MS in School Counseling

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.

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.

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.

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.

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

• To register for COUN 6317S (for School Counseling) either RESI 6661 or SPLB 671L is required.

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.  

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.).

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.

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.

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

Addiction Counseling; Marriage, Family, and Couple Counseling; and Clinical Mental Health Counseling Programs

• GRPL 6100
• COUN 6250 

School Counseling Programs

• GRPL 6100
• COUN 6350

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.

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

• To register for COUN 6317S (for School Counseling) either RESI 6662 or SPLB 672L is required.

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

• All core courses in the program of study
• All residencies
• Approval by the Office of Field Experience

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

• Successful completion of Counseling Practicum and approval by the Office of Field Experience

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

• Successful completion of Counseling Internship I and approval by the Office of Field Experience