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School Counseling

Academic Program Director: Thomas M. Batsis, O.Carm.

E-Mail: tbatsis@lmu.edu

Assistant Director: Judy Pollick

E-Mail: jpollick@lmu.edu

Introduction

The Counseling program is designed to prepare students from a variety of academic backgrounds to work in this field in elementary, middle, and secondary schools as well as the community colleges.

A counselor employed by the public schools in California is required to hold the Pupil Personnel Services/ School Counseling Credential. The Master of Arts in Counseling is combined with the Pupil Personnel Services Credential. The combined program consists of 48 semester hours plus the comprehensive examination. A candidate may pursue a 48 semester hour Master of Arts in Counseling without the credential. In this case, with advisor approval, a candidate must substitute two courses for the two fieldwork courses.

A Master of Arts in Guidance and Counseling (37 semester hours), not related to the credential program, is offered for those students who plan to implement their training in the community, rather than a school setting. This program offers elective coursework.

Master of Arts in Counseling and Pupil Personnel Services Credential-School Counseling

A candidate will obtain the Master of Arts in Counseling degree along with the School Counseling Credential through the combined degree/credential program. Candidates who already possess a Master’s degree may pursue a PPS credential only.

The program leading to the School Counseling credential is approved by the State of California Commission on Teacher Credentialing and the National Council for the Accreditation of Teacher Education.

Learning Outcomes

Aligned with the School of Education’s Conceptual Framework, Mission Statement, and Goals, and the Department of Educational Support Services candidate goals, the School Counseling Program’s goals are to prepare candidates that:

• Respond positively to issues of diversity;

• Educate to help insure the success of all pupils;

• Advocate for all pupils to have access to educational services; and,

• Lead and work collaboratively to help transform programs, practices, and institutions.

Admission Requirements

The items listed below should be submitted directly to the School of Education Office of the Dean, unless otherwise noted:


1. Completion of the Graduate Division application form, submitted directly to the Graduate Admissions Office.

2. Two official copies of transcripts from all colleges/universities attended, sent directly to the Graduate Admissions Office.

3. Cumulative undergraduate GPA of 2.8; or a 2.85 GPA in the last 60 semester hours of undergraduate course work taken or a 3.0 GPA in at least 9 semester hours of graduate level coursework is required. An appeal may be made to the Exceptions Committee.

4. A letter of application (intent) to the Academic Program Director in which the following issues are addressed: (a) why the applicant wants to be a counselor; (b) characteristics the applicant possesses that he or she thinks will make him/her an effective counselor: (c) the applicant’s commitment towards preparing himself/herself to be an effective counselor (e.g., devote the required time to an internship; become active in related professional organizations); and (d) a summary of experience with culturally diverse individuals.

5. Two letters of recommendation. Forms may be attained in the School of Education and online.

6. Interview and approval by Academic Program Director.

7. After steps 1-6 above have been completed, the candidate’s file will be reviewed for provisional or controlled admission. Under these designations, candidates are able to enroll in their first semester of coursework.

8. Completion of the CBEST no later than the end of the first semester of enrollment and before fieldwork assignment. The CBEST is not required for those students pursuing the Master degree without the credential. Intern candidates must pass CBEST prior to beginning the internship program.

9. Fingerprint Clearance: Completion of fingerprint clearance must occur no later than the end of the first semester of enrollment and before fieldwork assignment. Fingerprint applications are available on the School of Education website.

10. Signed Candidate Disposition Forms from two faculty members in the School of Education with whom the candidate has had courses are required before a candidate is granted Formal Admission.

11. All entering candidates should first enroll in EDSS 6362, Counseling Theories and Techniques. Candidates will be reviewed for formal acceptance upon completion of this course and steps 1-10 above.

12. Basic Computer Skills: All applicants must verify that they have basic computer skills that are necessary for success in the School of Education. Applicants may either verify their skills by signing a self-verification form provided by the School of Education or take EDUX 846, Basic Computer Skills of Educators, during their first year.

13. Prior to beginning fieldwork, candidates must verify 100 clock hours in a "practica" experience (e.g., shadowing a counselor, observing classroom instruction, attending school-based meetings, peer counseling, personal or group counseling experiences). Eighty of these hours are accumulated in the required course work.

Course Requirements

The core courses, consisting of 24 semester hours, are:

EDSS 6101 Education of Culturally/Linguistically Diverse Students with Exceptional Needs
EDSS 6104 Evaluation of Instruction, Learning, and Achievement
EDSS 6105 Assessment and Research Methodology
EDSS 6106 Human Development and Learning
EDSS 6362 Counseling Theories and Techniques
EDSS 6366 Principles, Organization, and Administration of Pupil Personnel Services
EDSS 6368 Education and Career Planning
EDSS 6382 Professional Ethics, Legal Mandates, and Political Relationships

The specialization courses for the School Counseling Credential, consisting of 15 additional semester hours, are:

EDSS 6372 Prevention, Intervention, and Consultation in Pupil Personnel Services
EDSS 6376 Social Responsibility, Violence Prevention and Crisis Intervention in Schools
EDSS 6377 Multicultural Counseling
EDSS 6378 Communication Process and Counseling in Groups
EDSS 6379 Emotional and Behavioral Disorders: Appraisal and Response

The advanced specialization courses for the School Counseling Credential, consisting of 9 additional semester hours, are:

EDSS 6386 Practicum in Culturally Responsive Counseling
EDSS 6970 Fieldwork in School Counseling I
EDSS 6980 Fieldwork in School Counseling II
EDSS 6995 Comprehensive Examination: (0 credit with an associated fee, required for degree candidates)

Master of Arts in Counseling and Pupil Personnel Services Internship Credential-School Counseling

The School Counseling Internship Credential Program allows a candidate to become employed full-time as a school counselor should a school district wish to employ the candidate prior to the completion of the credential program. An internship credential must be acquired and an agreement reached with the employing school district. This agreement is called a Memorandum of Understanding, and spells out in detail the expectations of the sponsoring school district, Loyola Marymount University, and the intern. The candidate will need to show evidence of an offer of employment as a counseling intern by the sponsoring school district, prior to being accepted into the Internship Program. A candidate must complete a minimum of six (6) selected/qualifying level courses within the program prior to beginning Fieldwork I/Internship. The Coordinator of Fieldwork and Internship experiences must give approval of all internship agreements and placements.

For each semester beyond completion of the fieldwork courses (EDSS 6970 and 6980), candidates must enroll for one credit hour of Internship Fieldwork Supervision.

Admission Requirements

The admissions requirements for the Internship Credential Program are essentially the same as those for the Master of Arts in Counseling and Pupil Personnel Services Credential-School Counseling program. Intern applicants must also complete additional application forms and seven qualifying level internship courses, prior to beginning internship.

Course Requirements

Qualifying Level Courses (Completion prior to beginning Fieldwork I)

EDSS 6101 Education of Culturally/Linguistically Diverse Students with Exceptional Needs
EDLA 6105 Assessment and Research Methodology
EDSS 6106 Human Development and Learning
EDSS 6362 Counseling Theories and Techniques (take this course first)
EDSS 6366 Principles, Organization, and Administration of Pupil Personnel Services
EDSS 6368 Educational and Career Planning
EDSS 6382 Professional Ethics, Legal Mandates, and Political Relationships

Fieldwork and Practicum (Completion of qualifying level courses and with Program Director approval)

EDSS 6386 Practicum in Culturally Responsive Counseling
EDSS 6970 Fieldwork in School Counseling I
EDSS 6980 Fieldwork in School Counseling II
EDSS 6990 Internship Fieldwork Supervision
*EDSS 6386 and 6970 must be taken in the same semester

Internship Level Courses (Completed concurrent w/ Fieldwork I and II)

EDSS 6104 Evaluation of Instruction, Learning, and Achievement
EDSS 6372 Prevention, Intervention, and Consultation in Pupil Personnel Services
EDSS 6376 Social Responsibility, Violence Prevention and Crisis Intervention
EDSS 6377 Multicultural Counseling
EDSS 6378 Communication Process and Counseling in Groups
EDSS 6379 Emotional and Behavioral Disorders; Appraisal and Response

Program Completion

EDSS 6995 Comprehensive Exam (0 semester hours, fee associated)

Master of Arts in Guidance and Counseling

This program leads to a Master of Arts in Guidance and Counseling (37 semester hours), awarded without a credential, for those candidates who do not plan to implement their training in the school setting. Intended for those entering community services of related services, it offers more elective coursework. All courses will apply to the PPS Services Credential should the candidate wish to pursue it.

Admission Requirements

The items listed below should be submitted directly to the School of Education Office of the Dean, unless otherwise noted:

1. Completion of the Graduate Division application form, submitted directly to the Graduate Admissions Office.

2. Two official copies of transcripts from all colleges/universities attended, sent directly to the Graduate Admissions Office.

3. Cumulative undergraduate GPA of 2.8; or a 2.85 GPA in the last 60 semester units of undergraduate course work taken or a 3.0 GPA in at least 9 semester hours of graduate level coursework is required. An appeal may be made to the Exceptions Committee.

4. A letter of application (intent) to the Academic Program Director in which the following issues are addressed: a) why the applicant wants to be a counselor; b) characteristics the applicant possesses that he or she thinks will make him/her an effective counselor: c) the applicant’s commitment towards preparing himself/herself to be an effective counselor (e.g., devote the required time to an internship, become active in related professional organizations); and d) a summary of experienced with culturally diverse individuals.

5. Two Letters of Recommendation: Forms may be attained in the School of Education and online).

6. Interview and approval by Academic Program Director.

7. After steps 1-6 above have been completed, the candidate’s file will be reviewed for provisional or controlled admission. Under these designation, candidates are able to enroll in their first semester of coursework.

8. Fingerprints Clearance: Completion of fingerprint clearance must occur no later than the end of the first semester of enrollment and before fieldwork assignment. Fingerprint applications are available on the School of Education website.

9. Signed candidate disposition forms from two faculty members in the School of Education with whom the candidate has had courses is required before candidate is granted Formal Admission.

10. All entering candidates should first enroll in EDSS 6362, Counseling Theories and Techniques. Candidates will be reviewed for formal acceptance upon completion of this course and steps 1-9 above.

11. Basic Computer Skills: All applicants must verify that they have basic computer skills that are necessary for success in the School of Education. Applicants may either verify their skills by signing a self-verification form provided by the School of Education or take EDUX 846, Basic Computer Skills of Educators, during their first year.

Course Requirements

Three of the following core courses:

EDLC 6100 Anthropological Analysis of Cultural Diversity
EDSS 6101 Education of Culturally/Linguistically Diverse Students with Exceptional Needs
EDLA 6105 Assessment and Research Methodology
EDSS 6106 Human Development and Learning

Required courses:

EDSS 6362 Counseling Theories and Techniques
EDSS 6378 Communication Process and Counseling in Groups
EDSS 6386 Practicum in Culturally Responsive Counseling

Five other courses may be selected from the core courses above and the following:

EDSS 6104 Evaluation of Instruction, Learning, and Achievement
EDSS 6366 Principles, Organization, and Administration of Pupil Personnel Services
EDSS 6368 Educational and Career Planning
EDSS 6372 Prevention, Intervention, and Consultation in Pupil Personnel Services
EDSS 6376 Social Responsibility, Violence Prevention and Crisis Intervention in Schools
EDSS 6382 Professional Ethics, Legal Mandates, and Political Relationships
EDSS 6379 Emotional and Behavioral Disorders: Appraisal and Response

Comprehensive Assessment:

EDSS 6995 Comprehensive Exam (0 semester hours, associated fee)

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