit degrees) or 59 units (for 72-unit degrees) must have been completed in residence.   c.  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.   d.  not more than 9 units may have been for a University Thesis or 5 for a project or a Departmental Thesis.   e.  not more than 13 units may be transfer, extension (including Open University), and/or taken in "Unclassified" or "Classified Post-baccalaureate" status.   f.  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   a.  all post-baccalaureate units undertaken   b.  all post-baccalaureate units undertaken at Cal State Hayward   c.   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.
M.S. in Counseling	There are two 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 Hayward.   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.   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 and Post-baccalaureate Studies chapter in this catalog). Core requirements are established to ensure that each degree candidate obtains adequate breadth in subject matter, field experiences, and research.   I.  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)   II.  Core Requirements (36-45 units)   A.  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)   B.  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)   C.  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 6899 Project (2-5) or EPSY 6021 Thesis-Project Seminar (3)   2.  EPSY 6909 Departmental Thesis (2-5) or EPSY 6021 Thesis-Project Seminar (3)   3.  EPSY 6910 University Thesis (1-9) or EPSY 6021 Thesis-Project Seminar (3)   4.  Comprehensive Examination (0) The Comprehensive Examination consists of a written review and synthesis of the degree competencies developed by the student followed by an oral examination over these competencies.   III.  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.   A.  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)   B.  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)   C.  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), 3745 Human Sexuality: Anthropological Perspectives (4); COMM 4830 Intercultural Communication (4); DANC 3210 Movement Analysis and Awareness (3); EPSY 5610 Micro Counseling I (2), 5620 Micro Counseling II (2), 6029 Seminar in Chemical Dependency (2), 6131 Assessments: Students with Mild to Moderate Disabilities (5), 6301 Pediatric Psychology (4), 6402 Couples Therapy (4), 6406 Seminar in Human Sexuality (2), 6610 Graduate Seminar I (2), 6620 Graduate Seminar II (2), 6630 Graduate Seminar III (2), 6660 Fieldwork I (2-4), 6661 Fieldwork II (2-4), 6662 Fieldwork III (2-4)   EPSY 6746 Neuropsychology of Learning Disabilities (4), 6770 Internship (2-6), 6786 Child Abuse Assessment (1), 6810 Advanced Graduate Seminar I (2), 6820 Advanced Graduate Seminar II (2), 6830 Advanced Graduate Seminar III (2), 6860 Advanced Fieldwork I (2-4), 6861 Advanced Fieldwork II (2-4), 6870 Advanced Field Work Group Supervision I (3), 6871 Advanced Field Work Group Supervision II (3), 6872 Advanced Field Work Group Supervision III (3), 6880 Advanced Internship (2-12), 6894 Supervision Fieldwork I (2), 6895 Supervision Fieldwork II (2), 6896 Supervision Fieldwork III (2)   E S 3105 Afro-American Identity (4), 3310 Native American World View (4), 4290 Latino Politics and Public Policy (4); HDEV 3800 Human Development and Interaction (4), 4004 Current Issues in Aging (4), 4325 Lesbian and Gay Lifespan Development (4), 4350 Intimate Relationships Throughout the Life Span (4), 4400 Adolescence (4)   PSYC 3420 Stress and Coping (4), 3520 Interpersonal Processes (4), 3540 Groups and Organizations (4), 4300 Motivation (4), 4320 Physiological Psychology (4), 4360 Psychopharmacology (4); SOC 3410 Sociology of the Family (4), 3411 Sociology of Gender (4), 3520 Sociology of Minority Groups (4), 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.
Counseling Programs of Study	Clinical Child/School Psychology Clinical Child/School Psychology Option Marriage and Family Therapy Option School Psychology Credential   Faculty: Theodore G. Alper, John M. Davis, Mary P. diSibio, Bonnie S. Ho, Greg Jennings (Coordinator), Marcy Stites   The Clinical Child/School Psychology (CCSP) program at CSUH 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, Hayward.   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.   Marriage and Family Therapy Marriage and Family Therapy Option Child/Adolescent Psychotherapy Emphasis   Faculty: Steven E. Crapo, John M. Davis, Donald P. McKillop, Harry Overline, Dan Romero (Coordinator), Terry Soo-Hoo, Douglas G. Sprague   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. Although students may pursue additional emphases, 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.   A number of 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. All classes are offered at the Hayward campus.   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, Family Therapy Faculty: Theodore G. Alper, Mary P. diSibio, Bonnie S. Ho, Greg Jennings, John M. Davis, Marcy Stites (Coordinator)   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 document.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 and pass the CBEST exam in order to be eligible for the PPS School Counseling Credential.
Credentials in Counseling	Pupil Personnel Credential: School Counseling Specialization (83-91 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 (CCTC). The commission sets the standards and competencies for the state, and Cal State Hayward's program is designed to incorporate all knowledge, skills and practical experiences required to meet those expectations.   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.   I.  Prerequisites (15 units) The prerequisites are the same as for the M.S. in Counseling. (Prerequisites are not included in the 76-87 units required for the Pupil Personnel Credential.) Coursework as follows:   Learning (3) Statistics (3) Personality (3) Abnormal psychology (3) Human, child, or adolescent development (3)   II.  Course Requirements (64 units) EPSY 5610 Micro-Counseling I (2) EPSY 6022 Program Evaluation (3) 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 6610 Graduate Seminar I (2) EPSY 6620 Graduate Seminar II (2) EPSY 6669 Seminar in Mental Health Consultation (3) EPSY 6701 Appraisal Procedures: Standardized (4) EPSY 6711 Career-Life Planning (4) EPSY 6750 Foundations of Counseling (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 in Counseling (3) EPSY 6786 Child Abuse Assessment (1) EPSY 6810 Advanced Graduate Seminar I (2)   III.  Fieldwork (18 units) EPSY 6670 Fieldwork Group Supervision I (3) EPSY 6671 Fieldwork Group Supervision II (3) EPSY 6672 Fieldwork Group Supervision III (3)   Select at least 9 units from (A), (B), or (C)   A.  EPSY 6860, 6861, 6862 Advanced Fieldwork I, II, III (2-4)   B.  EPSY 6870, 6871, 6872 Advanced Fieldwork Group Supervision I, II, III (3)   C.  EPSY 6770 Internship (2-6) (May be taken in multiple quarters)   IV.  Capstone Experience (0-9 units) Choose (A) or (B)   A.  EPSY 6021 Thesis-Project Seminar (3) or EPSY 6899 Project (2-5)   B.  EPSY 6909 Departmental Thesis (2-5) or EPSY 6910 University Thesis (1-9)   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 (99 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 99 units required for the School Psychology Internship Program. Prerequisite units are minimum values; all Cal State Hayward courses have more units.   I.  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)   II.  Required Courses (81 units) EPSY 5610 Microcounseling I (2) EPSY 6022 Program Evaluation (3) 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)   EPSY 6000-level course, refer to the department website and/or program advisor   III.  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 (139 units) This program includes the 99 units required for the School Psychology Internship specialization described in the previous section (81 units of required courses; 18 units of required fieldwork). In addition students must complete the following:   Required Fieldwork (36 units) EPSY 6880 Advanced Internship (take three times--12 units each)   Required Capstone Experience (4 units) EPSY 6205 Advanced School Psychology (4)
Special Education Programs of Study	Faculty: Jacki L. Anderson (Coordinator, Moderate-Severe Disabilities), Ann T. Halvorsen, Phyllis G. Kaplan (Coordinator, Mild-Moderate Disabilities), Steven L. Williams   The Special Education program prepares its students 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 Credentials. The Preliminary Level I Credential is obtained in conjunction with the Multiple Subject Credential through the Department of Teacher Education. Applicants who have a general education credential or those who are applying for a Professional Level II Credential are admitted through the Department of Educational Psychology.   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.
M.S. in Special Education	The M.S. in Special Education may be obtained (a) in conjunction with Level I and II credentials, or (b) through a combination of Level I, II, 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 either Mild-Moderate or Moderate-Severe Disabilities. The master's degree requirements include both preliminary Level I coursework and fieldwork, as well as Level II advanced study.   Applicants will apply for admission to the Department of Educational Psychology: Special Education Option, and will follow the departmental as well as the university application procedures.   The number of units required for the degree is 45-47 units (32-34 units in residence).   I.  Prerequisite Course (4 units) EPSY 5021 Introduction to Educating all Students in Diverse Classrooms (4)   II.  Options Choose one option.   A.  Mild-Moderate Option (33-34 units in Mild-Moderate core)   1.  Level I (20-21 units) EPSY 6120 Communication: Collaborative Teaming and Management (4) EPSY 6127 Instructional and Behavioral Support: Mild-Moderate Disabilities (4) EPSY 6128 Instructional and Behavioral Support Fieldwork (4) or EPSY 6870 Advanced Fieldwork Group Supervision (3) EPSY 6131 Assessments: Students with Mild to Moderate Disabilities (5) EPSY 6133 Curriculum: Students with Mild to Moderate Disabilities (4)   2.  Level II (13 units) EPSY 6129 Advanced Study in Collaborative Service Delivery, Education and Transition (4) EPSY 6134 Advanced Instructional and Behavioral Supports: Mild-Moderate (5) EPSY 6206 Advanced Studies in the Education of Students with Mild to Moderate Disabilities: Emerging Research and Practice (2) EPSY 6830 Advanced Graduate Seminar III (2)   B.  Moderate-Severe Option (33-34 units in Moderate-Severe core)   1.  Level I (20-21 units) EPSY 6120 Communication: Collaborative Teaming and Management (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 (5) EPSY 6860 Advanced Fieldwork (2-4) or EPSY 6870 Advanced Fieldwork Group Supervision (3)   2.  Level II (13 units) EPSY 6129 Advanced Study in Collaborative Service Delivery, Education and Transition (4) EPSY 6141 Advanced Instructional and Behavioral Supports: Moderate-Severe (5) EPSY 6207 Advanced Studies in the Education of Students with Moderate to Severe Disabilities: Emerging Research and Practice (2) EPSY 6830 Advanced Graduate Seminar III (2)   Mild-Moderate and Moderate-Severe Options Elective (3 units)   Choose one of the following: EPSY 6124 Advanced Study in Augmentative Communication and Assistive Technology (3) EPSY 6130 Advanced Studies in Service Learning and Positive School Climate (3) EPSY 6143 Advanced Studies in Individual and School-wide Positive Behavior Supports (3) EPSY 6145 Advanced Studies in Adolescent Learning and Secondary Curriculum (3)   III.  Additional Master's Degree Requirements (9-10 units) EPSY 6023 Research in Applied Behavioral Sciences (4)   and   Select five or six units from the following: EPSY 6021 Thesis-Project Seminar (3) or EPSY 6899 Project (2-5) or EPSY 6909 Departmental Thesis (2-5) or EPSY 6910 University Thesis (1-9)
Credentials in Special Education	Education Specialist Credential: Mild-Moderate and Moderate-Severe Disabilities (Level I) (42 units)   Required Courses EPSY 5125 Educational Practices: Mild-Moderate Disabilities (4) or EPSY 5136 Educational Practices: Moderate-Severe Disabilities (4)   EPSY 5126 Special Education Law and Program Design (4)   EPSY 6120 Communication: Collaborative Teaming and Management (4)   EPSY 6127 Instruction and Behavioral Support: Mild-Moderate Disabilities (4) or EPSY 6137 Instructional and Behavioral Support: Moderate-Severe Disabilities (4)   EPSY 6128 Instructional and Behavioral Support Fieldwork (4), SPED students only or EPSY 6860 Advanced Fieldwork I (4), SPED students only   EPSY 6131 Assessments: Students with Mild to Moderate Disabilities (5) or EPSY 6142 Assessment: Students with Moderate-Severe Disabilities (5)   EPSY 6133 Curriculum: Students with Mild-Moderate Disabilities (4) or EPSY 6140 Curriculum: Students with Moderate-Severe Disabilities (4)   EPSY 6800 Student Teaching (Mild-Moderate) (8) or EPSY 6801 Student Teaching (Moderate-Severe) (8)   EPSY 6810 or 6820 Advanced Graduate Seminar I or II (2)   EPSY 6870 Advanced Field Work Group Supervision I (3)     Concurrent Education Specialist: Mild-Moderate and Moderate-Severe (Level I) and Multiple Subject Credential Program (72 units; 80 units for TED students only)   If you are in the Concurrent Education Specialist and Multiple Subject Credential program (TED/SPED), complete the following courses in addition to the 42 units listed above for the Level I Mild-Moderate or Moderate-Severe Disabilities Education Specialist Credential. (Note: These requirements will be changing with the new standards for Multiple Subjects Programs, and will be available from the TED and EPSY Departments and on line by June 2004.)   Required Courses (30-41 units) T ED 5350 Curriculum and Instruction: Mathematics in the Elementary School (3) T ED 5352 Curriculum and Instruction: Reading in the Elementary School--A (4) T ED 5353 Teaching Models (3) T ED 5354 Student Teaching I (4), TED and SPED T ED 5356 Curriculum and Instruction: Reading in the Elementary School--B (2) T ED 5357 Curriculum and Instruction: Teaching Science in Elementary School (3) [T ED 5359 Student Teaching II (6), TED students only] T ED 5360 Curriculum and Instruction: Language Arts in the Elementary School (3) [T ED 5361 Student Teaching III (6), TED students only] T ED 5365 Curriculum and Instruction: Social Studies in the Elementary School (2) T ED 5366 English as a Second Language (ESL) and Bilingual Methods (2) T ED 5500 Developing Programs for Special Students in Regular Classrooms (4) or EPSY 5021 Introduction to Educating all Students in Diverse Classrooms (4)     Special Education Teacher Internship Program for Education Specialist Credentials Mild-Moderate Disabilities, Level I (49 units plus TED units above) Moderate-Severe Disabilities, Level I (49 units plus TED units above)   If you are already working in this area with emergency credentials or no credentials, this program will allow you to earn your Education Specialist credential while continuing to teach part-time. You will complete all coursework that students would complete who are pursuing currently approved Education Specialist Level I credential programs. You will, however, be able to work up to 80% time in one of the area districts with which CSUH 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 education students.   Mild-Moderate Disabilities: Required Coursework (49 units) 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 6127 Instruction and Behavioral Support: Mild-Moderate Disabilities (4) EPSY 6131 Assessments: Students with Mild to Moderate Disabilities (5) EPSY 6133 Curriculum: Students with Mild-Moderate Disabilities (4) EPSY 6770 Internship (2, 2, 2) EPSY 6783 Seminar: Contemporary Issues (3) EPSY 6820 Advanced Graduate Seminar II (2) EPSY 6870 Advanced Fieldwork Group Supervision I (3) EPSY 6880 Advanced Internship (4, 2)   Moderate-Severe Disabilities: Required Coursework (49 units) 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 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 (5) EPSY 6783 Seminar: Contemporary Issues (3) EPSY 6770 Internship (2, 2, 2) EPSY 6810 Advanced Graduate Seminar I (2) EPSY 6870 Advanced Fieldwork Group Supervision I (3) EPSY 6880 Advanced Internship (4, 2)   In addition to Specialist courses you will complete the TED portion of TED/SPED as well (see above), unless you hold a valid California general education credential.     Professional Education Specialist Credential: Mild-Moderate and Moderate-Severe Disabilities (Level II) (26 units)   Prerequisite CSUH Level I Credential Program or equivalent from Level I approved credential programs.   Required Coursework EPSY 6129 Advanced Study in Collaborative Service Delivery, Education and Transition (4)   EPSY 6134 Advanced Instructional and Behavioral Supports: Mild-Moderate (5) or EPSY 6141 Advanced Instructional and Behavioral Supports: Moderate-Severe (5)   EPSY 6206 Advanced Studies in the Education of Students with Mild to Moderate Disabilities: Emerging Research and Practice (2) or EPSY 6207 Advanced Studies in the Education of Students with Moderate to Severe Disabilities: Emerging Research and Practice (2)   EPSY 6630 Graduate Seminar III (2)   EPSY 6810 Advanced Graduate Seminar I (M/S) (2) or EPSY 6820 Advanced Graduate Seminar II (M/M) (2)   EPSY 6830 Advanced Graduate Seminar III (2)   EPSY 6871 Advanced Fieldwork Group Supervision II (M/M) (3) or EPSY 6872 Advanced Fieldwork Group Supervision III (M/S) (3)   Electives Select 6 units (two courses) from the following:   EPSY 6124 Advanced Studies in Augmentative Communication and Assistive Technology (3) EPSY 6130 Advanced Studies in Service Learning and Positive School Climate (3) EPSY 6143 Advanced Studies in Individual and School-wide Positive Behavior Supports (3) EPSY 6145 Advanced Studies in Adolescent Learning and Secondary Curriculum (3)
Post-Baccalaureate Courses	The course prefix for the following courses is EPSY.   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.   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.   5767     Film in Counseling Psychology (2) Selected modern film presentations. Issues include wellness and illness, social and existential issues which transcend common diagnostic formulations as explored by film and masters of therapeutic interventions.   5900     Independent Study (1-4)
Graduate Courses	The course prefix for the following courses is EPSY.   6021     Thesis-Project Seminar (3) (See description of EPSY 6899, 6909, 6910 for definitions of project, departmental thesis, university thesis.) Group supervision approach to completion of project or thesis. Prerequisites: "Classified Graduate" student, permission of instructor. May be repeated for credit. (A)   6022     Program Evaluation (3) Theory and procedures for designing and conducting formative and summative evaluations of educational and human service programs. Prerequisite: EPSY 6023, or T ED 6020, or SAS 6020, or consent of instructor. (Y)   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. (Y)   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. (Y)   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. (Y)   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. (Y)   6029     Seminar in Chemical Dependency (2) Survey of concepts of alcoholism and other chemical substance dependency. Assessment and treatment modalities applied to addictive disorders. (Y)   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     Advanced Studies in Augmentative Communication and Assistive Technology (3) Provides candidates with skills pertinent to assessment and design of individualized augmentative/alternative communication, to assistive technology, legislation and policy relevant to the area, and to strategies for accessing and integrating technology into instruction.   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     Advanced Studies in Service Learning and Positive School Climate (3) Designed for Level II candidates to enhance their teaching/learning skills and abilities as they relate to individual, group, and school-wide climates. Community involvement and service education explored in order to understand the connection between compassionate education and positive, productive, student, schools, family, community outcomes. Inclusion and collaboration with students, their families, schools, and communities.   6131     Assessments: Students with Mild to Moderate Disabilities (5) Responsible assessment practices which take into account the diverse backgrounds and needs of children. "Assessment" includes not just testing, but a broad spectrum of activities used to diagnose a student's needs. Review of current assessment procedures and advocacy for responsible assessment practices for all students.   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 Instructional and Behavioral Supports: Mild-Moderate (5) Provides candidates with advanced strategies in behavioral, social, environmental, and instructional areas to facilitate students' inclusion in home, school, and community. Prerequisite: Level I Mild/Moderate Credential.   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. Co-requisite: concurrent enrollment in EPSY 6860. Prerequisite: EPSY 5136.   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     Advanced Instructional and Behavioral Supports: Moderate-Severe (5) Provides candidates with advanced strategies in behavioral, social, environmental and instructional areas to facilitate students' inclusion in home, school, and community. Prerequisite: Level I Moderate/Severe Credential.   6142     Assessment: Students with Moderate-Severe Disabilities (5) 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. Follow-up on intervention strategies in EPSY 6137 with more sophisticated behavioral and instructional techniques. Prerequisite: EPSY 6137.   6143     Advanced Studies in Individual and School-wide Positive Behavior Supports (3) Advanced information in positive behavioral supports and school-wide systems for positive respectful discipline and student support. Candidates take on supervised leadership roles in school settings.   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. (W)   6145     Advanced Studies in Adolescent Learning and Secondary Curriculum (3) 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.   6204     Assertiveness Training (2) Students are trained in the use of individual and group counseling techniques to help passive and aggressive individuals express themselves in a responsible, assertive manner.   6205     Advanced School Psychology (4) Advanced professional preparation in the theory and practice of school psychology. CR/NC grading only. Prerequisite: second-year standing in School Psychology credential program.   6206     Advanced Studies in the Education of Students with Mild to Moderate Disabilities: Emerging Research and Practice (2) Candidates acquire skills in the analysis and synthesis of pedagogical and research foundations, as well as in policy and legislation which inform best practice in education of students with mild-moderate disabilities. Prerequisites: a valid Level I Education Specialist Credential in Mild-Moderate Disabilities, including EPSY 5021, 5121, and 6126, or demonstrated equivalent coursework, a valid Induction Plan; and EPSY 6129, 6134, 6630, 6830, 6871. Co-requisite: EPSY 6820.   6207     Advanced Studies in the Education of Students with Moderate to Severe Disabilities: Emerging Research and Practice (2) Candidates acquire skills in the analysis and synthesis of pedagogical and research foundations, as well as in policy and legislation which inform best practice in education of students with moderate-severe disabilities. Prerequisites: a valid Level I Education Specialist Credential in Moderate-Severe Disabilities, including EPSY 5021, 5121, and 6126, or demonstrated equivalent coursework; a valid Induction Plan; and EPSY 6129, 6141, 6630, 6830, 6872. Co-requisite: EPSY 6810.   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. (W)   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. (Y)   6331     Collaborative Leadership I (4) (See EDUI 6331 in the graduate Teacher Education chapter for course description.)   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. (Y)   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. (Y)   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. (Y)   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. (F)   6600     Clinic Rounds (1) 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. CR/NC grading only. May be repeated for up to 8 units.   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. (Y)   6660,   6661,   6662     Fieldwork I, II, III (2-4) Individual supervision of assigned fieldwork. Prerequisite: departmental approval. CR/NC grading only (A).   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: EPSY 6861. (Y)   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. (A)   6700     Advanced Education Psychology (4) Systematic analysis of general principles of motivation and learning as applied to educational processes. Prerequisite: upper division learning course. (Y)   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. A miscellaneous course fee will be charged for materials. Please consult the quarterly Class Schedule for the current fee. Prerequisites: STAT 1000 or 1100, or equivalent. Three hrs. seminar, 2 hrs. act. (Y)   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. (Y)   6720     Theory and Assessment of Cognition (4) Concepts of intelligence and their use in mental testing. Major types of individually administered intelligence tests, their uses and interpretation. A miscellaneous course fee will be charged for materials. Please consult the quarterly Class Schedule for the current fee. Prerequisite: EPSY 6701 or equivalent. (Y)   6722     Vocational Appraisal and Placement (4) Clinical instruction in the psychological processes of relating data gained from specialized testing to the counseling of individuals for effective performance in the labor market. A miscellaneous course fee will be charged for materials. Please consult the quarterly Class Schedule for the current fee. Prerequisite: EPSY 6701. Two hrs. seminar, 6 hrs. lab. (Alt. Y)   6746     Neuropsychology of Learning Disabilities (4) Diagnosis and rehabilitation of learning disabilities emphasizing a neuropsychological approach. A miscellaneous course fee will be charged for materials. Please consult the quarterly Class Schedule for the current fee. Prerequisite: course work in cognition and development assessment or consent of instructor. Three hrs. seminar, 3 hrs. lab. (Sp)   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. (Y)   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. (Y)   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. (A)   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. (Y)   6756     Brief Psychotherapy: Dynamic and Strategic (2) Principles, concepts, and techniques of brief psychotherapy with emphasis on cognitive-behavioral and strategic approaches. (Y)   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. Repeatable for one additional quarter for credit. (A)   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. (Y)   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. (Y)   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. May be repeated for credit. Prerequisite: consent of instructor. (Y)   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. CR/NC grading only. May be repeated for two additional quarters. (A)   6781     Healthy Personality (4) Application of the theories and research in the area of psychological health and human effectiveness to the practice of counseling. Prerequisite: PSYC 4610 or instructor's permission. (A)   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. May be taken up to three times for credit with different content. Prerequisites: "Classified Graduate" status in department and instructor's permission. Offered as two- or three-hour seminar. (Y)   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. (Y)   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. (Y)   6787     Gerontology Counseling (4) Counseling issues in treating the elderly; transitions, family processes, and significant life events; assessment of psychopathology and planning for treatment of elders, both individually and within a family structure. (Y)   6788     Domestic Abuse Counseling (1) 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.   6800     Student Teaching (Mild-Moderate) (8) Student teaching under the supervision of a master credentialed teacher and a member of the college faculty. Open only to students who have been admitted to the credential program. Concurrent enrollment in the student teaching seminar, EPSY 6810, is required. (Sp)   6801     Student Teaching (Moderate-Severe) (8) Student teaching under the supervision of a master credentialed teacher and a member of the college faculty. Open only to students who have been admitted to the credential program. Concurrent enrollment in the student teaching seminar, EPSY 6810, is required. (Sp)   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. (Y)   6860,   6861,   6862     Advanced Fieldwork I, II, III (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. (A)   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. (A)   6880     Advanced Internship (2-12) 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 additional quarters for a maximum of 36 units. CR/NC grading only.   6894,   6895,   6896     Supervision Fieldwork I, II, III (2, 2, 2) Completion, under college faculty direction, of actual problems involving supervisory duties. Prerequisites: department approval, advance application, or EPSY 6670. (Y)   6897     Supervision Internship (2-6) On-the-job completion of field duties normally carried by directors or supervisors of pupil personnel services. Prerequisites: EPSY 6670, department approval, advance application. Concurrent registration in EPSY 6894, 6895, or 6896. (A)   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 for up to 8 units. CR/NC grading only. (A)   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 Hayward 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 Hayward 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 Hayward faculty member. Oral defense is normally required. Prerequisite: graduate standing. Maximum of 9 units per student. (See also, "University Thesis Writing Guide," available in WA 859.)   6911     Developmental Assessment Practicum (4) Clinical practice under supervision with individually administered tests. A miscellaneous course fee will be charged for materials. Please consult the quarterly Class Schedule for the current fee. Prerequisite: EPSY 6720. Twelve hrs. lab. (Y)   6912     Personality Assessment (4) Study of instruments and procedures commonly employed in clinical study of emotional and social adjustments. A miscellaneous course fee will be charged for materials. Please consult the quarterly Class Schedule for the current fee. Prerequisite: EPSY 6720. Three hrs. seminar, 3 hrs. lab. (Y)   6955     Integrated Work for Students with Severe Disabilities (4) Instruction in integrated community-based work training leading to integrated employment for persons with severe disabilities. Current issues related to vocational assessment, transition, and supported employment. Required of SH students receiving grant funds.
Footnotes	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.     Students completing a University Thesis may enroll in EPSY 6021 for up to 9 units.     California Commission of Teacher Credentialing (CCTC) approval of revised program documents for new Standards and Competencies pending.
	© 2004 The California State University Last Updated: June 9, 2004