Curriculum: School Counseling, M.S. with Bilingual Extension
See Curriculum for M.S. in School Counseling
Major Requirements
| Foundations | Credits: | |
| EDCO 600 | Introduction to School Counseling | 3 |
|
Candidates are introduced to the role of the school counselor and the relationship of the school counseling program to the educational mission of school. Topics addressed include: 21st Century perspectives and practices for School Counseling, multicultural and diversity issues, and counseling theory as applied to children and adolescents in school settings. Initial school counseling skill development will focus on problem solution, brief counseling, and cognitive behavior approaches. Candidates will explore the school counselor's work in the context of leadership, advocacy, collaboration, consultation, coordination of services, multiculturalism and working with diverse student populations, technology and the use of data to inform decisions. Included in this course are the modules required for the NYS Child Abuse Reporting and Prevention certificate and for Project SAVE. The course requires ten hours of field experience. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 601 | Human Development | 3 |
|
Candidates will study human growth and development from birth through death. The course focuses on the physical, cognitive, social, personality, and emotional development as a series of progressive changes resulting from the interactions of biological, psychological and sociological forces within the environment. Special emphasis is placed upon the development characteristics of school aged youth within a multicultural and diverse society. The course also and takes an in depth look at theory, research and applications in the areas of learner development. Included in this course will be five hours of practicum experience and direct involvement with practicing counselors in a school site or community based organization. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 615 | Foundations of Counseling | 3 |
|
Candidates will examine the philosophical and theoretical foundations of counseling theory and practice, as well as how these are applied to prevention, development, empowerment, and change of individuals. In this course, candidates will explore the process, development, and acquisition of basic counseling knowledge and skills appropriate in the delivery of human services through the helping of relationships. Counseling approaches are examined within the respective fields of school and mental health with an emphasis on multicultural issues, future trends, and the integration and application of counseling theories. Counseling practices related to specific theoretical orientations will be presented and discussed. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 705 | Career Counseling and Lifestyles Development | 3 |
|
Theories of occupational choice, career development, and social mobility will be reviewed within the context of national, state, or regional economic development. Occupational information will be considered from the point of view of the individual as well as from the standpoint of manpower needs for industrial and economic development. Students also will be exposed to some of the standard tests, procedures and principles of guidance followed in vocational counseling. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| Total: 12 Credits | ||
| Core Knowledge and Skills Courses | Credits: | |
| EDCO 620 | Group Counseling, Leadership, and Facilitation Skills | 3 |
|
Candidates will acquire knowledge and experience with methods, materials, leadership skills and counseling techniques appropriate for group work in a school setting. Principles and practices of group counseling, group dynamics, group leadership and group processes with students and parents will be taught and utilized. The course will specifically address group counseling and group guidance approaches for promoting academic, career and personal/social success for all students. Candidates will learn to plan, organize, facilitate and evaluate success of small groups within the educational setting. Examples of group work would include: support, life skills, career planning and exploration, peer pressure, motivation, grief/loss, friendship and study skills. Ethical consideration in group work with all children and adolescents, including under served and underrepresented populations will be addressed utilizing the ASCA and ACA Code of Ethics. The course requires ten hours of field experience. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 635 | Consultation: School and Community | 3 |
|
School counselor education candidates acquire the knowledge, skills, and abilities necessary to function as a consultant, a primary function of the school counselor. A comprehensive model of school consultation will be presented and the candidate will implement this model in a school setting with classroom teachers and pupil services personnel, and additionally with community agency staff. Particular emphasis will be placed on consultation with parents, teachers, and mental health providers in the schools and in community based organizations. Candidates will learn to select appropriate strategies for use with diverse populations including families and school and community agency staff. This course requires ten hours of field experience. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 640 | School Counseling Programs Development and Implementation | 3 |
|
Candidates will acquire the content and process for the implementation of 21st century school counseling programs that are comprehensive, developmental in design and based on the national standards for school counseling programs. Through the use of needs assessments, school report cards, high school profiles and other achievement and student based data, candidates will identify elementary, middle and high school priorities for their school counseling programs. Consultation and collaboration models will be used to integrate the educational reform agenda, the NYS Learning Standards, and student skills and knowledge with school counseling program priorities, strategies and accountability. Candidates benefit from working closely with school counseling practitioners to gain an understanding of professional identity. This course requires ten hours of field experience. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 650 | Social Justice, Diversity, and Cultural Issues | 3 |
|
Candidates will explore and develop strategies for interacting and working with diverse communities as identified by race, ethnicity, gender, class, sexual orientation, age, disability or religion. Candidates will identify and demonstrate strategies and skills for promoting student success through culturally sensitive advising, consulting and counseling with emphasis on strategies for optimizing academic achievement, bilingual student support, career development and personal success. Methods for positively impacting social, cultural, diversity and equity issues, including the possible effects of culture, race stereotyping, family, socio economic status, gender, sexual identity, language and values on student development and progress in the school setting will be addressed throughout the course. Course content/methodology will emphasize small group activities, collaboration, use of data to create equity for all students, and opportunities to take an active role in supporting all students. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 665 | The Special Needs Student | 3 |
|
Candidates will become knowledgeable with an overview of the special needs student in today's schools and with the knowledge and skills to better advocate on behalf of students and their families. Candidates will have the opportunity to explore a variety of exceptionalities to include: communication disorders, learning and emotional disabilities, mental retardation, conduct and behavioral disorders, orthopedic impairments, traumatic brain injuries, hearing and vision impairments, gifted and talented, ADD/ADHD and challenges faced by language minority students. Candidates will become familiar with the criteria for Special Education as presented in IDEA, in the NYS Part 200 Commissioner's Regulations and in Section 504 of the Vocational Rehabilitation Act. Issues of diversity and multicultural considerations will be addressed as they apply to student referral and placement within the educational setting. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 671 | Post-Secondary Transitions and College Counseling | 3 |
|
Through a mixed methods approach of readings, class activities, and interactions with professionals in the field, school counselor candidates will acquire the knowledge and skills to assist students to choose from a wide range of post secondary options, including college. Class discussions and activities will include: developmental approaches to preparing K-12 students to be "career and college ready"; college counseling; equity and access to equal education opportunities; ethical decision making; pre-college guidance and counseling curriculum; technology applications for post secondary and college search; college entrance testing; scholarships and financial aid; preparing letters of recommendation; and assisting high school seniors for the transition after graduation. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 703 | Trauma and Crisis Counseling: Intervention, Practice, and Theory | 3 |
|
This course examines the impact of crises, disasters, and other traumatic events on individuals of various developmental levels. An emphasis is placed on dealing with trauma in children and adolescents as it relates to their school, families, and community. Course participants will be introduced to strategies and interventions for working with a population in crisis and dealing with trauma as an aftermath. Topics include: the physiological effect of trauma on individuals and community, suicide and suicide prevention, PTSD in children, death and bereavement, divorce, children and sexual abuse, crisis intervention and trauma in schools, evidence based interventions and treatments for trauma recovery, and self assessment for vicarious trauma and selfcare strategies for the counselor. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 725 | School Violence Prevention and Student Behavior Management | 3 |
|
Candidates will explore the issues of student behavior that results in violent and aggressive actions. The development of violent tendencies is examined, including the medical/biological, psychological and social theories of aggression and violence. Particular focus is placed on understanding the risk factors of aggression and violence within regular, special education and inclusion classrooms. Candidates explore the current approaches to intervention with at risk students, and discuss prevention strategies that can be implemented in regular, special education and inclusion classes in order to minimize the risk of violence. The legal issues involved are presented to help candidates understand the role of school personnel in minimizing risk to students and staff, and also intervening with those students in regular, special education and inclusion classes who are at risk for violent and aggressive behavior. As part of the curriculum, each participant will develop a Crisis Intervention and Prevention Plan as a potential model that can be implemented within a school district/building. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 810 | Research, Assessment, and Technology | 3 |
|
This course has three major objectives. The first is to develop an awareness of the various research methodologies commonly employed in educational research and in the social sciences. Included in this are types of data collection, data analysis, interpretation, and corresponding generalization of findings. Second, the course is intended to help the student become a better consumer and critic of the research as reported in the literature. Third, the student will become familiar with the research and related literature in their particular specialization and technology. This is an introductory survey course with major emphasis on the types of empirical research methods, procedures, instrumentation, and other forms of data collection, as well as analysis associated with quantitative and qualitative research. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3. |
||
| EDCO 835 | Educational Law, Policy, and Ethics | 3 |
|
This course is a survey of the ethical, legal, and professional issues facing the school counselor. School counselors function in an environment regulated by state and federal laws, course decisions, certification and school board rules. Using case scenarios, students will explore and demystify some of the legal complexities of counseling minors in schools by resolving these cases through the application of the ASCA and ACA codes of ethic, federal law, case law, state statues, community standards and school board rules. Counselors will increase their understanding and applications of laws and the ASCA and ACA codes of ethics and standards of practice to situations that have occurred in the context of school, and further the protection of the students, parents, and the counselor. Professional issues such as staff development, professional organization, and advocacy for the profession will also be examined. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| Total: 30 Credits | ||
| Department Electives (select two, with approval of advisor) | Credits: | |
| EDCO 680 | Counseling and Cultural Competence in a Global Society | 3 |
|
Counselor cultural competency is essential to successfully meet the needs of an increasingly diverse student population in the American educational system. Through a mixed methods approach of cultural immersion, readings, class activities, participation in cultural organizations, and forums with cultural and educational leaders, candidates will plan and strategize methods by which school counselors recognize cultural differences, acquire strategies to collaborate with families, and equalize educational experiences for every student within a school setting. Candidates will experience engagement with different cultural groups and seek to broaden their world view and global perspective through these interactions. Candidates will develop contemporary socio cultural viewpoints on student achievement and educational equity and access. Course topics will address cultural differences and counseling theory, ethnicity and race, bi-lingual student support, learning ability and disability, gender influences, immigration and assimilation, student educational aspirations and the influence of school counselor leadership and collaboration. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-3-3 |
||
| EDCO 683 | Multiculturalism and Counseling in a Global Context | 3 |
|
As communities become more diverse, it is increasingly important for school counselors to acquire the knowledge and skills essential to counseling diverse populations. In a study abroad context, candidates will study racial, ethnic, cultural, religious, and educational population characteristics in an immersion experience. Candidates will explore the broader definition of diversity including gender, sexual orientation, religion, socio-economic status, ability and disability and developmental influences. Through readings, discussion, and field experiences, school counselor candidates will learn to apply multicultural theories and trends to the populations and cultural groups they serve in schools and communities. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 685 | Cultural Mediation for Counselors and Educators | 3 |
|
Cultural similarities and differences can influence the theory and practice of mediation. Through rigorous analysis, real-time applications, and technology resources, candidates will develop skills in effective facilitative problem-solving mediation that respectfully incorporates the impact of culture and cultural differences on conflict and its resolution. Candidates will engage in an overview of mediation philosophies, approaches, principles, and ethical guidelines which complement counseling and educational program philosophies and interventions. Candidates will focus on developing intercultural competence including acquiring strategies for responding appropriately to people of diverse backgrounds. Course topics will guide participants to explore their personal relationship to conflict, culture, and intervention in order to bridge communication challenges and disputes impacted by cultural considerations. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 710 | Multicultural Issues in Counseling | 3 |
|
Candidates are introduced to the theory and practice for the delivery of counseling services to diverse student populations. Candidates will explore their values, biases, preconceived notions, and assumptions about human behavior, understanding of the worldview of culturally diverse clients, comfort with cultural differences, and practice of appropriate, relevant, sensitive, and ethical intervention strategies and skills for working with culturally different/diverse student populations. Counseling and advocacy strategies will be introduced to provide students with a conceptual and practical framework for working with culturally diverse populations in a respectful way. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| Total: 6 Credits | ||
| Internship | Credits: | |
| EDCO 730 | Internship: Academic/Career/Personal Social Development – Part I | 3 |
|
Prerequisite: Prerequisites: EDCO 870 or EDCO 880EDCO 730 This course is the first half of a two part cumulative experience, which extends for a full school year. Included in the course will be application of knowledge, skills and attitudes gained from previous courses (e.g. research, ethics/law). This internship experience is designed to provide the school counseling candidate with direct experience in the school setting working with students and faculty. Candidates will conduct individual, group and classroom activities to support academic success based upon the National Standards for School Counseling Programs. Candidates will use school data to identify student needs, select/develop measurable competencies that support identified needs and implement strategies. Under the direction of the school counselor supervisor, the candidate will consult with students and faculty on academic, career, and person social issues. This course requires 300 hours of structured field experience and participation in a weekly seminar. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 740 | Internship: Academic/Career/Personal Social Development – Part II | 3 |
|
Prerequisite: Prerequisite: EDCO 730 This course is the second half of a two part cumulative experience, which extends for a full school year. Included in the course will be application of knowledge, skills and attitudes gained from previous courses (e.g. research, ethics/law). This internship experience is designed to provide the school counseling candidate with direct experience in the school setting working with students and faculty. Candidates will conduct individual, group and classroom activities to provide career development experiences based upon the National Standards for School Counseling Programs. Candidates will use school data to identify student needs, select/develop measurable competencies that support identified needs and implement strategies. Under the direction of the school counselor supervisor, the candidate will consult with students and faculty on academic, career, and personal social issues. This course requires 300 hours of structured field experience and participation in a weekly seminar. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| Total: 6 Credits | ||
| With department approval, candidates may accrue up to 100 hours of internship experience in the summer semester prior to registration in EDCO 730. | ||
| Bilingual Extension to School Counseling, M.S. | Credits: | |
| EDCO 603 | Foundations of Bilingual Education and Counseling | 3 |
|
Candidates will focus on the history, theory, and rational for bilingualism, bilingual education and English as a New Language to teaching and counseling speakers of languages other than English. Candidates consider research on the effectiveness of these methods and use technology to access instructional materials and engage in conversations with Bilingual/ENL student, parents, and school staff members. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| EDCO 880 | Bilingual Field Practicum and Seminar1 | 3 |
|
This course is an in-depth counseling course designed to provide supervised practical bilingual school counseling through successful completion of 100 hours of which: 40 hours of observation, coordination, and other indirect services, and 60 hours of direct service to students through individual and group counseling, classroom lessons, and consultation. Candidates will engage in facilitative communication and counseling skills through class exercises, supervised fieldwork, and supervision. Special emphasis will be given to learning skills for social justice and school counseling leadership to promote educational equity and academic achievement for all pre-K-12 students in public schools. Ethical and legal issues relevant to school counseling are also addressed. Practice of counseling skills will also be emphasized in small group and individual experiences during class. In addition, candidates will participate in a growth and training group where students will have the opportunity to explore their professional identity as a bilingual school counselor. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3 Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
||
| Total: 6 Credits | ||
| [1] Bilingual Practicum: 100 hours of supervised counseling experiences. | ||
| Total Required Credits = 60 credits |