Master of Science in Education: School Counseling

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Description

The Master of Science in Education is a 60-credit program that leads to initial certification as a School Counselor in New York State. 

This CACREP-accredited program is offered by the Department of Counselor Education.

Admission to the Program

The application process is managed by the Center for Graduate Studies.

There is no single factor or test score to determine student admission to the Master of Science in Education. However, a bachelor's degree is required, with an expected minimum GPA of 3.0 on a 4.0 scale. Data used to reach an admissions decision include:

  1. An online graduate application with the student's written objective for entering the program;
  2. All undergraduate and graduate transcripts;
  3. Contact information for three recommendations (from an employer, a professor, and a character reference); and
  4. A group interview (see below).

After reviewing these data, the Counselor Education faculty discusses all information regarding each applicant. The decision to accept or deny an applicant lies wholly within the jurisdiction of the department.

Interview

After reviewing submitted materials, selected applicants are invited to a group interview that involves Counselor Education faculty and approximately eight to 12 applicants. This interview assesses sensitivity, oral/verbal ability, communication skills (including feedback), self-awareness and interpersonal skills.

Program Requirements

Students must meet the College's standards for graduate study.

Notes:

Students are encouraged to consult course descriptions for prerequisites.

Students complete the coursework:

School Counseling Emphasis

  • EDC 501 Self in Society - School Counselor
  • EDC 602 Counseling Concepts
  • EDC 603 Group Counseling Concepts
  • EDC 604 Career Development Concepts
  • EDC 606 Research and Program Evaluation
  • EDC 612 The Human Experience
  • EDC 614 Contemporary Issues
  • EDC 619 Comprehensive School Counseling Programs
  • EDC 621 Child and Adolescent Development
  • EDC 685 Measurement and Evaluation
  • EDC 693 K- 12 Student Services
  • EDC 718 Pre-Practicum
  • EDC 720 Integration and Application of Basic Concepts
  • EDC 721 Clinical Experience for Integration
  • EDC 722 Implementation I - School Counselor
  • EDC 728 Implementation II - School Counselor
  • HCS 509 Introduction to Alcohol and Other Drugs

Certification

Students who complete the school counselor emphasis are eligible for the College’s recommendation for New York State initial certification. Program completion and submission of the recommendation form are also required to secure the College’s recommendation. Additional New York state certification requirements must be satisfied to earn professional certification. Students are advised to consult the Brockport Certification Office.

Students have the option to pursue a CASAC-T (New York State Credentialed Alcohol and Substance Abuse Counselor-Trainee) certification.  Upon earning the CASAC-T, completing the required chemical dependency work experience hours, and passing the International Certification & Reciprocity Consortium (IC&RC) examination for Alcohol and Drug Counselors, the individual becomes a Credentialed Alcoholism and Substance Abuse Counselor (CASAC).

MSEd students, in the School Counselor emphasis complete all of the CASAC-T required training hours with the exception of one course, of which may be satisfied in the elective requirement:

  • HCS 545 Psychopharmacology of Drugs and Alcohol

Additional Degree Requirements

  • Each course required for the degree for this program must be passed with a grade of 'B' or higher. 

 

Student Learning Outcomes

School Counseling Emphasis Program Objectives 

Students will be able to: 

  1. Demonstrate self-care strategies appropriate to the counselor role
  2. Describe the effects of power and privilege for counselors and clients
  3. Describe how systemic and environmental factors affect human development, functioning, and behavior
  4. Identify strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy
  5. Effectively use crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid
  6. Effectively use ethical and culturally relevant strategies for designing and facilitating groups
  7. Effectively use ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results
  8. Describe the importance of research in advancing the counseling profession, and can effectively critique research to inform counseling practice
  9. Demonstrate knowledge of models of school-based collaboration and consultation
  10. Effectively serve in school counselor roles, as leaders, advocates, and systems change agents in P-12 schools
  11. Effectively design and evaluate school counseling programs
  12. Demonstrate effective skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement
  13. Demonstrate the following dispositions: self-awareness, integrity, counseling orientation, respect for human dignity and diversity, and professional commitment