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Semester Completed
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Course Section
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Title
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Description
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Credits
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Fall 2009
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CNGC 501
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Orientation to Counseling
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This course will provide school counselors with an introduction to counseling and all the main theories and topics in the field.
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1.5
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Fall 2009
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CNSC 515
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Ethical/Legal issues in School Counseling
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This course will provide school counselors with a comprehensive examination of pertinent ethical issues and laws. A brief overview of the judicial system covering federal, state, and district policies will be covered as it pertains to school counselors.
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3
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Fall 2009
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CNSC 526
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Consultation and Collaboration
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This course is intended to provide students with an understanding of the theory and practice of consultation specific to school counselors within the K-12 school settings. This course will provide students with a framework for implementing consultation and collaboration models, as well as understanding the facilitation factors necessary in any type of school consultation. Students will learn how to use consultation and collaboration models to assist school counselors when working with individual, group, and programmatic assessment of growth, and developing intervention strategies as part of the ASCA delivery systems in the schools
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3
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Spring 2010
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CNGC 500
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Research and Evaluation
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The purpose of this course is to provide a framework for counselors to evaluate the efficiency of research studies that have implications for the practice of counseling. Students will become familiar with research methods, statistical analysis, needs assessment and program evaluation as it relates to the counseling profession. Students will be exposed to ethical and legal considerations, diversity and equity as it relates to conducting research in counseling.
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3
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Spring 2010
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CNGC 528
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Counseling and Development
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The major counseling theories will be examined with respect to their overall worldview, underlying value systems and related compatibility with mainstream and disenfranchised populations, their perspective on human development and clinical application. Although primary course emphasis will be on counselor self-refection and working with individual clients, secondary focus will be on ecological/system approaches and prevention strategies.
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3
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Spring 2010
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CNSC 560
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Special Education, Admissions, and Crisis Planning
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This course will provide school counselors with a brief overview of special education, admissions, and crisis planning in a school system. Students will interview school counselors on different types of programs their school offers for these areas.
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3
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Summer 2010
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CNGC 520
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Group Experience
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All matriculated MEd counselor education students are required to participate in a confidential, small-group experience provided by the department. This eight-session activity will be facilitated by a licensed clinician who is not a member of the faculty and will provide counselors-in-training with direct experience as a member of a group. Completion of this requirement is a prerequisite for the Advanced Applied Counseling Course.
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3
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Summer 2010
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CNGC 529
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Multicultural Counseling
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This skill-based course will further develop the students’ working knowledge and basic competency in multicultural counseling theory and application. To this end, the course will focus on the counselor on both a professional and personal level. Additionally, the course will examine salient client population-specific issues related to the life experiences and world view of the culturally different client and how such experiences impact on the counseling relationship and therapeutic process.
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3
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Fall 2010
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CNGC 538
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Group I: Theory/Process Group
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Group I is an experiential course designed to provide students with the opportunity to co-facilitate, participate, observe and analyze group process. Emphasis will be placed on the synthesis of leadership, membership and purpose, as well as the development of various types of groups and counseling applications for a variety of settings.
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3
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Fall 2010
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CNSC 516
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Foundations in School Counseling
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The course is intended to provide students with an understanding of the theory and practice of school counseling specific to K-12 school settings. Students will examine the missions, domains, goals and standards/competencies as they relate to the delivery system in the school context. In addition, students will examine delivery systems by evaluating counseling curriculums, individual student planning, responsive services, system reports and accountability
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3
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Fall 2010
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CNSC 524
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Applied School Counseling
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This course is designed to teach basic counseling and delivery skills to the School Counselor working in K-12 educational settings. Students will utilize a developmental framework to employ counseling skills in the delivery of guidance curriculums, individual planning, responsive services and system support. Students will continue to learn how to integrate professional ethics, legal standards, technology, developmental theories and multicultural competencies in the practice of school counseling.
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3
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Spring 2011
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CNGC 539
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Intro to Career Counseling
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This course will review concepts, issues, trends and tools as they relate to career development. It is designed to consider the role of the professional counselor in the career decision-making process embedded within lifestyle and life-stage factors. Topics will include, but not be limited to, career development theory, career assessment tools, interest, skills and personality inventories, career resource materials, technology and the implementation of career counseling strategies.
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3
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Spring 2011
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CNGC 523
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School Counselor Psychopathological Development
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This course is an examination of child and adolescent psychological development as well as the clinical issues encountered in today’s school settings. In this course, students will examine psychological theories of development, developmental issues and crises, and learn a basic understanding of the DSM classification system and symptoms of psychopathology specific to the delivery of services as delineated in the ASCA and MASCA Models.
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3
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Spring 2011
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CNSC 580
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Advance Applied School Counseling 5-12
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This course will include a minimum of 100 hours of field experience at an elementary or middle school setting and is designed to provide the advanced counseling student with an opportunity to further examine and effectively apply counseling theory to practice and demonstrate this ability during the pre-practicum experience. Students will actively work with clients in the role of counselor under the direct supervision of a professional counselor at an approved site.
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3
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Summer 2011
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CNSC 581
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Practicum School Counseling 5-12
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This variable credit fieldwork experience is for the advanced master’s counseling graduate student who is seeking a license as a school counselor (PreK-8) in Massachusetts. Students pursuing a license as a school counselor must complete a minimum of 600 hours of fieldwork over at least two semesters and at most four semesters at an educational site. Students will register for three credits for each 150 hours of fieldwork they will complete that semester. This experience may be repeated for a total of 12 credits
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3
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Fall 2011
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CNSC 581
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Practicum School Counseling 5-12
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This variable credit fieldwork experience is for the advanced master’s counseling graduate student who is seeking a license as a school counselor (PreK-8) in Massachusetts. Students pursuing a license as a school counselor must complete a minimum of 600 hours of fieldwork over at least two semesters and at most four semesters at an educational site. Students will register for three credits for each 150 hours of fieldwork they will complete that semester. This experience may be repeated for a total of 12 credits
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9
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Fall 2011
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CNGC 585
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Capstone in Counseling Portfolio
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This course is designed to assist students in successfully creating a capstone portfolio that demonstrates mastery of the basic competencies necessary to function as a counseling professional. Students’ projects will utilize the core areas of their discipline in accordance with the CACREP (Council for the Accreditation of Counseling and Related Educational Programs) standards. Students must successfully present their final capstone portfolio at a formal capstone defense meeting.
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3
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