graduating school counselors who are catalysts for student achievement and the transformation of the profession C ata l o g

Transcription

1 master of arts in school counseling graduating school counselors who are catalysts for student achievement and the transformation of the profession C ata l o g

2 Welcome to school counseling for the 21st century. On behalf of the faculty of the School Counseling program, I welcome you to Assumption College Graduate School. Our profession is in the process of a profound transformation in theory and practice. The innovative integrated curriculum at Assumption College prepares you to take part in this exciting new professional identity. Assumption College offers many unique advantages to help advance your career as a school counselor: Mary Ann Reilly Mariani, Ph.D. Director AnapprovedprogrambytheMassachusettsDepartment ofeducationtolicenseschoolguidancecounselors(initial Licensure PreK 8or5-12) Experiencedfacultycommittedtointegrationoftheoryand practicalapplication Classscheduleswithflexibilitythatmeettheneedsofboth full-andpart-timestudents Innovativepre-practicumandpracticumplacementsinurban andsuburbanschooldistricts Facultywithextensiveschoolandcounselingexperience Curriculumthataddressesnationalandstatemodels SchoolCounselingforthe21stCentury Creativelearningpartnershipswithprofessionalschoolcounselors throughourinstituteforschoolcounselingandschoolpsychology Astrongemphasisoncounselingintheappliedschool setting,plusanintegrationofpublicpolicy,leadership, childadvocacy,andsocialjusticecurriculum Competitivelypricedtuition As a graduate of our program, you will be fully prepared to become a leader in helping students to achieve, as you meet the challenges of contemporary school settings. Mary Ann Reilly Mariani, Ph.D. Director, School Counseling Program Director, Institute for School Counseling and School Psychology

3 our mission Assumption College, in the Catholic tradition, strives to form graduate students who are known for critical intelligence, citizenship, ethical principles and compassionate service. Assumption College favors diversity and ecumenically welcomes all. Graduate students in the MA in School Counseling program will be prepared through a rigorous course of study in terms of theory and practice to meet the diverse learning and behavioral needs of students in multi-cultural urban and suburban school settings. We accomplish this with an innovative and integrated curriculum emphasizing a strong counseling component that exceeds state and national standards for school counselors. We are committed to train counselors for lifelong learning and professional development throughout their careers. Studentswill: Applyknowledgeoflearning,behavioral,social,emotionalandphysical needsofdiverselearnersthroughoutthelifespanwithinadevelopmental frameworkusingabiopsychosocialtheoreticalmodel; Demonstrateethicalcounselingskillsandcompliancewithschoollaws andmandates; Utilizeevidencebasedpreventionandinterventionpracticesinthe domainsofpersonal/social,academic,careerandworkplace; Selectandapplycollegeandcareercounselinginterventionsbasedon theoreticalmodelsandstateandnationalschoolcounselingmodels; Implementeffectiveconsultationandcollaborationproblem-solving skillsinschool,communityandfamilycontextsforacademicand behavioralproblems; IntegrateMassachusettsCurriculumFrameworkswithstateandnational modelsofcomprehensiveschoolcounseling; Communicatepsychologicalandeducationalandstatewidetesting practicesandresultstoteachers,studentsandparents; Analyzeresearchinthefieldanddevelopandconductoutcomesbased assessments; Demonstrateacommitmenttoservicetoallstudentsandfamiliesusing multiculturalcounselingstrategies; Developleadershipskillsanddemonstratestrongcommunicationskills withinalearningcommunity;and Participateinlifelonglearningandprofessionaldevelopment. learning outcomes 1

4 Become the counselor that every student deserves. Program Description e major objective of the Master of Arts in School Counseling is to prepare students for a career as a school counselor. e program is approved by the Massachusetts Department of Education and is designed to meet Initial licensing requirements for School Guidance Counselor (PreK 8 or 5-12). e School Counseling program is designed exclusively for those students who want to pursue a counseling career within a school setting. Students are provided with the theoretical and practical skills and competencies that are required to be an effective school counselor. eory,research,andpracticeareintegratedinasequential programdesignedtomeetthechallengesofprovidingcomprehensive counselingprogramsincontemporaryelementary,middle,and highschoolsettings. e curriculum includes a strong counseling core with an orientation to positive psychology and mindfulness-based practices. eory, research-based prevention, intervention strategies, and outcomes-based models are emphasized. Specific competencies needed for counselors in the school setting are emphasized including: problem solving, consultation and collaboration skills, knowledge of evidence-based prevention, and intervention strategies. Diversity, disability, multicultural, and school reform issues are central to implementation of national and state developmental counseling curriculum models and are imbedded in coursework and practicum experiences. Coursework is coordinated with lab, pre-practicum, and practicum experiences to provide the student with multiple opportunities to gain knowledge, and to develop, refine, and evaluate their counseling skills within a school setting. 2

5 assumption s program is about where school counseling is going. I have a unique role in my school district, consulting with three elementary schools and a middle school to assess and implement systemic enhancements in the school counseling program. I m certain I was hired because I earned my master s from a program that is a model for modern school counseling and the use of data to measure results. assumption s program is about where school counseling is going, not about where it has been. Kristie larochelle, m.a. 09 Elementary School Counselor Agawam Public Schools Agawam, MA 3

6 Your career expertise and credentials will be unrivaled. meet the highest level of state and national standards evisionoftheprogramistograduate counselorswhoareleadersinthefield. In so doing, it is designed to help students attain the highest state and national standards. e necessary coursework and fieldwork experiences are provided for students interested in seeking national certification through the National Board of Certified Counselors (NBCC) for the National Certified Counselor (NCC) and National Certified School Counselor (NCSC) credentials. Students in the Master of Arts in School Counseling may take an additional 6 credits (60 credits total) to satisfy coursework requirements that lead to the Professional License (Massachusetts Department of Education) in school guidance counseling. 4

7 It s easy to be motivated when you re learning from experts. It s easy to be motivated when you re learning from counselors and psychologists who have worked in every school setting you can imagine. Everybody associated with the School Counseling program is passionate about achieving excellence. the program has created a close-knit community of learning with a positive dynamic between students and professors. the faculty are approachable, caring, and responsive. they re always there when you need them. greg sturges, m.a. 06 Junior High School Guidance Counselor North Brookfield Junior/Senior High School North Brookfield, MA the institute for school counseling and school Psychology e Institute for School Counseling and School Psychology provides a special experience within the School Counseling program that many students rank as the highlight of their experience. It is one of the few such institutes in the nation and is offered to School Counseling program students. Workshops and programs provide professional training in new models and interventions and offer graduate students the unique opportunity to interact regularly with professionals in the field. Additional information on the Institute may be found on p. 11 of this catalog. the collaborative climate for learning empowers you, the person and the unfolding professional Studentsintheprogramlearnfromeach otherasmuchastheylearnfromtheir professors. e collaborative learning environment nurtures interaction and teamwork, preparing students to succeed in school systems where being a team player is a critical trait for effectiveness. learn from faculty who are cutting-edge professionals and educators Ourfacultyarelicensedschoolcounselors, schoolpsychologists,educationalpsychologists,rehabilitationcounselors,andeducators. As a group, they possess extensive experience working in school systems. Each faculty member is skilled at bringing both theory and practical experience into the course content. All faculty are dedicated to providing individual attention for every graduate candidate. complete the program in just 2 years, full-time, including summer courses. 5

8 admission requirements for m.a. and c.a.g.s. Enrollment in the Master of Arts program is open to any qualified individual who meets the admissions standards. All candidates must meet the following criteria: Possess a Bachelor of Arts or Bachelor of Science degree (any undergraduate major); Have a minimum overall undergraduate grade point average (GPA) of CandidatesfortheMassachusettsInitial License forschool GuidanceCounselor(PreK-8or5-12)mustmeetthe followingstandards: Prior to enrollment in the practicum, submit evidence of passing scores on the Massachusetts Test for Educator Licensure (MTEL) Communication and Literacy Skills. NOTE: e School Counseling program is state-approved for the Massachusetts Initial License for School Guidance Counselor (PreK-8 or 5-12). Candidates who complete the program and thereby earn an Initial License, are eligible for licensure reciprocity with the approximately 24 other states that are parties to the National Association of State Directors of Teacher Education and Certification (NASDETC) Interstate Contract. For the most current information concerning Commonwealth of Massachusetts educator licensure, candidates may wish to contact the Commonwealth s Department of Elementary and Secondary Education: BureauofTeacherPreparation CertificationandPlacement 350MainStreet Malden,MA CandidatesWhoDoNotSeekMassachusettsEducatorLicensure: Candidates are not required to pass the Massachusetts Communications and Literacy Skills test and they may not enroll in the practicum that leads to eligibility for the Massachusetts Initial License for School Guidance Counselor (PreK-8 or 5-12). certificate of advanced graduate studies (c.a.g.s.) in school counseling e Certificate of Advanced Graduate Studies provides specialized knowledge and skills in specific areas of School Counseling. It is offered to individuals who hold a Masters degree in School Counseling or a closely related counseling field. A customized course of study consisting of graduate credits is developed in consultation with the graduate program director. Students enrolled in this program have an opportunity to develop an area of specialization that is related to their current work or future career goals. Students are typically enrolled in this program on a part-time basis and have up to 7 years to complete their course of study. 6

9 B.a./m.a. option for school counseling e School Counseling department offers a B.A./M.A. option that enables an Assumption College undergraduate student to complete requirements for both the Bachelor of Arts degree in an area of the liberal arts and sciences and the Master of Arts in School Counseling degree leading to eligibility for the Massachusetts Initial License for School Counseling (PreK-8 or 5-12). their major field of study and overall. To apply for admission to the fi h-year program, candidates must submit their complete application materials to the Office of the Graduate School by the spring semester of their senior year. Undergraduate students in any undergraduate major considering admission for the B.A./ M.A. master s program should consult with the Director of the School Counseling program during the spring semester of their junior year to discuss eligibility and application procedures and to plan a course of study. With permission from the Director of the School Counseling program and the student s advisor, students may take one (1) graduate class in the fall of their senior year and one (1) graduate class in the spring of their senior year. Undergraduate students who seek admission to the Master of Arts in School Counseling program must have a minimum 3.0 GPA in Studentsmayrequestinformationabout thegraduateprograminschoolcounseling fromthegraduateschoolofficeat graduate@assumption.edu. 7

10 master of arts in school counseling Applying to the Program The program uses a rolling admissions procedure, and candidates may submit their application to the Graduate Office at any time during the year. The complete application package will be forwarded to the School Counseling program admission committee for their review. Candidates will be informed of the committee s decision in writing from the Graduate School office. A complete application includes the following: 1. An application form and application fee (fee waived for Assumption students or alumni/ae); 2. Official transcript(s) of undergraduate and graduate records; 3. Three (3) letters of recommendation. These letters must be academic or professional in nature and should be from a professor who has taught the candidate for at least one course or from an individual who has supervised the candidate in a work setting. It is important that the letters are from people who can speak to the candidate s potential for successful graduate school studies and academic ability; 4. A current resume detailing the candidate s academic and work experiences; 5. A personal essay describing the academic preparation, work experiences, and skills that the candidate brings to this graduate program, what he or she hopes to accomplish academically, and his or her professional goals; 6. A copy of teacher certification documents if the candidate already holds a license/certificate in Massachusetts or another state. 7. An interview is required for admission into the program. Once the application is complete and forwarded to the School Counseling program office, the office will contact the applicant to arrange an interview. Notes: 1. Graduate Record Examination (GRE) scores are not required. 2. The School Counseling admissions committee reserves the right to request additional material in support of the candidate s application. Candidatesaretonotethefollowing: All documents, transcripts and other papers submitted for admission become the property of the College and will not be returned. Courses taken by correspondence will not satisfy prerequisite or program requirements. A student is not officially admitted or denied admission until he/she has been notified by the Director of Graduate Enrollment. Applicants are notified of their status in writing. After official notification of acceptance, application material and transcripts are kept on file for one year. If the candidate has not matriculated with that year, he/she ordinarily reapplies and is subject to the rules and regu-lations that are in effect at the time of the new application. Incomplete dossiers are kept on file no longer than one year. The Commonwealth of Massachusetts requires that, prior to attending classes, graduate students must be immunized against measles, mumps, rubella, diphtheria, tetanus, Hepatitis B and meningitis. For specific information call the Graduate Medical Secretary at (508) Conditional Acceptance Under extenuating circumstances, the admissions committee may recommend that the applicant be accepted conditionally. In these cases, formal admission to the graduate program is deferred until an individual has successfully met criteria specified by the admissions committee. For those students who were conditionally accepted into the program, they will be informed in writing of the status of their acceptance into the program. International Students Those applicants who have attained a level of education officially considered as equivalent to a bachelor s degree from an American institution of higher education are eligible for admission to the program. A transcript evaluation is often necessary to determine if the degree obtained is equivalent to an American bachelor s degree. Applicants whose native or official tongue is not English are required to provide evidence of English profciency through the Test of English as a Foreign Language (TOEFL) or International Language Testing System (IELTS). Information about these tests are available from TOEFL at Box 899, Princeton, NJ, or from IELTS at IELTS Inc., 100 East Corson Street, Suite 200, Pasadena, CA, Students whose undergraduate or graduate transcripts are not in English must provide certifed English translations of these documents as well as the originals. All international students must also complete Assumption College s International Student Information Form concerning their financial resources or financial support. Forms and information are available from the Office of Student Life at Special Student Status Special Students are those who are either considering applying to the School Counseling program or who have an application in progress. Special Students may take a maximum of two (2) graduate courses. Students must complete their application for admission before registering for any additional courses. 8

11 Permission to enroll in graduate courses as a Special Student does not guarantee an individual admission to the School Counseling program nor does it guarantee that all of the courses taken will be accepted in fulfillment of degree and/or licensure requirements. Upon a candidate s acceptance to the program, graduate courses are applied to the degree requirements designated in writing by the Director of the School Counseling program in consultation with the program faculty. Advising All students who are accepted into the graduate program are assigned an advisor and should consult with their advisor regularly concerning their progress in the program. Students seeking Initial Licensure are required to schedule an advising meeting with designated program personnel as specified in the letter of admission. It is the student s responsibility to schedule that appointment for appropriate and timely advising about current licensure regulations and for planning an appropriate course of study. Candidates who seek the Professional License must consult with the Director of School Counseling to discuss eligibility and review an appropriate course of study. Review of Student Performance Students progress in the program is reviewed each semester. Students whose semester GPA falls below a 3.0 or who earn a failing grade in a course (i.e. below B-) are placed on academic probation. Students whose semester GPA is below a 3.0 then have one semester to bring their GPA to 3.0. Students who have a GPA of less than a 3.0 for two consecutive semesters will be terminated from the Master s degree program. Students who have not taken a course in four consecutive semesters (including summer session) may be withdrawn from the program. It is the student s responsibility to document in writing his or her commitment to completing the program and to present that statement to the Director of the School Counseling program. The graduate program in School Counseling prepares students for service to the public. The School Counseling program has an obligation to the community to ensure that only those students demonstrating academic and clinical competence and professionally responsible behavior are continued in the program. Students failing to meet these criteria may be recommended for withdrawal from the program. Waiver Of Required Courses or Program Components The Director of the School Counseling program will grant a waiver of a required course if the following conditions are met: If the student has taken an equivalent graduate course at another college or university within the past five years and has passed the course with a grade of B or higher, a waiver of a required course may be granted. It is the student s responsibility to demonstrate that a course taken elsewhere is, in fact, equivalent to the required Assumption College course (e.g., course description, syllabus). The request for the waiver and/or transfer should be submitted to the advisor, who will formally submit the request to the Director of the School Counseling program for consideration. If the student requests transfer of credits, written approval of the advisor, program director, and the Dean of the Graduate School are required. In some cases,...the program is designed to ensure your career success. What has become clear to me after landing my first job as a guidance counselor is that assumption s program is at the leading edge of producing modern counselors who have the knowledge and experience to be leaders in the profession. the instructors had a huge impact on my growth, offering a nurturing approach to teaching and mentorship, combined with tremendous knowledge and experience gained throughout their careers. Everything about the program is designed to ensure your career success as an expert counselor. Kendra scaletta, m.a. 09 Guidance Counselor Tantasqua Regional High School Sturbridge, MA 9

12 master of arts in school counseling approval of the waiver or credit transfer may be dependent on the student s completion of additional reading or the submission of a paper or other materials to ensure competencies have been successfully met. An official transcript must be sent to the Director of the School Counseling program to complete the process of credit transfer. Candidates may apply to transfer a maximum of six (6) graduate credits into their program if the above conditions are met. If for any other reason a student requests a waiver of a course or required program components, the student must document in writing the reasons for the request and present the request to the advisor. The advisor will then take appropriate steps to submit the request to the appropriate faculty and the Director of the School Counseling program. In some cases, a waiver exam, oral or written, at the faculty member s discretion, may be requested by the faculty member primarily responsible for teaching the course for which the waiver is sought. Undergraduate courses are not construed by the faculty of the School Counseling program as equivalent to graduate courses. In exceptional circumstances, if a student thinks that he or she has taken the equivalent of a graduate course, he or she may follow the appropriate procedure as outlined above. The student who is successful in obtaining a waiver for one or more courses must still complete the required number of course credit hours in order to obtain the graduate degree. Licensure Assumption College responds to the Massachusetts Department of Education in all matters of educator licensure. Therefore, the College reserves the right to revise the admission criteria and requirements of its graduate program(s) leading to eligibility for support personnel licensure in compliance with the current state regulations. Students seeking Initial licensure as a School Guidance Counselor (PreK-8 or 5-12) must meet with an academic advisor to plan an appropriate course of study. Pre-Practicum Students are required early in their course of study to be involved in pre-practicum experiences that are related to course assignments. Students will complete a pre-practicum of 75 hours in a school setting so that they may have the opportunity to observe and understand children and adolescents and spend time with individual students. Students will also have opportunities to learn with professional school counselors through interactive programs in the Institute for School Counseling and School Psychology. Practicum For Massachusetts Initial License In most cases, students are considered eligible for the practicum once they have successfully completed all prerequisite courses or when they take such courses concurrently. A candidate s eligibility for and enrollment in the practicum will be determined by the Director of the School Counseling program based upon: 1. A review of the student s transcript, existing educator licensure, and professional experience; 2. Successful performance in required graduate courses; and 3. Evidence of passing scores on the Massachusetts Test for Educator Licensure (MTEL) Communication and Literacy Skills. The practicum is two semesters (600 hours) of commitment governed by criteria outlined in the State regulations. Students must be prepared to spend three (3) full days a week at the practicum site(s) during the practicum (two) semesters. With permission from the Director, students may enroll in a two semester 450-hour 5-day-a-week practicum. Oral Exam The oral exam is required for all students in the School Counseling program. Students may take the exam after completing all course work or concurrent with the last semester of course work. The objective of the oral exam is to provide a forum for the student to demonstrate how he or she integrates theory, practice, and research related to the training received in the School Counseling program. Oral exams are scheduled during the fall semester (generally October or November) and the spring semester (generally March or April). Oral exams are not given in the summer sessions. The student s oral examination committee will consist of two faculty members. The oral exam itself is a one-hour exam. During the exam, students are expected to integrate the various elements of training and study. Students will be expected to call upon information from both course work and practicum experiences. The procedures for the oral exam will mirror the training that students have received in the program. The exam itself will be conducted in such a way as to maximize the student s opportunity to exhibit his or her ability to synthesize and integrate theory, practice, and research. Oral exams carry the grade of pass, fail, or pass with distinction. The transcript, however, only provides the information that the oral exam was completed and the date of the exam. If the student fails the oral exam, he or she will be given one additional opportunity to demonstrate competence. 10

13 the curriculum was totally relevant to the real work of school counseling. Everything in the program was focused on the outcome of having students become effective school counselors who are qualified to face today s issues. I have found myself to be extremely well prepared for all that I ve encountered in my work. The Institute for School Counseling and School Psychology The Institute for School Counseling and School Psychology is one of the few professional continuing education programs in the nation focused exclusively on the needs of school counselors. All of the workshops are offered to Master of Arts program students, C.A.G.S., undergraduates, and special students. This provides a unique and powerful opportunity for Master s candidates to interact with current professionals in the field. The Institute provides training sessions for which PDP s and CEU s may be granted. Training sessions may be taken for graduate credit with additional course requirements. The primary goals of the Institute are to offer: professional training that enables counselors and psychologists to be current with new theories and methodologies; on-site in-service training to teachers and administrators covering topics that advance the work of school counselors and psychologists towards achieving the standards in the Massachusetts Model for Comprehensive School Counseling Programs; outreach consultation to schools seeking assistance with delivery of service. the faculty are fantastic: accessible, knowledgeable, experienced, and focused on bringing the real world into the classroom. the program is at the top of everyone s mind throughout Massachusetts for producing highly-qualified school counselors. steven favulli, m.a. 09 Guidance Counselor The Bromfield School Harvard, MA 11

14 master of arts / course of study REQUIREMENTS FOR THE MASTER OF ARTS IN SCHOOL COUNSELING Initial License (PreK-8or5-12) Candidates for the degree of Master of Arts in School Counseling are required to complete a rigorous 54-credit (16 course and practicum) program to develop systematically the knowledge and skills essential to demonstrate competence. For those seeking licensure, institutional endorsement for the Massachusetts Initial License for School Guidance Counselor (PreK-8 or 5-12) requires, at a minimum, successful completion of all listed courses or their equivalents (see prior information regarding waivers). Enrollment in some courses, including the practicum requires the prior approval of the Director of the School Counseling program and/or the completion of prerequisite course(s) beyond the required courses listed. A 75-hour non-credit pre-practicum is required by the Massachusetts Department of Elementary and Secondary Education. The pre-practicum requirement must be completed prior to the practicum. Students may elect to enroll in the program on a full- or part-time basis. Following is the full-time course of study: YEAR 1 FULL TIME YEAR 1 FULL TIME FALL Course # Description Credits SPRING Course # Description Credits LevelIFoundationsandIntroductoryCourses SCP510 Professional Orientation to Counseling 3 LevelIFoundationsandIntroductoryCourses SCP515 Counseling Theories, Principles, & Practices 3 SCP545 Human Growth & Development SCP520 Psychology of Learning & Motivation 3 through the Lifespan 3 SCP535 Group Counseling & Leadership 3 SCP560 Psychological & Educational Assessment 3 SCP540 Introduction to Research SCP565 Fundamentals of School Counseling 3 & Program Evaluation 3 Subtotal 12 Subtotal 12 YEAR 1 FULL TIME YEAR 1 FULL TIME SUMMER SESSION I Course # Description Credits LevelIFoundationsandIntroductoryCourses SCP625 Neuropsychology of Learning & Behavior 3 SCP640 Developmental Psychopathology 3 *SCP610 Multicultural Family Counseling & Collaboration 3 *SCP620 Vocational, Career & College Counseling (5-12) 3 *(SCP 610 & SCP 620 offered during Summer Session I and II) SUMMER SESSION II Course # Description Credits LevelIFoundationsandIntroductoryCourses *SCP610 Multicultural Family Counseling & Collaboration 3 *SCP620 Vocational, Career & College Counseling (5-12) 3 *(SCP 610 & SCP 620 offered during Summer Session I and II) Summer I and/or Summer II Subtotal 12 YEAR 2 FULL TIME YEAR 2 FULL TIME FALL Course # Description Credits SPRING Course # Description Credits LevelIIIntermediateCourses SCP525 Consultation & Collaboration: School/ Home/Family 3 LevelIIIntermediateCourses PSY/SED568 Behavioral Assessment & Intervention SCP630 Intervention Strategies: Social & Emotional 3 3 SCP635 Intervention Strategies: Academic & Learning 3 **SCP525 Consultation & Collaboration: School/ **PSY/SED568 Behavioral Assessment & Intervention 3 Home/Family 3 **SCP630 Intervention Strategies: Social & Emotional 3 **SCP635 Intervention Strategies: Academic & Learning 3 **(4 Intermediate course options are available, student is required to take 2 maximum along with their practicum) LevelIIIAdvancedCourses-Practicum SCP800 Clinical Practicum and Seminar: School Counselor, Guidance PreK-8 OR 3 SCP815 Clinical Practicum and Seminar: School Counselor, Guidance (5-12) Subtotal 9 ADDITIONAL ELECTIVES (OPTIONAL) FallcontinuedthruSpring/Year-Totalof5Workshops YR 1 SCP730 Special Topics: School Counseling Workshops 3 YR 2 SCP730 Special Topics: School Counseling Workshops 3 Subtotal 6 **(4 Intermediate course options are available, student is required to take 2 maximum along with their practicum) LevelIIIAdvancedCourses-Practicum SCP850 Advanced Clinical Practicum and Seminar: School Counselor, Guidance PreK-8 OR 3 SCP865 Advanced Clinical Practicum and Seminar: School Counselor, Guidance 5-12 Subtotal 9 TotalGraduateCourseCredits 54 Studentscanreceiveuptoatotalof60graduatecourse creditswhenincludingtheadditionalelectivesoption. Elective (Optional) SCP 750-Directed Study in School Counseling (If needed, must be approved by director) - 12

15 course Descriptions SCP 510 Professional Orientation to Counseling This foundation course provides an introduction to all aspects of the counseling profession. History, roles, organizational structures, ethical standards, legal issues and credentialing are included. Public policy processes that focus on the role of the professional counselor with an introduction to advocacy for the profession and clients are included. The importance of professional development and participation in professional counseling organizations and exploration of the role of the counselor as a member of a multidisciplinary team is emphasized. A class project that focuses on a professional aspect of the counseling discipline is a culminating activity of this course. Prerequisites: none SCP 535 Group Counseling and Leadership The aim of this course is to provide students with an introduction to group processes and group leadership skills. This course provides the theoretical foundation and strategies in the design and implementation of groups in the school setting at various grade levels that are consistent with national and state models of comprehensive developmental school counseling within a multicultural context. Ethical issues and professional standards for groups are examined. The use of technology to manage and enhance group counseling effectiveness and resources for school counseling groups are explored. Prerequisites: SCP 510 Professional Orientation to Counseling and SCP 515 Counseling Theories, Principles, and Practices SCP 515 Counseling Theories, Principles, and Practices The purpose of this course is to provide an introduction to the major theories of counseling including behavioral, humanistic, social learning, psychoanalytic, and cognitive. Approaches, principles, and procedures of counseling and consultation will be introduced including individual and systems perspectives consistent with relevant research. Skills essential to counselors such as interviewing, active listening, communication, problem analysis, and motivation are introduced in this course. Topics include: issues of confidentiality, relationship building, evaluation of outcomes, and referral strategies. Skills are practiced in laboratory exercises. Prerequisites: SCP 510 Professional Orientation to Counseling SCP 520 Psychology of Learning and Motivation This course focuses on major theories of learning and motivation and relevant research with an emphasis on behavioral and cognitive learning theories. Consideration is given to neurophysiological foundations as well. How learning theory informs teaching practices to promote effective lesson planning and curriculum development is emphasized. Motivational strategies with a focus on student outcomes of intentional teaching are explored using case study and lab formats. Application of learning and motivational theory to the Massachusetts Curriculum Frameworks is stressed. Prerequisites: none SCP 525 Consultation and Collaboration: School/Home/Family This course emphasizes the knowledge and skills needed to improve academic and behavioral outcomes through comprehensive consultation, collaboration, and problem solving services in the school setting at the individual, group, family, and systems levels. It is designed to provide effective skills in problem solving that facilitate team building and collaborative relationships within the school, home, and community. Data based decision making, evaluation, and accountability of interventions are addressed. Eligibility criteria for special education, development and implementation of 504 Plans, provisions for English Language Learners, crisis intervention, and referral to outside agencies, mandated reporting (51A), and transition planning are integrated within a case study and problem solving format. Prerequisites: SCP 510 Professional Orientation to Counseling, SCP 515 Counseling Theories, Principles, and Practices, and SCP 535 Group Counseling and Leadership SCP 540 Introduction to Research and Program Evaluation This course is designed to enable students to become critical readers of research in counseling. It introduces them to research and how to conduct research in an applied setting. Both quantitative and qualitative methodologies are addressed. Students are expected to analyze research reports and to design potential research projects. Principles, practices, and applications of needs assessment and program evaluation, as well as use of computers for data management and analysis, and ethical considerations in conducting research are a focus of this course. Prerequisites: SCP 560 Psychological and Educational Assessment SCP 545 Human Growth and Development through the Lifespan This course provides in-depth study of human growth and development in the physical, cognitive, language, and social and emotional domains with an emphasis on both typical and atypical development. The positive contributions and limitations of various developmental theories and conceptual frameworks are examined. Throughout the course, students consider the relationship between development and the selection of appropriate educational services and interventions for children and adolescents with special needs. Prerequisites: none 13

16 course Descriptions SCP 560 Psychological and Educational Assessment This course emphasizes the use of specific diagnostic psychological tests in a variety of domains. Specific psychological and educational tests used by counselors in educational settings are examined and students have the opportunity to use assessments. Individual and group achievement, curriculum based assessment, and vocational assessments, including the Massachusetts Comprehensive Assessment System (MCAS) are a focus. Other tests administered by psychologists are reviewed so that school counselors may understand and interpret results to parents, teachers, and students to inform educational interventions, advising, and placement decisions. Prerequisites: none SCP 565 Fundamentals of School Counseling This course provides school counselors with a combination of theory and practice for implementing a comprehensive school counseling program that is consistent with national and state developmental models in order to advance academic, personal/ social, and career opportunities for all children in a pluralistic society. The history of school counseling, development of school counseling, and contemporary roles and functions of school counselors are emphasized. The primary roles of the school counselor are presented in relationship to elementary through high school settings. Curriculum development and instruction, educational planning, and consultation and collaboration skills are introduced. Practical strategies for planning, managing, and evaluating a comprehensive school program are presented utilizing national and state models. A review of Massachusetts Curriculum Frameworks and their relationship to educational planning and advising are included. Professional issues including confidentiality, legal and ethical standards, and the future of the profession are reviewed. Coursework is integrated with lab experiences. Prerequisites: SCP 510 Professional Orientation to Counseling SCP 610 Multicultural Family Counseling and Collaboration Theoretical concepts and practical strategies are used to implement effective multicultural counseling in the school setting as well as in the home and community. Specific strategies include: teaming, collaborative, preventive, and proactive practices for school counselors. Building partnerships with families, family involvement, and intervention with families to assist in academic, and personal/ social development of students in the role of school counselor is the aim of this course. A theoretical understanding of family systems, social systems, contemporary families, and multicultural issues is integrated with effective strategies of parent involvemaent and parent training. Effective interventions for facilitating positive transitions into school, from one school to another, school to work, and school to college are explored. The impact of children with disabilities upon the family system is also explored. Parenting programs are stressed in order to provide the school counselor with practical evidence based strategies for positive parenting. The areas of child management and effective partnering with schools to support academic, career, learning, and personal/ social goals of all students is emphasized. Prerequisites: SCP 510 Professional Orientation to Counseling PSY/SED 568 Behavioral Assessment and Intervention This course is designed to provide students with principles for the effective use of behavioral assessment and interventions in inclusive and special education classrooms. Students learn to use a cognitivebehavioral approach within a developmental context to identify, analyze, implement, and evaluate interventions to assist children and adolescents in general and special education classrooms. A team approach with a focus on consultation and collaboration skills necessary for special educators is emphasized. Research-based strategies to enhance classroom management, organization, and the learning environment are considered. Prerequisites: SCP 520 Psychology of Learning and Motivation, SCP 560 Psychological and Educational Assessment SCP 620 Vocational, Career, and College Counseling This course presents an analysis of basic theories of career progression from a developmental perspective. Attention is given to understanding the educational, psychological, and social factors which influence educational and vocational decision making. The use of vocational and educational assessment to advise students and to facilitate school to work and college planning is included. Focus is placed on understanding the resources necessary to assist adolescents in making mature post high school plans. The use of technology and resources to facilitate vocational, career, and college counseling and advising are integrated within the course through demonstrations and opportunities for practice. Prerequisites: SCP 510 Professional Orientation to Counseling 14

17 The vision of the program is to graduate counselors who attain the highest state and national standards on their way to becoming leaders in the field. SCP 625 Neuropsychology of Learning and Behavior Building upon foundation courses in learning theory and typical and atypical child and adolescent development, this advanced course introduces students to neuropsychological principles underlying learning and behavior disorders in children and adolescents. Students become acquainted with the neuropsychological basis of learning and behavior disorders including reading, math, and language disorders as well as nonverbal learning disorders, disorders on the autistic spectrum, disorders of attention, and executive functioning deficits. With this foundation, students are more informed about various neurodevelopmental disorders, evidence based treatments, and accommodations for preschool through high school age children. A review of psychopharmacological interventions for the lay person is included. The interpretation of psychological and neuropsychological assessments and the presentation of these results to educators and parents is a focus in order to inform school interventions, and promote improved learning and personal/social and career outcomes for all students. Prerequisites: SCP 520 Psychology of Learning and Motivation, SCP 540 Introduction to Research and Program Evaluation, SCP 545 Human Growth and Development through the Lifespan, SCP 560 Psychological and Educational Assessment SCP 630 Intervention Strategies: Social and Emotional This course builds upon introductory counseling and development courses and provides school counselors with empiricallybased prevention and intervention strategies for problems which impact the learning and development of children and adolescents in PreK-12 school settings. Topics to be covered include physical, emotional and sexual abuse, violence, divorce, substance abuse, grief, war, and terror. Prevention and treatment of childhood and adolescent disorders such as depression, anxiety, Attention Deficit-Hyperactivity Disorder (ADHD), behavioral disorders and suicide will be included. Practicum experiences and course work are integrated. Prerequisites: SCP 535 Group Counseling and Leadership, SCP 545 Human Growth and Development through the Lifespan, SCP 640 Developmental Psychopathology SCP 635 Intervention Strategies: Academic and Learning Building on a foundation of counseling, development, learning, and teaching theories this course focuses on strategies for prevention of and intervention with academic problems that interfere with learning outcomes. Research based strategies that focus on school wide, large and small groups, and individual interventions are emphasized. Competency in providing effective interventions for group and independent work skills, organization and study strategies, learning strategies, mnemonic, reading, math and content area strategies, as well as test taking and homework is taught using case study and demonstration approaches. Data based outcomes assessment and reporting is emphasized to evaluate the effectiveness of prevention and intervention strategies in improving learning and academic outcomes for all students. Practicum experiences are integrated with course work. Prerequisites: SCP 520 Psychology of Learning and Motivation, SCP 535 Group Counseling and Leadership, SCP 545 Human Growth and Development through the Lifespan, SCP 625 Neuropsychology of Learning and Behavior (concurrently) SCP 640 Developmental Psychopathology A rapid growth in research in child development and clinical child psychology has led to the expanding field of developmental psychopathology. Developmental psychopathology combines research in child development and clinical child and adolescent psychology to better understand the conceptual frameworks, characteristics, developmental course, contexts and outcomes of psychopathology in children and adolescence. An ecological approach is emphasized in the development of child and adolescent psychopathology and the influence of contexts in the development of psychopathology and its effect on schools and families. Risk and protective factors as well as assessment and treatment of child and adolescent disorders is presented using current research to emphasize the role of developmental processes, contexts, and the interactive nature of development that influences adaptive and maladaptive functioning. Prerequisites: SCP 520 Psychology of Learning and Motivation, SCP 545 Human Growth and Development through the Lifespan, SCP 560 Psychological and Educational Assessment the personalized nature of the experience is extraordinary. among the many benefits of the School Counseling program, the most extraordinary has to be the personalized nature of the experience. Classes are kept small and professors take a personal interest in every student. the result is a tremendous sense of communication, comfort, and belonging that ensures students are following their goals and achieving their potential. It was a great experience! Karen mcquade, cags 08 Head of Guidance West Boylston Middle/High School West Boylston, MA 15

18 course Descriptions SCP 800 Clinical Practicum and Seminar: School Counselor, Guidance PreK-8 This clinical practicum is conducted in accordance with Massachusetts school guidance counselor PreK-8 licensure regulations for the Initial license. The student completes the three day a week practicum under the direction of the college supervisor and the immediate supervision of a school counselor who is licensed in the field at the PreK-8 level. Students are evaluated using professional and educational standards for school counselors. Students must meet specified criteria for the practicum. The seminar focuses on issues and strategies for implementing a comprehensive school counseling program incorporating technology for effective school counseling in grades PreK-8. Enrollment is limited to qualified matriculated graduate students. Prerequisites: Students must achieve a passing score on the Massachusetts Tests for Educational Licensure, Communication and Literacy Skills Test, and permission of Director of School Couseling Program SCP 815 Clinical Practicum and Seminar: School Counselor, Guidance 5-12 This clinical practicum is conducted in accordance with Massachusetts school guidance counselor 5-12 licensure regulations for the Initial license. The student completes the three day a week practicum under the direction of the college supervisor and the immediate supervision of a school counselor who is licensed in the field at the 5-12 level. Students are evaluated using professional and educational standards for school counselors. Students must meet specified criteria for the practicum. The seminar focuses on issues and strategies for implementing a comprehensive school counseling program incorporating technology for effective school counseling in grades Enrollment is limited to qualified matriculated graduate students. Prerequisites: Students must achieve a passing score on the Massachusetts Tests for Educational Licensure, Communication and Literacy Skills Test, and permission of Director of School Counseling program SCP 850 Advanced Clinical Practicum and Seminar: School Counselor, Guidance PreK-8 This advanced clinical practicum is conducted in accordance with Massachusetts school guidance counselor PreK-8 licensure regulations for the Initial license and is designed to further enhance and refine school counseling skills. The student completes a second semester three day a week a week practicum under the direction of the college supervisor and the immediate supervision of a school counselor who is licensed in the field at the PreK-8 level of certification. Students are evaluated using professional and educational standards for school counselors. Students must meet specified criteria for the practicum. The seminar focuses on issues and strategies for implementing a comprehensive school counseling program incorporating technology for effective school counseling in grades PreK-8. Enrollment is limited to qualified matriculated graduate students. Students must achieve a passing score on the Massachusetts Teacher Communication and Literacy Skills Test as a prerequisite for the practicum. Prerequisites: SCP 800 Clinical Practicum and Seminar PreK-8, and a passing score on the Massachusetts Tests for Educational Licensure, Communication and Literacy Skills Test SCP 865 Advanced Clinical Practicum and Seminar: School Counselor, Guidance 5-12 This advanced clinical practicum is conducted in accordance with Massachusetts school (guidance) counselor Initial licensure regulations and is designed to further enhance and refine school counseling skills. The student completes a second semester of practicum (three days a week) under the direction of a college supervisor and under the immediate supervision of a school counselor who is licensed in the field at the level of certification sought. Students are evaluated using professional and ethical standards for school counselors. Students must meet specified criteria for the practicum. The seminar focuses on issues and strategies for implementing a comprehensive school counseling program incorporating technology for effective school counseling in grades Enrollment is limited to qualified matriculated graduate students. Students must achieve a passing score on the Massachusetts Teacher Communication and Literacy Skills Test as a prerequisite for the practicum. Prerequisites: SCP 815 Clinical Practicum and Seminar 5-12, and a passing score on the Massachusetts Tests for Educational Licensure, Communication and Literacy Skills Test SCP 730 Special Topics in School Counseling: PreK-8, 5-12 This course is designed to address contemporary topics and issues in school counseling. Topics are chosen based on interest and relevance to school counseling practice. This course allows students the opportunity to examine current issues in greater detail than would be possible in other course offerings. Prerequisites: none SCP 750 Directed Study The student, in conjunction with a faculty advisor designs and conducts a critical study of a topic of interest, a curriculum based project, a research study, a field experience, a practicum or an internship. Prerequisites: none 16

19 administration and faculty School Counseling Program Kennedy,Room149 Phone: (508) Fax: (508) Administration MaryAnnMariani (508) / mmariani@assumption.edu Director, School Counseling Program Director, Institute for School Counseling and School Psychology CarlaDeSantis (508) / cadesantis@assumption.edu Department Secretary, School Counseling Program AdrianO.Dumas (508) / adumas@assumption.edu Director of Graduate Enrollment Management & Services FinancialAid fa@assumption.edu Financial Aid Graduate Advisor Faculty & Lecturers M.JuneAllard (508) / jallard@assumption.edu Lecturer, School Counseling (2005). A.B., M.A., Ph.D., Michigan State University, MartaCarlson (508) / mcarlson@assumption.edu Lecturer, School Counseling (2008). Associate Director, Student Development and Counseling Center/Personal Counselor (1999). B.A., Providence College; M.A., Lesley University; Ph.D., Syracuse University, JaniceM.Chiappone Lecturer, School Counseling (2006). B.A., Stonehill College; M.A., Framingham State College; Ph.D., University of Maryland, PaulDufault (508) / pdufault@assumption.edu Practicum Coordinator. Lecturer, School Counseling (2006). B.A., M.Ed., Worcester State College; M.A., Assumption College, ShannaO GradyFrost Lecturer, School Counseling (2006). B.A., Framingham State College; M.A., Assumption College; C.A.G.S. in Counseling Psychology, Anna Maria College, CalvinHill cahill@assumption.edu Lecturer, School Counseling Program (2008). B.A., Bethany College; M.S., Emporia State University; Ph.D., Howard University, KeithLahikainen (508) / klahikai@assumption.edu Assistant Professor, Human Services & Rehabilitation (2008). B.A., Assumption College; M.S., Fitchburg State College; Psy.D., Massachusetts School of Professional Psychology, ChristopherJ.Lopes Lecturer, School Counseling (2006). A.A., Dean Junior College; B.A., Clark University; M.S., C.A.G.S., Northeastern University; Ph.D., University of Rhode Island, PeterD.Marano Lecturer, School Counseling (2006). B.A., M.A., C.A.G.S., Assumption College, MaryAnnMariani (508) / mmariani@assumption.edu Visiting Assistant Professor, Human Services and Rehabilitation Studies (2007). B.A., M.Ed., Ph.D., Boston College, GaryMitchell gmitchell@assumption.edu Lecturer, School Counseling (2006). B.S., Fitchburg State College; M.Ed., Northeastern University; C.A.G.S., Anna Maria College, JamesSoldner (508) / jsoldner@assumption.edu Assistant Professor, Human Services & Rehabilitation (2009). B.A., University of Wisconsin; M.S., Ph.D., Southern Illinois University, EvansTsoules (508) / etsoules@assumption.edu Coordinator of the Institute for School Counseling and School Psychology. Lecturer, Psychology (2004). B.A., Clark University; M.A., Assumption College; Ed.D., Clark University,

20 academic information Academic Grievance Procedure If a student has a grievance concerning grades and other academic issues he/she may seek resolution through the Academic Grievance Procedure. The academic grievance procedure process and criteria may be obtained from the Graduate School office. Academic Honesty Representing the work of another as your own is a violation of fundamental principles of truthfulness and an offense against the academic community. Academic dishonesty may result in the student failing the course, at the discretion of the instructor. Academic dishonesty includes cheating on examinations, as well as plagiarism (failure to credit properly the ideas, organization of material or phrasing of another, including the use of term paper or reference paper services). Submitting one s own work, in part or in whole, to more than one instructor without proper notification is also academically dishonest and subject to appropriate disciplinary action. Accommodations for Students with Disabilities Students with learning disabilities, ADHD/ADD, chronic medical conditions, physical disabilities, or psychiatric disabilities who plan to request academic accommodations must self-identify and provide appropriate recent documentation of disability to the Director of Disability Services. Individual Education Plans (IEP) and 504 Plans are not considered documentation and do not carry over to higher education. Documentation guidelines are available at: Once documentation has been reviewed by the college, the student must schedule a meeting with the Director of Disability Services. During this meeting, the student and director will determine reasonable accommodations. Please be aware that some accommodations may take up to 12 weeks to implement. Students are strongly advised to begin the process of self-identification, eligibility, and accommodation determination well before the start of the semester in order to provide the college with reasonable notice. Students must request accommodations each semester. Students who are registered with Disability Services will receive an reminder, sent to their Assumption.edu account at the start of each semester. Audit With permission of the Program Director, a Special Student or, in special cases, a matriculated student may audit a course. The fee is one-half of the regular three-credit-hour fee. A student who changes status from credit to audit after the seventh week of classes (or, in summer sessions, after the third week) must have permission of the Program Director and the Dean of the Graduate School. No refund is available to those who change status from degree credit to audit. All changes must be processed by the registrar prior to the last class meeting. Class Attendance All students must attend class whenever an announced test, quiz, oral or written examination is given and whenever a report or paper is due. In addition, instructors have the prerogative of establishing specific attendance requirements in their own courses. Each student has the responsibility to keep fully informed of class assignments, special activities and examinations of all types, and to meet the requirements of the course. Course Withdrawals/Additions CourseWithdrawals( drop ) Students may withdraw from a course at any time up to the eighth class meeting. To withdraw from a course, the student must notify the program office of his/her intent to withdraw and request that a withdrawal form be processed. The date of withdrawal is the date on which the student notified the program office. A student may be administratively withdrawn upon determination that he/she has not attended class sessions. See the Financial Information section for the tuition refund schedule. CourseAdditions( add ) Students may register for a course up to one week after the start of any given course. No additions are permitted beyond that date. UnusualCircumstances Where illness or extraordinary circumstances require a student to withdraw after the eighth class meeting, the student may submit a written statement to the Program Director requesting a withdrawal from the course(s). Course Repeat Policy When a student earns a C+ or lower, the student may either repeat the course, if it is a specific requirement, or if it is an elective, replace it with a course which satisfies the same requirement. The student may repeat or replace the course only once. If the original course is repeated or replaced the higher of the two grades prevails, the low grade appears with no hours attempted or earned and the original grade is removed from the cumulative average. Students must request to repeat or replace a course in writing to the Program Director. 18