Help Young Students Thrive With a Master’s in School Counseling
CACREP AccreditedFrom family issues to cyber-bullying, today’s preK–12 students can encounter an array of challenges as they grow and develop. Help them overcome these obstacles and shape successful futures with an MS in School Counseling degree from Walden.
Our CACREP-accredited online master’s in school counseling program focuses on practical application, including virtual simulations and field experience. Graduate from your program feeling confident, inspired, and ready to make a difference for your students and your institution.
A master’s in school counseling program academically prepares students to pursue licensure or certification as a school counselor and provide support to diverse youth in preK–12 settings.
Throughout your program, receive personalized guidance and support from faculty who are invested in your success.
Our program incorporates cutting-edge technologies and opportunities to help you practice and refine your skills.
Interact with diverse faculty and students and engage in coursework designed to help you work with students of all backgrounds.
Choose our General Program or one of four specializations to tailor your coursework to your career goals.
Receive up to a $3,000 Grant if you reside in the U.S. and start this program on May 30, 2022. Contact one of our Enrollment Specialists to learn more.
Get Started NowThis sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
| Course Code | Title | Credits |
|---|---|---|
| COUN 6110 |
Foundations of Graduate Study in School Counseling
Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students are provided a foundation for academic and professional success as scholar-practitioners and social change agents. Topics include the relation of mission and vision to professional goals; development of the program of study and Professional Development Plan; strategies for online success; introduction to the online library; and introduction to critical thinking, professional writing, and academic integrity. Students view the New Student Orientation and read and agree to the Counseling Student Guide. The focus of the course assignments is on the practical application of writing and critical-thinking skills and the promotion of professional and academic excellence as they relate to practice in school counseling. |
(1 cr.) |
| COUN 6111 |
Introduction to School Counseling
This is a foundation course designed to introduce students to the school counseling profession. Students taking the course explore the history of the profession; the roles, functions, and professional identity of the school counselor; and the current models of school counseling programs such as the American School Counselor Association (ASCA) national model. Students develop knowledge of the current issues and directions for the profession, as well as the requirements and challenges of being a professional school counselor. Prerequisites
|
(5 cr.) |
| COUN 6301 |
Theories of Counseling
This course introduces theories of counseling and psychotherapy to prepare students to conceptualize problems and respond with appropriate, evidence-based interventions and techniques. Students will become familiar with the origin, key concepts, and interventions and techniques of each of the theories presented. Students will develop an awareness of how counseling theories drive the treatment process and apply theories to diverse case studies. A major focus of this course is to support students as they develop their personal theoretical orientation. Prerequisites
|
(5 cr.) |
| COUN 6302 |
Counseling Techniques in the Schools
Students in this course focus on principles and skills related to interviewing and observation as well as related legal, ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral observations, collecting and interpreting data during an interview, and developing written reports of findings. Prerequisites
Note: In addition to the course materials listed by the university bookstore, students are required to have access to a video recording device, a tripod, and an audio recording device, which they will begin using the first week of class. |
(5 cr.) |
| COUN 6210 |
Ethics and Legal Issues in School Counseling
In this course, students are provided with an introduction to the field of professional counseling and the foundations of school counseling. Students address the following topics: history, philosophy, client and counselor advocacy with an emphasis on the counselor's role as social change agent, cultural dynamics, consultation, and trends in professional counseling. The counseling profession's ethical standards are also addressed with an emphasis on the American School Counselor Association and American Counseling Association code of ethics and counselor ethical decision-making processes. Prerequisites
|
(5 cr.) |
| CPLB 601L |
Pre-Practicum 1
By participating in a Walden Pre-Practicum, students gain skills in their development as scholar-practitioners. Through Pre-Practicum experiences, students expand their network of peers and faculty members while they develop their professional skills and identity. In Pre-Practicum 1, students begin to apply the core skills and techniques introduced in the Techniques course. Students also continue to develop the multicultural competencies needed for counseling. Per program requirements, there is a synchronous experience. Students will receive specific information about their upcoming field experience and credentialing. Prerequisites
|
(0 cr.) |
| COUN 6311 |
Leadership, Advocacy, and Consultation in the Schools
Students in this course explore the role of leader and consultant in a school setting. The development of a data-driven comprehensive school counseling program is emphasized in this course along with specific strategies for communicating with key stakeholders, working to close the achievement gap, and working within the mission of schools to advocate for student needs. Prerequisites MS in School Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6214 |
Lifespan Development
In this course, students are provided with an advanced overview of development through the lifespan, including prenatal, childhood, and adolescent phases. Basic developmental processes and theories are examined and applied to developmental milestones that occur within these phases of development. Themes of diversity are highlighted throughout the course. Additional topics include ethics, research, global perspectives, and social change. Prerequisites
|
(5 cr.) |
| COUN 6312 |
Multicultural Counseling
Students in this course have the opportunity to increase their awareness, knowledge, skills, and advocacy related to working with clients from a multicultural perspective. Students foster self-understanding of their own cultural-identity development, biases, stereotypes, values, and strengths while gaining self-awareness of the effects of power, privilege, and marginalization within the counseling relationship. Further, students can gain knowledge of various issues within diversity. Students explore various theories of multicultural counseling and the role of social justice and advocacy in counseling. Prerequisites
|
(5 cr.) |
| COUN 6317 |
Child and Adolescent Counseling
Students in this course are provided with an overview of empirically supported theories and techniques for working with children and adolescents in the counseling process. The course is designed to enhance students' theoretical and practical understanding of the systemic interplay among children, adolescents, families, and the stakeholders in their lives. Emphasis is given to a family-systems view of intervention, with specific attention to developmental, cognitive, behavioral, educational, multicultural, and environmental issues. Students will be exposed to a distinct group of empirically supported interventions aimed at improving individual and family functioning. Legal and ethical issues related to counseling children and adolescents will be explored. Prerequisites MS in School Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6320 |
Group Counseling and Guidance in the Schools
In this course, students are prepared to work with groups in school settings. They examine group theory, process, and dynamics and apply them through the creation of a small group plan. Using relevant literature, media resources, and practitioner based approach, students develop an understanding of ethically, culturally, and contextually relevant group practice, group leaders' roles and responsibilities, the relevance and purpose of group work, and strategies for using groups to foster social change. Prerequisites
|
(5 cr.) |
| GRPL 6100 |
Group Lab
This is an experiential lab in which students learn by doing (i.e., participate in a small group activity). This lab is provided to students as part of their program requirements set forth by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). To maintain CACREP accreditation, all students must participate in a minimum of 10 hours of small group activity over the course of one academic term (CACREP, 2016, 2.F.6.h.). |
(0 cr.) |
| COUN 6322 |
Crisis, Trauma, and Disaster Response
This course is designed to provide students with an understanding of the personal and systemic impact of crises, disasters, and other trauma-causing events on children, adolescents, and families within schools and communities. Students examine theories and response models as they relate to sexual trauma, crisis in individuals and families, crisis in the community, crisis in the school, and crisis in the nation and in the world. They explore topics including crisis assessment, counselor competencies, vicarious trauma and countertransference, specific related diagnoses, and advocacy. Students consider cultural, legal, and ethical issues related to crisis, trauma, and disaster events and response. Prerequisites
|
(5 cr.) |
| COUN 6324 |
Assessment in Counseling and Education
Students in this course are provided with an overview of individual and group approaches to assessment and evaluation used in a variety of counseling and educational settings. Students examine the psychometric properties used to develop and evaluate these instruments. Topics include a historical perspective of assessment, basic concepts of standardized and nonstandardized testing, measures of central tendency, normative sampling and standardization, reliability and validity, assessment report writing, test score interpretation, and test construction. Students also address the ethical, legal, and multicultural issues related to selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. Prerequisites
|
(5 cr.) |
| CPLB 602L |
Pre-Practicum 2
In Pre-Practicum 2, students continue to develop core skills from Pre-Practicum 1 and integrate advanced skills in their development as scholar-practitioners. Through their Pre-Practicum experiences, students expand their network of peers and faculty members while they continue to develop professional skills and identity. In Pre-Practicum 2, students begin to develop group leadership skills, integrate counseling theory, and continue to demonstrate cultural competency skills. Students will engage in developing their upcoming field experience plan and continue credentialing skills activities. Prerequisites
|
(0 cr.) |
| COUN 6354 |
Academic and Career Counseling
Academic and career counselors are concerned with student life on all levels to support the personal and educational development of each student. Students in this course examine educational, developmental, and counseling theories related to academic and career counseling. The focus of this course is on academic and career development from elementary school through college. Students will explore intellectual and emotional intelligence, multicultural issues, attitudes, values, and psychosocial needs of the life-long learner. Students will gain skills required to assist a highly diversified student body in academic planning, career exploration, decision making, and personal growth. Prerequisites
|
(5 cr.) |
| COUN 6328 |
Research and School Counseling Program Evaluation
Students in this course are provided with a foundation in research methods, statistical analysis, needs assessment, and program evaluation in counseling. They are introduced to qualitative, quantitative, and mixed-method approaches; single case designs; action research; and outcomes research. Students can learn how to identify a topic for research, conduct a literature search, and use research to inform evidence-based practice. They also learn the importance of scholarly writing. Students examine the principles, models, and applications of needs assessment and program evaluation, and they learn to use the findings to effect program modifications. Emphasis will also be on the ethically and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies. Statistical methods used in conducting research and program evaluation are reviewed. Prerequisites
|
(5 cr.) |
| COUN 6401 |
School Counseling Practicum
The Counseling Practicum is an introduction to the capstone experience. During the practicum course, students begin to synthesize and apply the knowledge, skills, and professional dispositions learned throughout their program of study. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for practicum enrollment. Once enrolled, students will spend a minimum average of 8–10 hours per week at the site that they have secured. They will complete direct counseling hours, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students will participate in weekly case conceptualization activities, 2 hours of group supervision per week with their faculty supervisor, and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components in this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites
|
(3 cr.) |
| COUN 6500 |
School Counseling Internship I
Counseling Internship I is the first of a two-part capstone experience. During the Internship I course, site and faculty supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions learned throughout their program of study. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Internship I enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site that they have secured. They will complete direct counseling hours, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students will participate in weekly case conceptualization activities, 2 hours of group supervision per week with their faculty supervisor, and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components in this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites
|
(3 cr.) |
| COUN 6501 |
School Counseling Internship II
Counseling Internship II is second of a two-part capstone experience. During the Internship II course, site and faculty supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions learned throughout their program of study. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Internship II enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site that they have secured. They will complete direct counseling hours, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students will participate in weekly case conceptualization activities, 2 hours of group supervision per week with their faculty supervisor, and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components in this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites
|
(3 cr.) |
| VIEW ALL COURSES | ||
You have the opportunity to switch to our MS Dual Degree in Clinical Mental Health Counseling and School Counseling program at any point during your studies. This option gives you greater professional flexibility by allowing you to earn two counseling master’s degrees at the same time.
Omega Zeta—Walden’s chapter of Chi Sigma Iota, the international counseling honor society—offers many ways to get involved and make your voice heard. This includes participating in Learning Communities—biweekly groups of students and faculty who gather to talk about counseling topics such as play therapy, private practice, and telemental health. Learning Communities are one more way to practice your skills, develop your professional school counselor identity, and forge lasting connections with like-minded peers.
Program Admission Considerations: A bachelor's degree or higher.
General Admission Requirements: Completed online application and transcripts. Please note that the materials you are required to submit may vary depending on the academic program to which you apply. More information for international applicants.
| Curriculum Component | Requirements | Cost | amount |
|---|---|---|---|
| Tuition | 75 credits of core courses | $482 per quarter hour | $36,150 |
| Pre-Practicum Labs | Two in program | $1,375 each (virtual) $1,475 each (in-person: travel, lodging, and other expenses are additional) |
$2,750–$2,950 |
| Technology Fee | Per quarter | $165 | $1,650 |
| $40,550–$40,750* |
*Tuition reflects the minimum time to completion. Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition reductions. Walden may accept up to 37 transfer credits. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
Tuition and fees are subject to change. Books and materials are not included and may cost between $2,500 and $3,500.
| Curriculum Component | Requirements | Cost | amount |
|---|---|---|---|
| Tuition | 85 credits of core and specialization courses | $482 per quarter hour | $40,970 |
| Pre-Practicum Labs | Two in program | $1,375 (virtual) $1,475 each (in-person: travel, lodging, and other expenses are additional) |
$2,750–$2,950 |
| Technology Fee | Per quarter | $165 | $1,815 |
| $45,535–$45,735* |
*Tuition reflects the minimum time to completion. Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition reductions. Walden may accept up to 37 transfer credits. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
Tuition and fees are subject to change. Books and materials are not included and may cost between $2,500 and $3,500.
Many Walden degree-seeking students—67%—receive some form of financial aid.* Create a customized plan that makes sense for you.
*Source: Walden University’s Office of Financial Aid. Data reports as of 2018.
Find Ways to SaveReceive up to a $3,000 Grant if you reside in the U.S. and start this program on May 30, 2022. Contact one of our Enrollment Specialists to learn more.
Get Started NowBuild a solid foundation in school counseling theories, approaches, and best practices while gaining hands-on classroom experience.
Learn to help students cope with self-addiction and the emotional challenges of watching a loved one struggle with dependence.
Study human behavior following a crisis, psychological disorders that can stem from trauma, and the fundamentals of emergency planning.
Learn how to support the well-being of your students as they cope with complex personal and family challenges.
Gain insights into military culture as well as the unique emotional needs of children of active military personnel and veterans.
Walden’s master’s in school counseling program reflects professional standards set by the American School Counselor Association (ASCA) and accreditation standards set by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). This helps ensure you’re well-prepared for today’s preK–12 environment.
In addition, we are one of the few institutions to fully integrate the counseling session simulation software Theravue into our curriculum. This technology empowers you to refine your counseling skills through intensive practice, opportunities for reflection, exploration of alternatives, and faculty assistance.
With rising student enrollment in elementary, middle, and high schools, qualified school counselors are in demand. The Bureau of Labor Statistics (BLS) projects 8% employment growth for school and career counselors through 2029—a rate much faster than the national average.1
Earning an MS in School Counseling can prepare you for a rewarding career in a number of scholastic settings. Empower students of all ages to conquer their challenges and develop the social and academic skills they need to thrive.
Career positions may require additional experience, training, or other factors beyond the successful completion of this degree program.
As a graduate of our online master’s in school counseling program, you will be academically prepared to:
Read our MS in School Counseling Program Outcomes Report and Annual Data Report and on the School of Counseling DATA webpage.
Dr. Senstock has been training counselors and counselor educators since 1988. She has served in program administration since 1990 and has helped achieve CACREP accreditation for many programs. Dr. Senstock is a licensed professional counselor in Colorado and a National Certified Counselor.
Dr. Harrison is a licensed school counselor in Virginia, a certified school counselor in Georgia, and a licensed professional counselor in Georgia. She has worked as a school counselor for almost 12 years in elementary, middle, and high school settings that include private, public, and charter schools.
Dr. McDonald has worked in a residential setting for juveniles, a county jail, university counseling and psychological services settings, and community agencies. She is a licensed professional counselor in Minnesota, a National Certified Counselor, and a Board-Certified TeleMental Health Provider.
Event // 12/6/2021 6:00:00 PM // Virtual
The “Leading Lights in Counseling ” webinar series brings together counselor educators from across the country to discuss pressing issues in counseling today. Register today to reserve your spot.
Your degree can prepare you to seek licensure or certification in your state. You’ll want to start the process as soon as you graduate. After attaining state licensure or certification, you can pursue employment as a school counselor in K–12 schools. School counselors help to improve student success by implementing comprehensive school counseling programs that support the academic, personal-social, and career needs of all students. School counselors also provide short-term counseling; collaborate with teachers, families, administrators, and community members to support students; advocate for students and student needs; and analyze data that identifies student needs, concerns, and challenges.
While students may go at their own pace, it generally takes approximately two to two and a half years to complete a master’s degree in school counseling. Walden provides an optional accelerated track that allows students to complete their coursework faster and earn their degrees sooner. This option requires a strong time commitment and is best suited for students who can dedicate themselves full time to their studies.
Yes, individuals who wish to become employed as a school counselor in an elementary, middle, or high school are required to hold, at minimum, a master’s degree in school counseling.
Walden’s MS in School Counseling program is aligned with standards set by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the American School Counselor Association (ASCA) national model to provide students with skills to implement a comprehensive school counseling program. Walden’s faculty are dedicated to supporting students and possess a wealth of knowledge, experience, and leadership in the school counseling field. Additionally, Walden’s online format provides flexibility for various student needs, allowing students to work and handle other life obligations with access to class wherever they can access a computer and internet. The MS in School Counseling program supports students in choosing to learn at their own pace, whether part time or full time, and courses use multiple forms of materials, such as videos, notes, articles, textbooks, and interactive programs, to cater to various learning styles.
Additionally, Words of Wisdom (WOW) workshops are offered by faculty and doctoral students on topics of interest to students, faculty, clinical supervisors, and alumni. These workshops provide lifelong learning opportunities and valuable continuing education to students, faculty, alumni, and site supervisors.
In terms of honor societies, Walden’s Omega Zeta (OZ) is the largest Chi Sigma Iota chapter, with 14 highly energetic officers. OZ pours energy into social change work in the United States and around the world. In addition, OZ focuses efforts on enhancing counseling student opportunities at Walden through learning communities. Members have the opportunity to grow as leaders in the field and as social change agents.
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