Requirements for the Master of Science in School Counseling

CourseCreditsDescription
GED502 Law and the Education of Children*3The operation of public elementary and secondary schools and institutions of higher learning as they are affected by the Constitution, acts of Congress, state statutes and regulations and the common law. Areas of consideration will include state control of education, church-state matters, tort liability, teacher and student rights, collective bargaining, desegregation, and the rights of individuals with disabilities. Fall course.
GED505 Educational Psychology*3Students will examine fundamental principles and concepts which apply to teaching. Learning theories, instructional methods, student diversity, organization and management of the classroom, and assessment approaches will be examined. Application of principles will occur through written exercises and simulations. Field observations will illustrate course-related concepts, and literature reviews will be assigned for exploring particular issues. Students in the School Counseling Program are expected to continue working on entries for their initial licensure portfolio (typically Entry 1). Summer course.
GED506 Fundamentals of Education*3This course will address issues related to the everyday processes of teaching. Topics include curriculum and lesson planning, classroom organization and behavior management, instructional strategies, current trends, the law and education, Interstate Teacher Assessment and Suport Consortium (InTASC) Model Core Teaching Standards, the special education process, and a look at the historical foundations of education. Students will also become familiar with the Initial Licensure Portfolio and demonstrate skills in writing of entry one of the Initial Licensure Portfolio. Fall Course.
GPS500 Ethics and Foundations of Counseling*3This course examines the ethical, legal and foundational issues that confront professional counselors in various mental health and educational settings and roles. The history of the profession of counseling is reviewed and the role of the counselor is explored. The course is designed to teach students how to think ethically and to understand the relationship between the counseling profession, the legal system and the community. Students will learn and practice utilizing a values-based ethical decision making process to address ethical dilemmas. Professional training and credentialing requirements as well as various career opportunities in Vermont and surrounding states will be reviewed. Professional issues such as disclosure and privacy regulations, liability and risk management practices, insurance, professional collaboration and consultation, impact of culture, legal issues and health maintenance practices will be reviewed. Fall course.
GPS501 Developmental Psychology*3This course is designed to provide students with an in-depth review of developmental theory. Developmental stages are examined with an eye to intellectual, psychosocial, moral, and physical growth of the human being. Students will also be exposed to behavioral disorders and treatment concerns across the life span. Students are required to complete field observations in school, agency, or community settings, depending on their degree plan. Fall course.
GPS502 Advanced Theories of Psychotherapy*3This course provides an opportunity for students to develop both breadth and depth of knowledge regarding major theories of human behavior that have been developed during the past 100 years. Students will begin to develop their own theory of psychotherapy by comparing and contrasting those theories in terms of their philosophical foundations, theoretical concepts and applications to the field of counseling. A central outcome of the course is for students to present their own theoretical perspective for review and discussion. Fall course.
GPS503 Research Methods or GED500 Educational Research3GPS503 Research Methods
This course looks at the methods of scientific investigation, experimental and non-experimental methods, appropriate analysis of data, procedures of developing, analyzing, and interpreting original research problems, and critical analysis of published research. Spring course.
or GED500 Educational Research
The student is exposed to contemporary practices in educational research. Topics investigated include: research design, data analysis and interpretation, and literature review. Designs for researching problems and issues in public schools are emphasized through use of the Action Research model. Prerequisite: 21 graduate credits or by permission of the Division Chairperson. Fall and spring course.
GPS504 Advanced Abnormal Psychology*3The focus of this course is on diagnosis and treatment interventions for handicapping conditions and disorders of childhood, adolescence, and adulthood. Major treatment approaches and modalities will be discussed, and those which emphasize clients’ strengths will be given priority. Students will learn to use the current Diagnostic and Statistical Manual of the American Psychiatric Association. Advantages and disadvantages of diagnostic classification systems will be reviewed. Case scenarios dealing with infant, child, adolescent, and adult treatment methods will be presented to give students an opportunity to practice their diagnostic skills, as well as to develop treatment plans, based on hypothetical cases, using an electronic case record system. Spring course.
GPS505 Group Counseling*3This course examines the group process of psychotherapy. Students will discuss major theoretical perspectives and will be given an opportunity to develop a group and to facilitate the group process. Groups for children, adolescents, adults, families, and the elderly will be analyzed. Stages of group development, group theory, cross cultural and gender issues, as well as ethical and professional guidelines involved in group work will be major themes of this course.
GPS506 Family Systems*3This course is designed to facilitate an understanding of current concepts and theories of human dynamics using a system approach. The major theoretical perspectives will
be presented for students to discuss and evaluate. Students will be asked to demonstrate, for class observation and discussion, one of the major theoretical models. Implications for appropriate therapeutic intervention in dysfunctional family functioning, as well as ethical practices, will be addressed. Fall course.
GPS518 Diversity and Professional Relationships*3This course addresses the issues of cultural diversity. The course takes into consideration the specific values, beliefs and actions that are conditioned by a person's ethnicity, gender, religion, socioeconomic status, political views, life-styles and geographic region. The following are investigated as they relate to the aforementioned: time, self-disclosure, family values, nonverbal behavior, trusting relationships, self-actualization, directedness and assertiveness. Students are challenged to look at their cultural biases and stereotypical beliefs that may influence the therapeutic process and to look for bridges that can influence and assist in the process of relation. Spring course.
GPS519 Counseling Techniques*3This course is designed to help students develop and maintain effective counseling relationships with clients. Specific counseling strategies and techniques for children, adolescents and adults will be reviewed and practiced in the context of simulated individual sessions and in the context of a group experience conducted as part of the course. Students will practice skills related to conducting initial interviews, establishing treatment objectives, using various treatment procedures and homework assignments, terminating sessions and managing the counseling relationship. Students will learn to utilize an electronic case record system. Special issues related to ethical standards, diagnostic nomenclature, children and adolescents, managed care and short-term counseling and other topical issues within the field will be covered. Spring course.
GPS522 Foundations of Alcohol and Substance Abuse*3This course explores issues of substance abuse and chemical dependency with a discussion of the relationships between mood-altering substances and behavior, including tobacco and caffeine. The course will discuss other aspects of addiction such as gambling, family dysfunctions and behavioral and personality disorders, and other co-occurring mental health disorders which can be causative and resultant factors associated with addiction. Phases of addiction and recovery and current treatment approaches for children and adults will be explored (such as 12 step, peer support, medical, psychosocial, relapse prevention and intervention models), with opportunities for practice and field work provided. Information related to the spectrum of institutional and community-based services will be reviewed along with information related to promoting health maintenance and prevention of diseases (such as HIV/AIDS, STDs, Tuberculosis (TB) and other infectious diseases. Spring course.
GPS526 School Based Prevention & Intervention Services*3This course will address issues of relevance to counselors, student assistance professionals, and other health-related educators who work in school settings on a full time, part time or consultant basis. Topics will cover issues such as legal mandates in school, prevention education and programming, collaborative teaching models, standards-based lesson planning and curriculum development, classroom management, risk assessment and crisis intervention. Summer course.
GPS528 Organization and Administration of a School Guidance Program*3Foundations, current status and future directions in the field of School Counseling, will be reviewed as well as philosophical perspectives and current state requirements for the development, administration and evaluation of school counseling services, as described in the Vermont State Standards for School Counseling Services. Ethical, legal, state mandated, educational and other issues which impact on the organization and administration of school counseling programs will be explored, in light of competencies for educators and students, as described in the current editions of American School Counselor Association National Model, Vermont School Counseling Model, Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards, Core Teaching and Leadership Standards for Vermont Educators, the Vermont Department of Education Code of Professional Ethics and Rules for Professional Conduct and other pertinent resources. The role of the school counselor as a advocate for students, in coordinating services from home and community, and as a systems change agent to promote healthy educational communities will be examined. Fall course.
GPS537 School Counseling Field Experience I*3This is an experiential course where students apply theoretical knowledge and counseling skills in a structured school setting under supervision of College faculty and licensed, school counseling professionals in the school. Students will complete a minimum of 180 clock hours in the field (60 hours each in Pre-K/elementary, middle and high school settings), in addition to attending weekly coordinating seminar sessions on campus. Students are required to talk with their advisors and coordinator of field placements for the Division early in the semester that precedes the field experience regarding the process for obtaining a field placement. It is expected that by the end of Field Experience I that students will have completed two entries for the initial licensure portfolio (typically Entry 1 and Entry 2 or 3). Obtained criminal background and child abuse clearance checks. Prerequisite: Candidacy status, good academic standing and consent from the Division Chairperson or Coordinator of Field Placements for the Division. $200 Field Experience Fee and $100 School Counseling Portfolio Fee. Spring course.
GPS557 School Counseling Field Experience II*3These courses provide an opportunity for supervised application of theory to practice in an approved school setting, under the direct supervision of a licensed school counselor in the school and by an assigned faculty member. The student receives direct supervision each week by the field site supervisor in addition to weekly seminars on campus to discuss professional concerns. The internship consists of a minimum of 600 clock hours during the fall (GPS557) and spring (GPS558) semesters. It is expected that by the end of Field Experience II that students will have completed four entries for the initial licensure portfolio (typically Entries 1-4). The entire initial licensure portfolio, including all six entries should be completed and approved no later than March 15th during the student's semester of Field Experience III. Obtained criminal background and child abuse clearance checks. Prerequisites include candidacy status, good academic standing, completion of Field Experience I and consent from the Chairperson or Coordinator of Field Placements for the Division. $200 Field Experience Fee and $100 School Counseling Portfolio Fee. 3 credits each semester; a total of six credits is required.
GPS558 School Counseling Field Experience III*3These courses provide an opportunity for supervised application of theory to practice in an approved school setting, under the direct supervision of a licensed school counselor in the school and by an assigned faculty member. The student receives direct supervision each week by the field site supervisor in addition to weekly seminars on campus to discuss professional concerns. The internship consists of a minimum of 600 clock hours during the fall (GPS557) and spring (GPS558) semesters. It is expected that by the end of Field Experience II that students will have completed four entries for the initial licensure portfolio (typically Entries 1-4). The entire initial licensure portfolio, including all six entries should be completed and approved no later than March 15th during the student's semester of Field Experience III. Obtained criminal background and child abuse clearance checks. Prerequisites include candidacy status, good academic standing, completion of Field Experience I and consent from the Chairperson or Coordinator of Field Placements for the Division. $200 Field Experience Fee and $100 School Counseling Portfolio Fee. 3 credits each semester; a total of six credits is required.
Elective3PSY or Ed. Elective in Counseling or Education
Total63