Master of Education in School Counseling

Foundations of school counseling covers the underlying theories, models and methods for effective counseling in an academic/school setting. Students will engage in critical analysis of current practices and theories of school counseling through research, application and exploration. Course includes assignments connected to pre-practicum field work. Credits: 4

Participants in this two-credit graduate course will complete the National Mental Health First Aid for Youth certification program and explore applications of MHFA to different mental health crisis situations. The course focuses on recognizing signs and symptoms of an emerging or existing mental health issue, developing resiliency factors in young people and noting risk factors. Note: This course has sensitive content and involves interactive units around mental health wellness and crisis. Credits: 2

The purpose of this course is to familiarize the students with the concepts and paradigms used in counseling diverse populations, and the development of multicultural competencies. Students will study the main characteristics and needs of multicultural and diverse expanding beyond race to look at lifestyles, ability and interests that we use to define ourselves. Students will be able to apply current theories, trends to practice, and identify issues in counseling special populations; relevant skills to work with diverse populations. Students will acquire the ability to study and act as change agents for organizations and communities in relation to our understanding, attitudes, and behaviors toward multicultural groups. Credits: 4

In this course students study current policies and services relevant to practice with children, adolescents, and families who are court involved. Review of critical laws and the juvenile justice system and procedures will be covered. Students will apply a social justice framework to understanding policy context and organization of services responses to child and family inequalities, especially for historically oppressed and marginalized populations. Emphasis on securing services and resources for families in Massachusetts. Credits: 4

The course explores the study of the nature, problems, and process of learning, cognition, and motivation as related to the educative process, and the psychology of childhood through adolescence as it relates to learning. In addition, students will explore assessment practices and purpose in education and mental health with a focus on interpretation and application. Credits: 4

This course introduces students to major counseling theories that inform case conceptualization and practice in clinical settings. Students will learn to distinguish between different counseling interventions based upon client need and evidence-based research practices. Students will also examine how a counselor’s self-awareness, self-reflection, and self-care impact both treatment and establishing a strong therapeutic alliance. Key counseling theory concepts are introduced through readings and small group exercises. Students will become familiar with the central tenets of each theory and engage in practical application and skill development exercises. Credits: 4

Must be taken on campus.

This course provides students with an opportunity to learn about group processes by reading and discussing general principles of group counseling, with an emphasis on group work with youth and children or families. Course will include development, delivery and evaluation of therapeutic groups. Credits: 4

This advanced course explores and applies theories of human development related to the mental health wellness and social/emotional growth of youth. The key emphasis of this course is on the school counselors’ role in assessment, identification, and interventions related to mental health issues and substance use concerns. Students will examine current research and best practices in the field and create individual and group interventions tailored to school settings. In addition, participants will learn about the prevention of abusive and violent behaviors in preK–12 students and promote intellectual, social, and emotional well-being. Credits: 4 Prerequisite(s): SCC 5010 and CMH 5000 or permission of the program director

This course will focus upon the theories of career development with the objective of establishing a framework for the implementation of techniques and tools which can be employed by educators/counselors at every level to provide students with occupational, educational, and social information designed to help them understand, analyze, and select personal career goals. Participants will develop skills to help individuals evaluate and select education and training options that will help them reach their career goals. Credits: 4

This class will engage students in critical analysis of current research in counseling and education, development of the ability to design, conduct and communicate findings for field-based research, and use this knowledge to effective leadership and advocacy skills. The course will culminate with a completed research-based capstone or applied research study linked to counseling in education or community environments. Credits: 4

This course is concurrent with the Practicum I for school social work/school adjustment counselor (SAC). Students examine their practice as school-based workers, expand on their understanding of youth and family counseling and services, and deepen their knowledge of prevention, communication and treatment. Course content will include psychopharmacology and medical considerations in treatment of conditions and illnesses affecting youth. Credits: 2
Corequisite(s): SCC 6560

This course provides training and application of critical techniques of counseling (Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, Interpersonal Therapy, etc.) for assisting youth and young adults using a systems approach. Special attention will be dedicated to treating issues associated with trauma, anxiety, depression, and behavioral challenges. Students will gain skills associated with case management, treatment planning, goal setting, and closure strategies, with a focus on developing resilience and self-care. Credits: 4 Prerequisite(s): SCC 5100

This course introduces students to the etiology, presentation and treatment of mental health conditions that are stated in the Diagnostic and Statistical Manual of Mental Disorders (DSM). Students will learn strategies for differential diagnosis as well as how to work with the background of client populations to create effective, strength-based treatment plans. Credits: 4

This course informs students of their ethical and legal duties as a counselor. Students will engage in a case study method to understand how to apply the American Counseling Association and the American Mental Health Counselors Association Codes of Ethics to ethical dilemmas. Topics will include informed consent, mandated reporting, confidentiality, record keeping, distance counseling, duty to warn, family rights and special education. Standards for working with clients integrating their backgrounds and lived experiences will be discussed. Credits: 4

This course provides students with an understanding of the process of psychological assessment, in both group and individual modalities. Students will learn about the assessment of interest, career, personality, intelligence, achievement and aptitude. In addition to this overview of the assessment process, students will learn about the conceptual underpinnings of assessment as well as the statistical analysis of such assessment, including basic concepts like measures of central tendency, validity, reliability, norm and criterion-referenced tests. Ethical guidelines, issues of diversity and procedural considerations will be discussed. Administration, scoring, and interpreting test results for report writing will be considered along with the writing of assessment reports. Credits: 4

This course examines the etiology, prevalence, treatment and consequences of substance addictions, including process addictions (i.e., behavioral addictions). Students will learn about assessing and treating co-occurring disorders. The course considers a strength-based, holistic model for assessment, conceptualization, and treatment planning. Pharmacological, physiological, and medical aspects of addictions along with current evidence-based research and treatment care models are reviewed. In addition, the course examines the role of trauma in addictions and mental health issues. Credits: 4

This course focuses on physical, cognitive, and social-emotional continuity and changes that occur throughout the lifespan. An introduction to research and theories in human development is included. In addition, this course addresses the development and cognitive processes governing learning from conception to death. Normative, non-normative and historical effects within childhood, adolescence, adulthood and later life are presented. Formal developmental and learning theory is emphasized in conjunction with practical interpretation and application. The course provides an orientation and background for sound educational and clinical practices. Credits: 4

This course is designed to allow students to examine relevant legal and social policy issues concerning children who are involved in the justice system, as well as their families, caregivers, human service workers, teachers, and advocates. Students will explore current child-centered practices for communities and the legal system that have proven to be effective strategies for ensuring the welfare of children and their families. Through the reading of personal narratives and essays, as well as a review of relevant academic materials and applicable laws, students will arrive at an understanding as to how race, ethnicity, class, and gender affect treatment and service delivery by the social service and justice systems. The course is designed for students interested in working in juvenile justice settings or students interested in working with youth populations that may experience contact with the justice systems. Students may have the opportunity to observe the juvenile justice system first hand by attending a juvenile court session, visit a correctional facility for adjudicated delinquents, and hear directly from those who work with at-risk youth and families. Credits: 4

Guided by the values and ethical principles of the social work profession, this course introduces students to the categories and criteria designed in the DSM-V and utilized by social workers when working with adults, children and youth. Specific attention is given to the ethical considerations of using the DSM-V when working with clients and the implications for the use of the manual. The course introduces clinical syndromes in terms of diagnostic methodology, research and social concerns and their implications for at-risk groups. Credits: 4

This course uses a social work systemic approach to understanding substance misuse and other addictive behaviors. The course is designed to provide an overview of the epidemiological perspective, ethical and legal perspective and sociological perspective. It also contains information on current treatment trends, including the recognized levels of care. The course ends with an overview of both the historic and contemporary policy trends for how our society views addiction, responds to those people affected by addiction, advances social and economic justice and how to eradicate pressing societal problems in complex and culturally diverse environments. Open to non-M.S.W. students. Credits: 4

Participants in this two-credit graduate course will complete the National Mental Health First Aid for Adults certification program and explore applications of MHFA to different mental health crisis situations. The course focuses on recognizing signs and symptoms of emerging or existing mental health issues and reducing stigma. Note: This course has sensitive content and involves interactive units around mental health wellness and crisis. Credits: 2

Fall practicum (minimum 250 hours) provides students with an opportunity to observe, engage and apply skills and knowledge competencies for college, career and developmental counseling. Students complete part I of the SC-CAP (school counselor candidate assessment of performance) and draft portfolio (evidence of skills, abilities and knowledge). Credits: 2

Spring practicum (minimum 250 hours) provides students with an opportunity to observe, engage and apply skills and knowledge competencies in counseling, advocacy and leadership. Students complete part II of the SC-CAP (school counselor candidate assessment of performance). Additionally, students complete their portfolio (evidence of skills, abilities and knowledge) and defend it as part of the graduation requirements for the program. Credits: 2

SAC Field Work 1 (minimum 450 hours) provides students with an opportunity to observe, engage, and apply skills and knowledge competencies in therapeutic counseling, social work services, and advocacy. Students will complete part I of the SAC-CAP (school adjustment counselor candidate assessment of performance). Credits: 2

SAC Field Work 2 (minimum 450 hours) provides students with an opportunity to observe, engage, and apply skills and knowledge competencies in therapeutic counseling, social work services, and advocacy. Course is linked to the Capstone seminar where students will complete an advanced research project in school adjustment counseling. Students complete part II of the SAC-CAP (school adjustment counselor candidate assessment of performance). Credits: 2

Fall practicum (minimum 250 hours) provides students with an opportunity to observe, engage and apply skills and knowledge competencies for college, career and developmental counseling. Students complete part I of the SC-CAP (school counselor candidate assessment of performance) and draft portfolio (evidence of skills, abilities and knowledge). Credits: 2

SAC Field Work 2 (minimum 450 hours) provides students with an opportunity to observe, engage, and apply skills and knowledge competencies in therapeutic counseling, social work services, and advocacy. Course is linked to the Capstone seminar where students will complete an advanced research project in school adjustment counseling. Students complete part II of the SAC-CAP (school adjustment counselor candidate assessment of performance). Credits: 2