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Program: M.S., Counseling

School Counseling

Program Description

The Master of Science (M.S.) in Counseling offers five options: (1) Career Counseling, (2) College Counseling and Student Services, (3) Marriage and Family Therapy, (4) School Counseling and (5) School Psychology. Students must successfully complete all prerequisite courses before formal admittance to a master’s degree program. Only students admitted to a Master of Science degree program may take classes in that program.

In addition, by separate (second year) application and limited admission, the Professional Clinical Counseling sub-option to the M.S. in Career, College Counseling and Student Services, or School Counseling programs may be added to those degree options as partial qualification for professional clinical licensure in California.

The Master of Science (M.S.) degree in Counseling with an option in School Counseling is designed to prepare school counselors for work in K-12 public schools. The program is driven by a vision for counselors who can develop comprehensive, reality-based school counseling programs that promote educational equity and high academic achievement for all students. Program courses are integrated with school-based experiences and activities that prepare counselors to address the personal, social, career and academic development of K-12 students. The program meets the accreditation standards of and is approved by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Graduates qualify for the State of California Pupil Personnel Services Credential in School Counseling and are eligible to take the National Counselor’s Examination (NCE) to qualify for certification as a National Certified Counselor (NCC).

Admission into programs leading to licensure and credentialing does not guarantee that students will obtain a license or credential. Licensure and credentialing requirements are set by agencies that are not controlled by or affiliated with the CSU, and requirements can change at any time. For example, licensure or credentialing requirements can include evidence of the right to work in the United States (e.g., Social Security number or tax payer identification number) or successfully passing a criminal background check. Students are responsible for determining whether they can meet licensure or credentialing requirements. The CSU will not refund tuition, fees or any associated costs to students who determine subsequent to admission that they cannot meet licensure or credentialing requirements. Information concerning licensure and credentialing requirements is available from the department.

Program Requirements

A. Admission Requirements for Classified Standing

  1. Complete University application and requirements.
    1. Have earned a baccalaureate degree from an accredited college or university.
    2. Have been in good standing at the last institution attended.
    3. Have at least a 2.5 GPA in the last 60 semester/90 quarter units attempted.
    4. If cumulative undergraduate GPA is less than 3.0, score at or above the 50th percentile on one of the three sections of the aptitude test of the Graduate Record Examination (i.e., verbal, quantitative or analytical) or on the Miller Analogies Test (MAT). Applicants to the School Psychology Program are required to take the GRE or MAT.
    5. Pass Upper Division Writing Proficiency Exam by earning a score of 8 or higher.
  2. Complete the department application for admission to graduate programs.
    1. Submit two recommendations, either as letters or on the departmental form.
    2. Participate in the admission’s interview process.
    3. Be accepted by the Departmental Student Affairs Committee.
  3. Complete all required prerequisite courses with a grade of “B-” or better within the past 7 years. (Equivalent courses may be substituted for prerequisites.)
    1. EPC 314 Psychological Foundations, K-12 (3)
      or EPC 430 Development and Learning in Early Childhood Education (3)
    2. EPC 451 Fundamentals of Counseling and Guidance (3)
    3. EPC 600 Educational Statistics for Research and Measurement (3)

B. Requirements for the Master of Science Degree in Counseling

1. Core Program (18 units)

EPC 602 Research Principles (3)
EPC 605 Advanced Psychological Foundations of Education (3)
EPC 643 Diversity in Counseling (3)
EPC 655 Seminar in Counseling Theory and Practice (3)
EPC 659A Communication Skills in Counseling (3)
EPC 659B Practicum in Counseling (3)

2. Option (34 units)

EPC 621 Collaboration and Consultation for School Counselors (3)
EPC 658/L Seminar in Group Counseling and Lab (3/1)
EPC 659CC Fieldwork in Counseling Services (3)
EPC 659DC Fieldwork in Counseling Services (3)
EPC 671 Law, Ethics and Professional Issues in Counseling (3)
EPC 682 Foundations of School Counseling (3)
EPC 684 Educational Program Evaluation and Assessment (3)
EPC 687 Career Guidance, College Selection and Technology in School Settings (3)
EPC 688 Measurement and Assessment in School Settings (3)
EPC 689 Leadership in School Counseling (3)
SPED 400 Developmental Differences and Implications in Special Education (3)

3. Culminating Experience (3 units)

EPC 698C Thesis/Graduate Project (3)*

*May be taken for credit two times.

C. Suggested Course Sequence by Semester

Semester 1: EPC 655, EPC 659A, EPC 671, EPC 682
Semester 2: EPC 602, EPC 643, EPC 658/L, EPC 659B
Semester 3: SPED 400
Semester 4: EPC 659CC, EPC 684, EPC 688, EPC 689
Semester 5: EPC 605, EPC 621, EPC 659DC, EPC 687, EPC 698C
Semester 6: If needed for conclusion of culminating experience.

Total Units Required for the M.S. Degree: 55

Contact

Department of Educational Psychology and Counseling
Chair: Alberto Restori
Education (ED) 1218
(818) 677-2599
(818) 677-2601

Graduate Coordinator: Shyrea Minton
(818) 677-4976

Student Learning Outcomes

To fulfill the department mission, faculty engages in University and professional activities to develop and provide undergraduate and graduate programs for the preparation of professionals. At the conclusion of their program of study, students will be able to:

  1. Develop and apply expertise in their fields of study.
  2. Think critically and engage in reflective, ethical and legal practice throughout their education and professional lives.
  3. Develop empathetic, respectful and congruent interpersonal skills and abilities to work successfully with groups and individuals from diverse backgrounds in educational, community and mental health settings.
  4. Communicate effectively using oral, written, listening and nonverbal attending and observational skills.
  5. Become information-competent scholars and researchers capable of utilizing current technology in work environments, while engaging in and disseminating creative, empirical and applied research studies and program evaluations.
  6. Collaborate skillfully and respectfully as leaders, consultants and team members in a variety of settings.
  7. Develop skills necessary to assess and evaluate individuals and groups and to utilize current technology in work environments.
  8. Maintain a multicultural and global perspective, emphasizing social justice, gender and educational equity, access and support.
  9. View their roles as preventative, educative and therapeutic in promoting well-being, healthy relationships, academic success and career mastery.
  10. Provide service through a wide variety of field-based partnerships informed by theory, research and practice.
  11. Act as advocates with initiative, perception and vision to lead and transform the practices and policies of those who provide services to individuals, families, schools, organizations, communities and policymakers.
  12. Pursue lifelong professional and personal development through such mediums as continuing education, information, technology, psychological counseling, participation and leadership in professional organizations, and doctoral study.