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Masters Degrees (Academic Counseling)

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All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Read more
All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Once an academic advisor has been assigned for your program of study, you should make an appointment to discuss your preferences and career aspirations. The program of study that you accept when you enter the program will be the one you will follow until you graduate. If there are any changes, they need to be approved by your advisor.

Visit the website http://education.ua.edu/academics/esprmc/counseling/maschool/

The master’s degree in School Counseling is designed to provide prospective school counselors with the skills necessary to establish and conduct effective developmental guidance and counseling programs in schools, pre-kindergarten through twelfth grade. Students preparing for positions in School Counseling are provided experiences qualifying them for work at all levels of school counseling. The school counseling program is 48 hours and meets accreditation criteria of National Council for Accreditation of Teacher Education (NCATE) and Council for Accreditation of Counseling and Related Educational Programs (CACREP).

School Counseling Program: Select Courses

While the majority of your courses will be offered through the Program in Counselor Education (designated as BCE) many required courses will be offered by affiliated programs. During your academic career, you will likely enroll for courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas. These courses afford the opportunity to take advantage of the expertise of faculty in other programs in the College of Education. Please refer to the Program Planning Record for School Counseling.

BCE 511 – Principles of Guidance. Three hours. Explores the rationale for guidance by examining human development and sociological, psychological, and philosophical bases for guidance. Provides awareness of services by surveying components of guidance programs.

BCE 512 – Counseling: Theory and Process. Three hours. Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.

BCE 513 – Career Development. Three hours. An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.

BCE 514 – Pre-practicum in Counseling. Three hours. An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients.

BCE 515 – Practicum in Counseling I. Three hours. Prerequisite: BCE 514 and permission of the faculty. Laboratory training in attending, listening, and influencing skills. Supervised experience in counseling.

BCE 516 – Practicum in Counseling II. Three hours. Prerequisites: BCE 515 and permission of the faculty. Supervised practice in counseling.

BCE 521 – Group Procedures in Counseling and Guidance. Three hours. Prerequisite: Permission of the faculty. Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group.

BCE 522 – Individual and Group Appraisal. Three hours. Prerequisite: BER 540. An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance.

BCE 523 – Program Development and Management. Three hours. An examination of the organization and implementation of the guidance functions of schools and the guidance responsibilities of counselors, teachers, and administrators.

BCE 525 – Internship in School and Community Counseling. Three to twelve hours. Prerequisite: Permission of the faculty. Supervised field experience in an appropriate job setting.

BCE 650 – Counseling Strategies for Family Relationships. Three hours. Prerequisite: BCE 512 or permission of the instructor. Examination of theoretical and applied elements of systemic intervention with troubled families.

BCE 611 Multicultural Approaches to Counseling. Three hours.

Prerequisites: Majors only or with instructor permission. This course is designed to introduce students to multicultural issues unique to counseling and other helping professions.

BER 500 – Introduction to Educational Research. Three hours. An overview of the research process, primarily for master’s students.

BER 540 – Statistical Methods in Education. Three hours. Descriptive and basic inferential statistics, including graphs, frequency distributions central tendency, dispersion , correlation, and hypothesis testing. Computer applications are included.

BEP 550 – Life span Development. Three hours. A study of principles and concepts of physical, cognitive personality, and social development from conception through death.

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Focus. Mental Wellness. Professional counseling is a vibrant field with excellent career growth opportunities. Unlike other mental health treatment approaches, counseling focuses on wellness and prevention rather than pathology. Read more
Focus: Mental Wellness
Professional counseling is a vibrant field with excellent career growth opportunities. Unlike other mental health treatment approaches, counseling focuses on wellness and prevention rather than pathology.

CSPP’s clinical counseling master’s program integrates a strengths-based and resilience perspective to foster critical consciousness and reflective thinking, developing practitioner skills in diagnosis, treatment planning and psychological interventions with individuals and groups.

Empower Clients Through Multicultural Competence
The Clinical Counseling master’s program uses academic, experiential and research-based clinical practice approaches as well as direct community service learning in coursework and field placements. It also develops multicultural competence and a strong foundation in social justice advocacy to empower the clients and communities they will serve.

Students in the Clinical Counseling program are able to break down the walls of race, gender and age to build a community between themselves. Many students speak of not only the education they receive through this program but also the relationships they build with their peers. Being able to look past different cultures and views in the classroom helps students to be able to venture into outside communities and serve as effective counselors. This process gives students the confidence they need to reach out to those communities of need that they may have not been able to reach before.

Accreditation
The Clinical Counseling MA curriculum incorporates the educational requirements set out by the California Board of Behavioral Sciences, the Masters in Counseling Accreditation Council (MCAC) and the Council for Accreditation of Counseling and Related Programs (CACREP) 2009 Standards.

Graduate Career-Ready
All students graduate positioned to pursue the Licensed Professional Clinical Counselor (LPCC) license in California and most other states.

What is Clinical Counseling?

Clinical Counseling is a master’s level mental health profession that applies counseling and psychotherapeutic techniques to identify and remediate cognitive, mental, and emotional issues, including personal growth, adjustment to disability, psychosocial and environmental problems, and crisis intervention. The MA Clinical Counseling Program integrates the principles of mental health recovery-oriented practice.

Training Model
Students develop practitioner skills in diagnosis, treatment planning, and psychological interventions with individuals and groups. The program uses academic, experiential, research-based clinical practice approaches and direct community service learning in coursework and field placements. Integrating a strengths-based and resilience perspective, the program fosters critical consciousness and reflective thinking as students learn counseling and consultation skills found to be effective with a variety of mental health issues. Students gain multicultural competence and a strong foundation in social justice advocacy to empower the clients and communities they will serve.

Research Training
As part of the social justice advocacy training, students will engage in a two-semester collaborative community research project in the Research Methods and Masters Project courses. This will culminate with students submitting a grant proposal to support community mental health services.

Course Schedule

The Clinical Counseling master’s program is offered on two campuses: San Francisco and Fresno. In San Francisco, most courses are offered in the afternoons and evenings. Courses in Fresno are offered in the evenings and on weekends. Field placement schedules often depend on the individual clinic or agency where each student is placed, and therefore vary depending on location.

Curriculum – 60 Units

Clinical Counseling Observation and Interviewing (3 units)
Human Development (3 units)
Career Development Theories and Techniques (3 units)
Group Counseling Theories and Techniques (3 units)
Clinical Counseling Assessment (3 units)
Intercultural Awareness Development (3 units)
Psychopathology for Clinical Counseling (3 units)
Clinical Counseling Research Methods (3 units)
Clinical Counseling Professional, Legal and Ethical Issues (3 units)
Psychopharmacology (3 units)
Chemical Dependence (3 units)
Crisis/Trauma Counseling (3 units)
Theories and Techniques of Clinical Practice (3 units)
Couples Counseling (3 units)
Sex Therapy (3 units)
Community Mental Health Counseling (3 units)
Practicum (3 units)
Internship (6 units total – 3 in each of 2 semesters)
Masters Project (3 units)

Self Growth Experiences

Faculty, staff and supervisors have professional, ethical obligations to evaluate and ensure the interpersonal competence of trainees. Students will at times be required to participate in learning activities that require different levels of self-disclosure. This can include, but is not limited to, exploration of one’s beliefs and values and the potential impact of one’s disposition toward the backgrounds and histories of a community, clients, peers, faculty, and supervisors.

We strongly recommend that all students complete 20-30 hours of personal growth counseling with a licensed mental health professional in individual and/or group counseling or psychotherapy prior to graduation.

Read less
Focus. Mental Wellness. Professional counseling is a vibrant field with excellent career growth opportunities. Unlike other mental health treatment approaches, counseling focuses on wellness and prevention rather than pathology. Read more
Focus: Mental Wellness
Professional counseling is a vibrant field with excellent career growth opportunities. Unlike other mental health treatment approaches, counseling focuses on wellness and prevention rather than pathology.

CSPP’s clinical counseling master’s program integrates a strengths-based and resilience perspective to foster critical consciousness and reflective thinking, developing practitioner skills in diagnosis, treatment planning and psychological interventions with individuals and groups.

Empower Clients Through Multicultural Competence
The Clinical Counseling master’s program uses academic, experiential and research-based clinical practice approaches as well as direct community service learning in coursework and field placements. It also develops multicultural competence and a strong foundation in social justice advocacy to empower the clients and communities they will serve.

Students in the Clinical Counseling program are able to break down the walls of race, gender and age to build a community between themselves. Many students speak of not only the education they receive through this program but also the relationships they build with their peers. Being able to look past different cultures and views in the classroom helps students to be able to venture into outside communities and serve as effective counselors. This process gives students the confidence they need to reach out to those communities of need that they may have not been able to reach before.

Accreditation
The Clinical Counseling MA curriculum incorporates the educational requirements set out by the California Board of Behavioral Sciences, the Masters in Counseling Accreditation Council (MCAC) and the Council for Accreditation of Counseling and Related Programs (CACREP) 2009 Standards.

Graduate Career-Ready
All students graduate positioned to pursue the Licensed Professional Clinical Counselor (LPCC) license in California and most other states.

What is Clinical Counseling?

Clinical Counseling is a master’s level mental health profession that applies counseling and psychotherapeutic techniques to identify and remediate cognitive, mental, and emotional issues, including personal growth, adjustment to disability, psychosocial and environmental problems, and crisis intervention. The MA Clinical Counseling Program integrates the principles of mental health recovery-oriented practice.

Training Model
Students develop practitioner skills in diagnosis, treatment planning, and psychological interventions with individuals and groups. The program uses academic, experiential, research-based clinical practice approaches and direct community service learning in coursework and field placements. Integrating a strengths-based and resilience perspective, the program fosters critical consciousness and reflective thinking as students learn counseling and consultation skills found to be effective with a variety of mental health issues. Students gain multicultural competence and a strong foundation in social justice advocacy to empower the clients and communities they will serve.

Research Training
As part of the social justice advocacy training, students will engage in a two-semester collaborative community research project in the Research Methods and Masters Project courses. This will culminate with students submitting a grant proposal to support community mental health services.

Course Schedule

The Clinical Counseling master’s program is offered on two campuses: San Francisco and Fresno. In San Francisco, most courses are offered in the afternoons and evenings. Courses in Fresno are offered in the evenings and on weekends. Field placement schedules often depend on the individual clinic or agency where each student is placed, and therefore vary depending on location.

Curriculum – 60 Units

Clinical Counseling Observation and Interviewing (3 units)
Human Development (3 units)
Career Development Theories and Techniques (3 units)
Group Counseling Theories and Techniques (3 units)
Clinical Counseling Assessment (3 units)
Intercultural Awareness Development (3 units)
Psychopathology for Clinical Counseling (3 units)
Clinical Counseling Research Methods (3 units)
Clinical Counseling Professional, Legal and Ethical Issues (3 units)
Psychopharmacology (3 units)
Chemical Dependence (3 units)
Crisis/Trauma Counseling (3 units)
Theories and Techniques of Clinical Practice (3 units)
Couples Counseling (3 units)
Sex Therapy (3 units)
Community Mental Health Counseling (3 units)
Practicum (3 units)
Internship (6 units total – 3 in each of 2 semesters)
Masters Project (3 units)

Self Growth Experiences

Faculty, staff and supervisors have professional, ethical obligations to evaluate and ensure the interpersonal competence of trainees. Students will at times be required to participate in learning activities that require different levels of self-disclosure. This can include, but is not limited to, exploration of one’s beliefs and values and the potential impact of one’s disposition toward the backgrounds and histories of a community, clients, peers, faculty, and supervisors.

We strongly recommend that all students complete 20-30 hours of personal growth counseling with a licensed mental health professional in individual and/or group counseling or psychotherapy prior to graduation.

Read less
All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Read more
All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Once an academic advisor has been assigned for your program of study, you should make an appointment to discuss your preferences and career aspirations. The program of study that you accept when you enter the program will be the one you will follow until you graduate. If there are any changes, they need to be approved by your advisor.

Visit the website http://education.ua.edu/academics/esprmc/counseling/macmhc/

The master’s degree in Clinical Mental Health Counseling is designed to prepare students for employment and practice in public and private mental-health settings. The curriculum offers course work and applied experiences for students’ specialty interests to include areas such couple/family counseling, addictions counseling, play therapy, and similar specialty practice with unique populations or using unique methods of counseling. The clinical mental health counseling program is 60 credit hours and meets accreditation criteria put forward by Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Clinical Mental Health Counseling Program: Select Courses

While the majority of your courses will be offered through the Program in Counselor Education (designated as BCE) many required courses will be offered by affiliated programs. During your academic career, you will likely enroll for courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas. These courses afford the opportunity to take advantage of the expertise of faculty in other programs in the College of Education. Please refer to the Program Planning Record for Clinical Mental Health Counseling.

BCE 512 – Counseling: Theory and Process. Three hours. Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.

BCE 513 – Career Development. Three hours. An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.

BCE 514 – Counseling Skills. Three hours. An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients.

BCE 515 – Practicum in Counseling I. Three hours. Prerequisite: BCE 514 and permission of the faculty. Laboratory training in attending, listening, and influencing skills. Supervised experience in counseling.

BCE 516 – Practicum in Counseling II. Three hours. Prerequisites: BCE 515 and permission of the faculty. Supervised practice in counseling.

BCE 518 – Introduction to Clinical Mental Health Counseling. Three hours. Seminar and fieldwork designed to acquaint the student with the functions and roles of the counselor in various community and agency settings.

BCE 521 – Group Procedures in Counseling and Guidance. Three hours. Prerequisite: Permission of the faculty. Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group.

BCE 522 – Individual and Group Appraisal. Three hours. Prerequisite: BER 540. An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance.

BCE 525 – Internship in School and Clinical Mental Health Counseling. Three to twelve hours. Prerequisite: Permission of the faculty. Supervised field experience in an appropriate job setting.

BCE 528 – Advanced Seminar in Clinical Mental Health Counseling. Three hours. Prerequisite: BCE 518. Advanced study and discussion of a variety of agency-specific issues and topics.

BCE 611 – Multicultural Counseling. Three hours. This course is designed to introduce students to multicultural issues unique to counseling and other helping professions.

BCE 650 – Counseling Strategies for Family Relationships. Three hours. Prerequisite: BCE 512 or permission of the instructor. Examination of theoretical and applied elements of systemic intervention with troubled families.

BER 500 – Introduction to Educational Research. Three hours. An overview of the research process, primarily for master’s students.

BER 540 – Statistical Methods in Education. Three hours. Descriptive and basic inferential statistics, including graphs, frequency distributions central tendency, dispersion , correlation, and hypothesis testing. Computer applications are included.

BEP 550 – Life span Development. Three hours. A study of principles and concepts of physical, cognitive personality, and social development from conception through death.

BSP 660 – Psychopathology. Three hours. Thorough examination of the history, scope, and understanding of abnormal behavior through the life span, with emphasis on educational and clinical implications. The most recent classification system is used to structure topics and issues in the course.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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The College of Liberal Arts and Sciences is a thriving center of intellectual excellence that encompasses 14 academic departments and 80 degree programs. Read more
The College of Liberal Arts and Sciences is a thriving center of intellectual excellence that encompasses 14 academic departments and 80 degree programs. Its more than 2,500 students are engaged in a wide variety of challenging courses and hands-on learning experiences that extend across all areas of the humanities and sciences – from the great philosophers and classic literature to the world economy and environmental sustainability.

At the core of each department are faculty members who have garnered national acclaim for their best-selling books, ground-breaking research and creative endeavors. Together, students and their professors explore globally significant subjects and work towards the goal of improving every aspect of the way in which human beings live. To learn more about a specific area of study, click on the left-hand navigation bar for a full listing of academic departments.

Genetic Counseling

As genetic testing becomes more available and patients gain unprecedented access to information about birth defects and the likelihood of diseases and medical conditions, the need for professionals who can help them understand and act on genetic test results is increasing rapidly.

The LIU Post master's program in Genetic Counseling is the first of its kind on Long Island and only the third in New York State. It is one of just 32 genetic counseling master’s degree programs nationwide accredited by the Accreditation Council for Genetic Counseling.

The program is committed to developing a new generation of genetic counselors with the knowledge and skill to help patients make the best decisions. With a diverse, interdisciplinary academic and clinical faculty, the two-year program is geared toward students who desire a rigorous and comprehensive training in the field of clinical genetics. The program emphasizes the scientific, clinical and psychosocial aspects of genetic counseling. Skills learned through classroom-based didactics pave the way for students to enter their clinical rotations for “real-world” training. Additionally, a number of supplementary activities ensure that students will be exposed to non-traditional careers in genetic counseling along with traditional, clinic-based careers.

M.S. Genetic Counseling

The LIU Post M.S. in Genetic Counseling is the first of its kind on Long Island and only the third in New York State. It is one of just 31 genetic counseling master’s degree programs nationwide accredited by the Accreditation Council for Genetic Counseling.

The mission of the Genetic Counseling program is to develop genetic counselors that have the knowledge, skill and experience to succeed in all areas of the field by providing comprehensive training emphasizing scientific, clinical and psychosocial aspects of genetic counseling.

As genetic testing becomes more available and patients gain unprecedented access to information about birth defects and the likelihood of diseases and medical conditions, the need for professionals who can help them understand and act on genetic test results is increasing rapidly.

The 46-credit Master of Science program in Genetic Counseling at LIU Post is committed to developing a new generation of genetic counselors with the knowledge and skill to help patients make the best decisions. With a diverse, interdisciplinary academic and clinical faculty, the two-year program is geared toward students who desire a rigorous and comprehensive training in the field of clinical genetics. The program emphasizes the scientific, clinical and psychosocial aspects of genetic counseling. Skills learned through classroom-based didactics pave the way for students to enter their clinical rotations for “real-world” training. Additionally, both classroom work and numerous supplementary activities ensure that students will be exposed to expanded roles in genetic counseling in addition to traditional, clinic-based careers.

The M.S. in Genetic Counseling at LIU Post is dedicated to training a diverse group of students to become leaders in the field of clinical genetics. We believe in embracing a supportive and collaborative atmosphere between our students and faculty. We encourage you to learn more about this program, and look forward to reading your application.

Students conduct important, life saving research in the Joseph, Tita, and Don Monti Genetics Lab.

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The master’s degree in Rehabilitation Counseling is designed to prepare rehabilitation counselors to serve persons with disabilities in a variety of work settings. Read more
The master’s degree in Rehabilitation Counseling is designed to prepare rehabilitation counselors to serve persons with disabilities in a variety of work settings. The rehabilitation counseling program is 48 credit hours and is fully accredited by the Council on Rehabilitation Education (CORE).

Mission

Professional rehabilitation counselors encourage and support persons with disabilities and their families to fully participate in their community by providing individual and group counseling, vocational assessment, case management, advocacy, assistive technology, and consultation services to help meet their personal, social, vocational, psychological, independent living, and quality of life goals. The mission of the Rehabilitation Counselor Education (RCE) distance-based program at the University of Alabama is to prepare professional rehabilitation counselors who will provide quality rehabilitation counseling services for persons with disabilities from diverse backgrounds and their families.

Visit the website http://education.ua.edu/academics/esprmc/counseling/marehab/

In addition to objective of the Program in Counselor Education, the RCE Program has the following objectives:

Objectives

1. To introduce the philosophy and historical tenets of rehabilitation counseling through new literacies of technology and interpersonal communication.

2. To deliver a 21st century, distance-based curriculum of didactic and clinical experiences that encourages active learning and adheres to the Council on Rehabilitation Education (CORE) standards.

3. To prepare qualified rehabilitation counselors to work in both public and private settings located in rural and urban communities to facilitate the needs of all persons with disabilities and their families.

4. To recruit, select, and matriculate rehabilitation counseling graduate students who represent minorities, women, and individuals with disabilities.

5. To provide our rehabilitation counseling graduate students with the knowledge and skills necessary to develop a philosophical orientation and approach reflective of their commitment to meeting the needs of persons with disabilities and their families, as well as employer and community needs.

6. To foster our university’s mission in advancing the intellectual and social condition of the people by communicating to our rehabilitation graduate counseling students the need for advocacy, community integration, and social responsibility.

7. To prepare our rehabilitation counseling graduate students to become ethical rehabilitation counselors by understanding and following the Code of Professional Ethics for rehabilitation counselors.

8. To promote the involvement of our rehabilitation counseling graduate students in rehabilitation counseling professional associations (e.g., National Rehabilitation Association, National Rehabilitation Counseling Association, American Rehabilitation Counseling Association, National Rehabilitation Counselors and Educators Association) to enhance awareness of professional issues and service that are important to the growth of our field.

The RCE master’s program is 48 semester hours in length. However, a 60-semester hour option is available for students who wish to pursue 60 hours of graduate coursework. The curriculum provides both didactic and experiential learning and culminates in a 600 hour internship under the supervision of a Certified Rehabilitation Counselor. The RCE program is fully accredited by the Council on Rehabilitation Education (CORE). Students completing the RCE program are eligible to become Certified Rehabilitation Counselors (CRC). For more information about becoming a CRC, visit the Commission on Rehabilitation Counselor Certification website: http://www.crccertification.com/

The RCE program is an on-line program. Distance students must meet criteria for full or conditional admission. Distance students who can enroll for 9 hours (fall and spring) and 6 hours (summer) may complete the degree program in two calendar years. Distance students may take more or fewer hours each semseter with advisor approval. Some rehabilitation courses are offered as synchronous courses and will require weekly participation via live virtual classroom.

In most states, program graduates are eligible to begin the process of becoming a Licensed Professional Counselor (LPC). The following link provides a listing of counselor licensure boards in all of the states: http://www.counseling.org/Counselors/LicensureAndCert/TP/StateRequirements/CT2.aspx

Employment Outlook

According to the U.S. Department of Labor, Occupational Outlook Handbook (2009), jobs for rehabilitation counselors are expected to grow by 19%, which is faster than the average for all occupations. Rehabilitation counselors serve persons with disabilities in a variety of work settings including, but not limited to, state-federal vocational rehabilitation agencies, non-profit community rehabilitation programs, private-for-profit rehabilitation companies, rehabilitation hospital settings, community mental health and substance abuse programs, correctional facilities, and private practice.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Read more
The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Embedded with the program is the Pupil Personnel Services (PPS) credential recommendation made to the California Commission on Teacher Credentialing (CTC) that is required for employment as a California school counselor within school districts.

Graduates of Alliant’s School Counseling master’s program will be prepared to work as school counselors in elementary and secondary school settings. School counselors serve as student advocates and counseling support, working with other professionals within the school (teachers, school psychologists, school nurses, etc.) to create positive learning environments that maximize students’ success.

School counselors design and implement counseling programs that help to equip students to better manage emotions and behaviors, make decisions, cope with challenges, prevent and resolve conflicts, overcome learning disorders, and improve attendance. School counselors also assist students in improving self-management skills, and provide guidance toward helping students achieve future goals through appropriate career and academic counseling.

Who Should Apply?

Successful candidates for the School Counseling master's program may have degrees, experience, and backgrounds in a variety of areas, including: counseling, psychology, sociology, education, child development, liberal students, teaching, social work, and more.

Program Overview

39 units of coursework + 10 units of field placement.
Full program completion within 2-2.5 years.
100 school counseling practicum hours required.
600 hours of supervised field placement in school counseling required. Candidates are responsible for securing a field placement with support and guidance from Alliant.
Late afternoon and evening classes for working adults.
Low-student-to-faculty ratio/small class sizes.
No GRE requirement.
No prerequisites.

Locations

Six California locations: San Diego, Los Angeles, Irvine, San Francisco, Fresno and Sacramento

Read less
The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Read more
The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Embedded with the program is the Pupil Personnel Services (PPS) credential recommendation made to the California Commission on Teacher Credentialing (CTC) that is required for employment as a California school counselor within school districts.

Graduates of Alliant’s School Counseling master’s program will be prepared to work as school counselors in elementary and secondary school settings. School counselors serve as student advocates and counseling support, working with other professionals within the school (teachers, school psychologists, school nurses, etc.) to create positive learning environments that maximize students’ success.

School counselors design and implement counseling programs that help to equip students to better manage emotions and behaviors, make decisions, cope with challenges, prevent and resolve conflicts, overcome learning disorders, and improve attendance. School counselors also assist students in improving self-management skills, and provide guidance toward helping students achieve future goals through appropriate career and academic counseling.

Who Should Apply?

Successful candidates for the School Counseling master's program may have degrees, experience, and backgrounds in a variety of areas, including: counseling, psychology, sociology, education, child development, liberal students, teaching, social work, and more.

Program Overview

39 units of coursework + 10 units of field placement.
Full program completion within 2-2.5 years.
100 school counseling practicum hours required.
600 hours of supervised field placement in school counseling required. Candidates are responsible for securing a field placement with support and guidance from Alliant.
Late afternoon and evening classes for working adults.
Low-student-to-faculty ratio/small class sizes.
No GRE requirement.
No prerequisites.

Locations

Six California locations: San Diego, Los Angeles, Irvine, San Francisco, Fresno and Sacramento

Read less
The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Read more
The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Embedded with the program is the Pupil Personnel Services (PPS) credential recommendation made to the California Commission on Teacher Credentialing (CTC) that is required for employment as a California school counselor within school districts.

Graduates of Alliant’s School Counseling master’s program will be prepared to work as school counselors in elementary and secondary school settings. School counselors serve as student advocates and counseling support, working with other professionals within the school (teachers, school psychologists, school nurses, etc.) to create positive learning environments that maximize students’ success.

School counselors design and implement counseling programs that help to equip students to better manage emotions and behaviors, make decisions, cope with challenges, prevent and resolve conflicts, overcome learning disorders, and improve attendance. School counselors also assist students in improving self-management skills, and provide guidance toward helping students achieve future goals through appropriate career and academic counseling.

Who Should Apply?

Successful candidates for the School Counseling master's program may have degrees, experience, and backgrounds in a variety of areas, including: counseling, psychology, sociology, education, child development, liberal students, teaching, social work, and more.

Program Overview

39 units of coursework + 10 units of field placement.
Full program completion within 2-2.5 years.
100 school counseling practicum hours required.
600 hours of supervised field placement in school counseling required. Candidates are responsible for securing a field placement with support and guidance from Alliant.
Late afternoon and evening classes for working adults.
Low-student-to-faculty ratio/small class sizes.
No GRE requirement.
No prerequisites.

Locations

Six California locations: San Diego, Los Angeles, Irvine, San Francisco, Fresno and Sacramento

Read less
The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Read more
The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Embedded with the program is the Pupil Personnel Services (PPS) credential recommendation made to the California Commission on Teacher Credentialing (CTC) that is required for employment as a California school counselor within school districts.

Graduates of Alliant’s School Counseling master’s program will be prepared to work as school counselors in elementary and secondary school settings. School counselors serve as student advocates and counseling support, working with other professionals within the school (teachers, school psychologists, school nurses, etc.) to create positive learning environments that maximize students’ success.

School counselors design and implement counseling programs that help to equip students to better manage emotions and behaviors, make decisions, cope with challenges, prevent and resolve conflicts, overcome learning disorders, and improve attendance. School counselors also assist students in improving self-management skills, and provide guidance toward helping students achieve future goals through appropriate career and academic counseling.

Who Should Apply?

Successful candidates for the School Counseling master's program may have degrees, experience, and backgrounds in a variety of areas, including: counseling, psychology, sociology, education, child development, liberal students, teaching, social work, and more.

Program Overview

39 units of coursework + 10 units of field placement.
Full program completion within 2-2.5 years.
100 school counseling practicum hours required.
600 hours of supervised field placement in school counseling required. Candidates are responsible for securing a field placement with support and guidance from Alliant.
Late afternoon and evening classes for working adults.
Low-student-to-faculty ratio/small class sizes.
No GRE requirement.
No prerequisites.

Locations

Six California locations: San Diego, Los Angeles, Irvine, San Francisco, Fresno and Sacramento

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The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Read more
The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Embedded with the program is the Pupil Personnel Services (PPS) credential recommendation made to the California Commission on Teacher Credentialing (CTC) that is required for employment as a California school counselor within school districts.

Graduates of Alliant’s School Counseling master’s program will be prepared to work as school counselors in elementary and secondary school settings. School counselors serve as student advocates and counseling support, working with other professionals within the school (teachers, school psychologists, school nurses, etc.) to create positive learning environments that maximize students’ success.

School counselors design and implement counseling programs that help to equip students to better manage emotions and behaviors, make decisions, cope with challenges, prevent and resolve conflicts, overcome learning disorders, and improve attendance. School counselors also assist students in improving self-management skills, and provide guidance toward helping students achieve future goals through appropriate career and academic counseling.

Who Should Apply?

Successful candidates for the School Counseling master's program may have degrees, experience, and backgrounds in a variety of areas, including: counseling, psychology, sociology, education, child development, liberal students, teaching, social work, and more.

Program Overview

39 units of coursework + 10 units of field placement.
Full program completion within 2-2.5 years.
100 school counseling practicum hours required.
600 hours of supervised field placement in school counseling required. Candidates are responsible for securing a field placement with support and guidance from Alliant.
Late afternoon and evening classes for working adults.
Low-student-to-faculty ratio/small class sizes.
No GRE requirement.
No prerequisites.

Locations

Six California locations: San Diego, Los Angeles, Irvine, San Francisco, Fresno and Sacramento

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The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Read more
The master's degree program in School Counseling is for candidates who wish to pursue a school counseling career working with children and adolescents in pre-K-12 schools. Embedded with the program is the Pupil Personnel Services (PPS) credential recommendation made to the California Commission on Teacher Credentialing (CTC) that is required for employment as a California school counselor within school districts.

Graduates of Alliant’s School Counseling master’s program will be prepared to work as school counselors in elementary and secondary school settings. School counselors serve as student advocates and counseling support, working with other professionals within the school (teachers, school psychologists, school nurses, etc.) to create positive learning environments that maximize students’ success.

School counselors design and implement counseling programs that help to equip students to better manage emotions and behaviors, make decisions, cope with challenges, prevent and resolve conflicts, overcome learning disorders, and improve attendance. School counselors also assist students in improving self-management skills, and provide guidance toward helping students achieve future goals through appropriate career and academic counseling.

Who Should Apply?

Successful candidates for the School Counseling master's program may have degrees, experience, and backgrounds in a variety of areas, including: counseling, psychology, sociology, education, child development, liberal students, teaching, social work, and more.

Program Overview

39 units of coursework + 10 units of field placement.
Full program completion within 2-2.5 years.
100 school counseling practicum hours required.
600 hours of supervised field placement in school counseling required. Candidates are responsible for securing a field placement with support and guidance from Alliant.
Late afternoon and evening classes for working adults.
Low-student-to-faculty ratio/small class sizes.
No GRE requirement.
No prerequisites.

Locations

Six California locations: San Diego, Los Angeles, Irvine, San Francisco, Fresno and Sacramento

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The College of Liberal Arts and Sciences is a thriving center of intellectual excellence that encompasses 14 academic departments and 80 degree programs. Read more
The College of Liberal Arts and Sciences is a thriving center of intellectual excellence that encompasses 14 academic departments and 80 degree programs. Its more than 2,500 students are engaged in a wide variety of challenging courses and hands-on learning experiences that extend across all areas of the humanities and sciences – from the great philosophers and classic literature to the world economy and environmental sustainability.

At the core of each department are faculty members who have garnered national acclaim for their best-selling books, ground-breaking research and creative endeavors. Together, students and their professors explore globally significant subjects and work towards the goal of improving every aspect of the way in which human beings live. To learn more about a specific area of study, click on the left-hand navigation bar for a full listing of academic departments.

The department

The Department of Biology is renowned for its work in behavioral ecology, animal behavior, and marine biology. Here, you can study fish, turtles, and crustaceans in the Aquatic Research Laboratory, an advanced center that is equipped with high capacity fresh and saltwater tanks. Our Miracle-Gro Greenhouse offers the ideal environment to study plant anatomy, ecology and photosynthesis.

The first of its kind on Long Island and only the third in New York State, our Master of Science in Genetic Counseling program is accredited by the Accreditation Council for Genetic Counseling and is one of just 32 genetic counseling master’s degree programs nationwide.

Our campus is located close to outstanding natural resources, where students and faculty members conduct field research. Internships are available at well-known institutions such as North Shore-Long Island Jewish Health System, Cold Spring Harbor Laboratory, and the New York Hall of Science.

M.S. in Biology

The master’s degree program in biology affords students the opportunity to engage in world-class research alongside acclaimed professors, with state-of-the-art facilities and challenging, dynamic curricula. The M.S. in Biology is designed to prepare you for research, teaching and other disciplines within biology, which may lead you toward entry into a medical, dental or veterinary school, as well as for a wide variety of rewarding careers.

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This course is designed for students wishing to specialise within the discipline of sport and exercise psychology, in order to gain professional training in the provision of psychological support to clients, acquire vocationally related psychological skills, develop a critical thinking approach to the existing knowledge base and conduct research, all within a science practice model. Read more
This course is designed for students wishing to specialise within the discipline of sport and exercise psychology, in order to gain professional training in the provision of psychological support to clients, acquire vocationally related psychological skills, develop a critical thinking approach to the existing knowledge base and conduct research, all within a science practice model.

Key benefits

- Accredited by the British Psychological Society, this makes up Stage One of the training in Sport and Exercise Psychology

Course detail

- Description -

This MSc was developed in the context of the increasing professionalisation of sport and exercise psychology, the accreditation criteria for the British Psychological Society (BPS) and the need for a university level course on the island of Ireland.

- Purpose -

The MSc will provide graduates with competencies in applying interventions professionally and ethically. As such, the programme will provide students with a thorough grounding in the theory, themes, issues and practical skills that are central to the knowledge base of sport and exercise psychology.

- Format and assessment -

The programme is organized around 3 main themes:

(1) theory-practice
(2) Individual content
(3) stability-change

which permeate throughout each of the taught modules. These themes are embedded to serve as a heuristic tool to enable students to apply and underpin critical thinking in the field. This thematic approach also supports and reflects the critical philosophy that underpins the programme as a whole and is central to teaching, learning and assessment.

Career options

Graduates should expect to possess professional skills in consulting, advanced research skills, relevant personal skills and a deep understanding of the high performance environment.

Graduate destinations:

- Teaching/research in sport sciences and consulting;
- Teaching/research in psychology and also consulting;
- Clinical/Counseling services to various populations including athletes;
- Health promotion and working with clients but not necessarily athletes;
- Further PhD research study.

How to apply: https://www.ulster.ac.uk/apply/how-to-apply#pg

Why study at Ulster?

1. Over 92% of our graduates are in work or further study six months after graduation.
2. We are a top UK university for providing courses with a period of work placement.
3. Our teaching and the learning experience we deliver are rated at the highest level by the Quality Assurance Agency.
4. We are an international university with more than 2,000 international students from over 80 countries and Alumni from 121 countries.
5. More than 4,000 students from over 50 countries have successfully completed eLearning courses at Ulster University.

Flexible payment

To help spread the cost of your studies, tuition fees can be paid back in monthly instalments while you learn. If you study for a one-year, full-time master’s, you can pay your fees up-front, in one lump sum, or in either five or ten equal monthly payments. If you study for a master’s on a part-time basis (e.g. over three years), you can pay each year’s fees up-front or in five or ten equal monthly payments each year. This flexibility allows you to spread the payment of your fees over each academic year. Find out more by visiting http://www.ulster.ac.uk/learnyourway

Scholarships

A comprehensive range of financial scholarships, awards and prizes are available to undergraduate, postgraduate and research students. Scholarships recognise the many ways in which our students are outstanding in their subject. Individuals may be able to apply directly or may automatically be nominated for awards. Visit the website: https://www.ulster.ac.uk/apply/fees-and-finance/scholarships

English Language Tuition

CELT offers courses and consultations in English language and study skills to Ulster University students of all subjects, levels and nationalities. Students and researchers for whom English is an additional language can access free CELT support throughout the academic year: https://www.ulster.ac.uk/international/english-language-support

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The Master’s programme in Pedagogical Sciences has two English and five Dutch specialisations, each aimed at a certain development domain. Read more
The Master’s programme in Pedagogical Sciences has two English and five Dutch specialisations, each aimed at a certain development domain. Your programme will consist of a few general subjects and two courses that are specifically geared to your specialisation of choice. Coaching is an important part of the programme. The coaching skills you learn can be used in a profession where the role of remedial educationalists is becoming more and more important.

See the website http://www.ru.nl/masters/pedagogicalsciences

Why study Pedagogical Sciences at Radboud University?

- In 2014, the programme was named the best Master’s programme within this field by the Keuzegids Masters.

- You’ve got some freedom when picking your courses. You choose one of seven Master’s specialisations and can still take (additional) courses belonging to other specialisations. The schedule is geared to this: electives are never taught simultaneously.

- Teaching takes place in small groups allowing for plenty of opportunity for questions and discussion.

- Upon completing your programme, you have a broad pedagogical basis and are specialised in a certain field.

- You will be trained according to the scientist-practitioner model. This means that you will navigate between science and practice. Your actions in the field are based on academic theories and in turn you’ll test your experiences in the field to the same theories. Your teachers, all experts in their field, will help you make the link between application and research.

- In most instances, when you’ve completed your Master’s programme in Pedagogical Sciences you will also receive a diagnostic certification. This will allow you to further develop in the clinical professional within the Netherlands.

Specialisations in Pedagogical Sciences

Read more about the specialisations in Pedagogical Sciences, including comprehensive information on our approach to this field, the programme outline and career prospects. Two are offered in English and the rest are taught in Dutch.

- Diversities in Youth Care
The specialisation Diversities in Youth Care challenges you to look at care giving and welfare policies differently. You will gain specific knowledge and develop a sixth sense on the health care needs of young people.

- Gifted Education
You will learn how to identify the needs of a gifted pupil. Giftedness is more than IQ. You will study how personal characteristic abilities, and surroundings influence each other. You will investigate the conflict between stimulating talent and being fearful of doing so.

Specialisaton 1: Diversities in Youth Care

The specialisation Diversities in Youth Care challenges you to look at care giving and welfare policies differently. You will gain specific knowledge and develop a sixth sense on the health care needs of young people.
In this programme you can focus on policy, research and/or counseling. Moreover you can choose a specific target group or theme (e.g. ethnic minorities, sex, sexuality) and follow courses like ‘Gender and Diversities in Organizations', 'Poverty, Wellbeing and Social Justice', 'Migratie en Interreligieuze Studies', 'Feminist Classics', and ‘Community Outreach Project'. You are encouraged to match both the practical training and the writing of your master thesis with the subject of your interest. We will facilitate your practical training abroad in the spring semester.

Specialisation 2: Gifted Education

You will learn how to identify the needs of a gifted pupil. Giftedness is more than IQ. You will study how personal characteristic abilities, and surroundings influence each other. You will investigate the conflict between stimulating talent and being fearful of doing so.
In lectures and study groups (one of which will be in a university abroad) about learning processes and learning environment, the Master's student will gain insights in the specific characteristics and problems of students in general and gifted children, adolescents and young adults in particular. In the course ‘Educating the Gifted' you will focus on specific research and practices concerning gifted education and work on practical cases of individuals and/or groups of gifted students.
You will improve your academic research skills and learn about diagnostics and treatment of problems related to giftedness, and you will learn to apply this theoretical knowledge within a specific educational situation with gifted students. After completing the program students will be able to recognise, analyse and investigate problems concerning giftedness and be able to contribute in the solution of these problems.

See the website http://www.ru.nl/masters/pedagogicalsciences

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