M.Ed. School Counseling

 

Master of Education in School Counseling

The Master of Education (M.Ed.) in School Counseling program is designed to develop counseling skills and school counselor preparation for individuals who are seeking a graduate degree in school counseling. The program is a non-thesis/thesis, 48-hour including a practicum for graduation. Coursework features individual and group counseling theories to help, support and advocate for all students, applying research for data- driven decisions, research methods in support of school counseling programs, legal issues and ethical principles, and developing the design implementation, management, and evaluation of a comprehensive developmental school counseling program. The program prepares students to become a skilled school counselor for K-12 schools, helping students in group and individual counseling.

Program Goals

The Master of Education (M.Ed.) in School Counseling is designed to prepare candidates with the knowledge, skills, and mindset necessary to design and implement a comprehensive and developmental school counseling program.

Program Student Learning Outcomes (SLO)

The Master of Education (M.Ed.) in Counseling program enables students to:

  1. Appreciate the need for observing legal and ethical practices in counseling
  2. Provide students with knowledge of learning theories and human development across lifespan.
  3. Recognize the relationship between human growth and development and options for counseling interventions
  4. Use individual and group counseling techniques to facilitate treatment planning and implementation for diverse student populations
  5. Research career development options and create a personal career plan.
  6. Understand the various roles of the school counselor, including standards and behaviors as defined in Texas Education Agency’s Comprehensive and Developmental Guidance and Counseling Program.

Degree Requirements

Students seeking a master of education (M.Ed.) in School Counseling degree are required to complete 48 credit hours course work. All financial obligations to the university must be satisfied before the university can issue a diploma or an official transcript to a student. The program requires completion of core and major courses;

Course Number Core Area Courses (15 credits) Credits
EDUC 5311 Human Growth and Development 3
EDUC 5312 Curriculum and Instructional Design 3
EDUC 5313 Statistical Procedures and Measurement 3
EDUC 5324 Integrating Technology into Education 3
EDUC 5328 Action Research 3
Course Number Major Area Courses (33 credits) Credits
COUN 5311 Foundation of School Counseling 3
COUN 5312 Individual Counseling Theories and Techniques 3
COUN 5313 Counseling Children and Adolescents 3
COUN 5314 Multicultural Counseling 3
COUN 5315 Developmental Guidance and Counseling 3
COUN 5316 Career development and Counseling 3
COUN 5317 Practicum for School Counseling ** 3
COUN 5318 Group and Family Counseling Theories and Techniques 3
COUN 5319 Mental Health & Community Counseling 3
COUN 5320 Counseling for Special Population 3
COUN 5327 Ethical, Legal, and Professional Issues in Education 3

Notes:

1. * Students enrolled in thesis section will take EDUC 5325 – Research Methods in Education instead of taking EDUC 5328.

2. ** Students enrolled in thesis section will not take EDUC 5312 & COUN 5317, but they will take thesis courses EDUC 5998 & EDUC 5399

THESIS or NON-THESIS OPTION
The program offers options to its students to complete the program with Thesis or Non-Thesis option

THESIS OPTION
For students who choose a thesis option they are required to complete 42 credit hours of course work plus an additional 6 credit-hours of thesis in their concentration area (EDUC 5398 & EDUC 5399). Those who choose thesis option are exempt to take concentration courses.

  • Thesis proposal must describe the research and it must be approved by the faculty advisory committee beforehand.
  • A successful thesis defense must be presented to the faculty advisory committee to complete the course.
  • Students will work with their academic advisor to develop the thesis proposal and plan of study. Once this is completed and prior to finishing the first thesis course, the student must select at least three professors from the NAU faculty to serve as members of their faculty advisory committee. This committee will guide the student through the thesis process.
  • The thesis will be defended orally by the student prior to completion of the second thesis course. The faculty advisory committee must accept that all thesis requirements have been successfully completed.
  • Grading system: Fail (F), Pass (P)

NON-THESIS OPTION
Students selecting the non-thesis option must complete 48 credit hours of course work.

Course Sequence

Semester Duration Course 1 Course 2
Fall 1 (8 weeks) EDUC 5311- Human Growth and Development DUC 5313- Statistical Procedures and Measurement
Fall 2 ( 8 weeks ) EDUC 5324 – Integrating Technology into Education COUN 5311-Foundation of School Counseling
Spring ( 15 weeks ) COUN 5317- Practicum for School Counseling
Spring 1 ( 8 weeks ) EDUC 5328-Action Research EDUC 5312- Curriculum and Instructional Design
Spring 2 ( 8 weeks ) COUN 5312- Individual Counseling Theories and Techniques COUN 5313- Counseling Children and Adolescents
Summer 1 ( 6 weeks ) EDUC 5327– Ethical, Legal, and Professional Issues in Education COUN 5314- Multicultural Counseling
Summer 2 ( 6 weeks ) COUN 5315- Developmental Guidance and Counseling COUN 5316- Career Development and Counseling
Fall ( 15 weeks ) COUN 5317- Practicum for School Counseling
Fall 1 ( 8 weeks ) COUN 5318- Group and Family Counseling Theories and Techniques COUN 5319- Mental Health & Community Counseling
Fall 2 ( 8 weeks ) COUN 5320- Counseling for Special Population

Course Descriptions

Courses numbered 5000 are considered to be master’s level courses.

EDUC 5311 Human Growth and Development

Cr. 3. (3-0). This course is designed to examine the human development through the lifespan. The physiological, social, emotional, cognitive, language and cultural influences on the human development will be discussed. The theories of childhood, adolescent and young adult development and learning will be studied. This course is offered online on University’s website. Prerequisite: None

EDUC 5312 Curriculum and Instructional Design

Cr. 3 (3-0). This course focuses on the design of the instruction, in particular on theory and method of design as it relates to school administration. The main topics include curriculum design, instructional strategies, lesson planning, and assessment. This course is designed to be a practical course where school administrators will be equipped with the core skills needed for the successful administration of school curriculum. The mission of this course is not only building a required skills set to succeed as a future school administrator, but also extending the interest of students by introducing the concepts that are commonly used by today’s teachers along with new applications providing students with the confidence, knowledge, and ability to easily learn the fundamentals of teaching. Prerequisite: None

EDUC 5313 Statistical Procedures and Measurement

Cr. 3. (3-0). This graduate-level course is intended to provide students in Educational Leadership with a conceptual introduction to basic inferential statistics and statistical hypothesis testing in the behavioral sciences. Emphasis is placed on understanding the underlying concepts and assumptions of statistical procedures, and on the correct application and interpretation of each procedure. Prerequisite: None

EDUC 5324 Integrating Technology into Education

Cr. 3. (3-0). The course is designed to help enhance the skills of teacher and school administrators in the area of technology leadership. The course covers an overview of the utilization of technology to enhance decision-making, institute long-term planning, and regulate the day-to-day operations of the organization. Prerequisite: None

EDUC 5325 Research Methods in Education

Cr. 3. (3-0). This graduate-level course provides an introduction to an advance level research methods in education. The class will take place online, consisting of readings, discussions, and a variety of learning activities. The procedures commonly used in educational research and conceptual, procedural and analysis issues from a wide variety of areas will be covered. By the end of the course, students will have a good awareness of the range of procedures that may be applied to different types of research studies and the guidelines that should be used in selecting a set of appropriate research methods. Prerequisite: EDUC 5313

EDUC 5327 – Ethical, Legal, and Professional Issues in Education.

Cr. 3. (3-0). This course focuses on recent legal and ethical issues in education. Students will review educational documents to determine compliance with the code of ethics, as well as key legislation and judicial precedents. Emphasis will be on real problems educators face in a diverse school population and how school leaders find ethical, legal, and practical resolutions to those problems. Prerequisite

EDUC 5328 Action Research

Cr. 3. (3-0). This course introduces educators to the process of planning and conducting action research studies, through the four phases of task definition, goal setting and planning, enacting, and adapting. Emphasis is on research methods and procedures that educators can use in their everyday practice through a process that balances problem-solving actions with data-driven analysis that enables them to make future predictions about organizational change that will be beneficial to the institution. Prerequisite: None

EDUC 5398-Thesis Research

(0-0-3). (0 Lab Hours 0 Lecture Hours, 3 Other Hours). This course is designed for those who will pursue thesis option in their plan of study. It is designed for preparation of master thesis. The candidate identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation with the supervision of an academic advisor. Prerequisite(s): 24 credit hours).

EDUC 5399-Thesis Writing

(0-0-3). Writing of master thesis. (0 Lab Hours 0 Lecture Hours, 3 Other Hours). The thesis is an independent research course which involves theoretical or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. A candidate is required to perform the study under the guidance of a faculty advisory committee. A written thesis is required to be presented, defended orally and submitted to the faculty advisory committee for approval. Prerequisite(s): EDUC 5398).

COUN 5311 Foundation of School Counseling

Cr. 3. (3-0). This course is designed to provide students with an examination of the profession of school counseling. It will include the philosophy, history, and current trends in school counseling and in education, as well as investigating the concept of developmental counseling programs for P-12 students and the national model and standards for school counseling programs. Prerequisite: None

COUN 5312 Individual and Group Counseling Theories/ Techniques Cr. 3. (3-0)

TCr. 3. (3-0). This course introduces the fundamentals in examining counseling theories and their applications in educational settings. Theories of individual and group counseling with an emphasis on analysis, techniques processes and applications will be covered in this course. Theories covered include psychoanalytic, humanistic, existential, behavioral, cognitive, Gestalt, and solution-focused. Students will be understanding the role of group counseling, types, stages, and methods of organizing and facilitating groups in relation to the effectiveness of the overall comprehensive counseling program. Prerequisite: None

COUN 5313 Counseling Children and Adolescents

Cr. 3. (3-0). Prepares counselors to address the specific needs of children and adolescents, with emphasis on developmental needs, specific therapeutic interventions, and common emotional issues. Discussions include methods for designing and evaluating treatment plans and the application of ethical standards and legal requirements with young people. Prerequisite: None

COUN 5314 Multicultural Counseling and Professional Ethics in School Counseling

Cr. 3. (3-0). The purpose of this course is to provide students an opportunity to gain multicultural competency as professional counselors as well as introduce students to ethical principles, professional guidelines, and issues pertaining to special groups. Students are expected to challenge themselves to consider how their own values and backgrounds will influence their own personal sets of ethics. It is hoped that this course will assist students in their future daily work as professional counselors and will facilitate decision-making and consultation skills when faced with ethical dilemmas. Students will be asked to reflect on internalized messages regarding other groups and challenged to make new decisions in an effort to bring behaviors and attitudes into congruence with professional standards. Prerequisite: None

COUN 5315 Developmental Guidance and Counseling

Cr. 3. (3-0). This course is designed to help counseling students to understand the design, implementation, management, and evaluation of a comprehensive developmental school program. Students will be mastering the knowledge and skills needed for developing school programs that are standards-based, data-driven, comprehensive, and grounded in principles of human growth and development. The course provides skills for students to align program development with the ASCA National Model for School Counseling Programs. Prerequisite: None

COUN 5316 Career Development and Counseling

Cr. 3. (3-0). Career Development and Counseling explores career development theories and the career decision-making process. Special emphasis is placed on strategies used by school counselors to assist children, adolescents, and teens in making career and educational decisions. Students learn how to encourage motivation by connecting personal values and interests with academics. Topics include multicultural considerations, the relationship between one’s career development and other life roles, and assessment instruments relevant to career planning. The process of career development will be covered as well as the implications for students with disabilities. (Prerequisites: COUN 5311, which may be taken concurrently.)

COUN 5317 Practicum for School Counseling

Cr. 3. (3.0). The practicum is an opportunity for candidates to have authentic field experience in school counseling positions. During the practicum, students put the skills they have gained in the program into practice. (Prerequisites: Completing all EDUC courses, COUN 5311 and COUN 5312)

COUN 5318 Group and Family Counseling Theories and Techniques.

Cr. 3. (3-0). This course introduces the Group and Family counseling theories and their applications in educational settings. Theories of group and family counseling with an emphasis on analysis, techniques processes and applications will be covered in this course. Theories covered include psychoanalytic, humanistic, existential, behavioral, cognitive,
Gestalt, and solution focused. Student will be understanding the role of group counseling, types, stages, and methods of organizing and facilitating groups in relation to the effectiveness of the overall comprehensive counseling program.
Prerequisite: None

COUN 5319 Mental Health & Community Counseling.

Cr. 3. (3-0). It addresses the professional orientation of services and issues related to mental health counseling in schools. In
addition, it provides the study of scope and methods of counseling in the school community. Prerequisite: None

COUN 5320 Counseling for Special Population.

Cr. 3. (3-0). This course prepares school counselors to address the specific need of special populations, using principles, techniques, and practices. In addition, students learn the research into the role of ethical and cultural skilled counseling Prerequisite: None

To complete your application packet, please make sure you submit the following items:

  • Official Transcripts of all academic work completed at the bachelor level or beyond (an official sealed copy of the transcript(s) indicating the completion of a Bachelor’s degree, may also be received electronically from the issuing institution).
  • Copy of your complete course evaluation (if undergraduate degree was earned outside the US a course by course analysis is required of the undergraduate transcript by an evaluation company). The course evaluation must be completed by an approved company such as SDR or SpanTran and sent electronically to records@na.edu. Please see attached sheet for additional information.
  • Copy of your current ID (may be scanned and emailed to records@na.edu or uploaded through MyNAU under documents).
  • Letter of Intent
  • Curriculum Vitae
  • Application fee : can be paid online at the fees and deposits page (Please note that his application fee is non-refundable.)
  • 2 Letters of Recommendation

English Proficiency must be met if undergraduate degree was received outside the U.S. from a non-English speaking country:**

    • Option 1: 2 Years teaching experience in English – verification of work history to be sent directly from the Human Resources department.
    • Option 2: TOEFL ( IBT 79) or equivalent nationally recognized standardized tests
    • If you cannot prove you are English Proficient from these two common ways, you may still have options. Talk to your admission counselor at 832-362-0129.
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Resident Total Tuition

$12,640
$264 per credit hr | *$250 per semester fee

International Total Tuition

$22,240
$463.11 per credit hr | *$125 per semester fee