Master of Science in Educational Counseling with PPSC Credential Option

Master of Science in
Educational Counseling

with Internship Option (California)

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Home » Programs » Master of Science in Educational Counseling with Internship Option (California)

Program Overview

The Master of Science in Educational Counseling degree provides the academic pathways for students who are committed to the professional practice of counseling in schools. The program is designed to prepare educational counselors to be reflective social justice leaders that advocate for positive institutional transformation that promotes anti-racist, just and equitable outcomes for all students. Students will be prepared to deliver culturally responsive services to a pluralistic society and will develop comprehensive counseling skills informed by theory, research and practice. The program offers two options for career pathways within the Master of Science in Educational Counseling with Pupil Personnel Services Credential School Counseling or a Master of Science in Educational Counseling with an Emphasis in Community College Counseling. Each student must choose only one of the following options for their career pathway.

Pupil Personnel Service School Counseling 

The Pupil Personnel Services Credential – School Counseling (PPS-SC) option provides the students with the acquired skills to become social justice leaders and competent school-based mental health professionals through a program of study aligned with the American School Counselor Association’s (ASCA) National Standards. This pathway provides PPS candidates with the acquired skills, knowledge, and abilities to become a professional school counselor and involves a combination of coursework, practicum, and fieldwork.

Successful completion of this program of study leads to a master’s degree with the Pupil Personnel Services Credential in School Counseling and a Child Welfare and Attendance (CWA) authorization. Credentials and authorizations are awarded through the California Commission on Teacher Credentialing (CCTC).

Students enrolled in the credential pathway are awarded the master’s degree once they have successfully completed all the coursework, a capstone project, and the PRAXIS exam. All coursework must be completed prior to the PPS-SC credential recommendation. Course equivalence will not be granted for life experiences.

For additional information on credential requirements, please see the Sanford College of Education Credential Information section of the catalog.

Community College Counselor-Emphasis

The Emphasis in Community College Counseling option emphasizes principles and practices of counseling within a community college environment. Students will gain the acquired skills to become social justice leaders, school-based mental health professionals, learning agents, student developers, and resource managers. This pathway offers students with acquired knowledge and professional skills in comprehensive counseling, career guidance, and advisement services to students from diverse backgrounds for the purpose of developing and facilitating the attainment of their academic, vocational, and personal objectives.

Successful completion of this plan of study leads to a master’s degree with an emphasis in Community College Counseling. Students enrolled in the program are awarded the master’s degree once they have successfully completed all the coursework, a capstone project, and a comprehensive exam. All coursework must be completed prior to degree recommendation. Course equivalence will not be granted for life experiences.

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The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

Course Details

Course Listing

Core Requirements 

  • 13 courses: 63 quarter units

Course Name

Prerequisite5 year CA Certificate of Clearance (CL-900) is needed before enrolling in the course.

This course examines the history of educational counseling and provides context for the current state of the profession, within a Diversity, Equity and Inclusion (DEI) lens. Core counseling theories will be presented and explored within the context of schools and colleges. American School Counselor Association (ASCA) and American Counseling Association (ACA) models will be introduced and examined.

PrerequisiteEDC 600

The educational counselor’s role as a leader, advocate, and systems change agent is explored. Theories and principles of equity within educational contexts is critiqued. The content identifies and addresses prejudice, power, personal biases, attitudes, oppression, and privilege that affect self and school communities, with the purpose of creating more safe, secure and nurturing learning environments.

PrerequisiteEDC 601

Provides an introduction to the ethical and legal obligations to students, parents, administrators, and teachers. Provides knowledge of federal and state laws, county ordinances, and district policies related to the rights of historically marginalized populations. Professional and ethical boundaries in school counseling relationships are examined per guidelines created by American School American School Counselor Association, American Counseling Association.

PrerequisiteEDC 602

Understanding of historical and contemporary theories across the lifespan. Utilizing a systemic perspective, the course examines academic, physical, cognitive, language, and moral development. Cultural assets and family configuration patterns, emphasizing social emotional learning as it relates to racial, ethnic, gender, sexual orientation and socio-economic status.

PrerequisiteEDC 603

Analysis and reflection of personal knowledge, bias, attitudes and beliefs about counseling diverse populations. This course highlights race, culture, gender and intersectionality and theoretical cultural responsive concepts are examined. Students will build and enhance culturally conscious competence and will gain an understanding of the impact poverty, social class, community, culture, and family have upon diverse groups of students. Students practice culture-centered counseling perspectives. Cultural wealth is recognized along with the attributes that facilitate a culturally responsive PK-16 school climate welcoming and appreciating the assets, strengths, and gifts that diverse students have.

PrerequisiteEDC 604

Course reviews and evaluates the core counseling theories that work most effectively in schools, such as but not limited to: Adlerian Theory, Choice Theory, Cognitive Behavioral Therapy (CBT), Family Systems, Mindfulness-Based Stress Reduction (MBSR), Motivational Interviewing, Person-Centered Counseling, Rational Emotive Behavior Therapy (REBT), and Solution-Focused Brief Counseling (SFBC).

PrerequisiteEDC 605A

Introduce and further develop the core counseling theories that work most effectively in schools, such as but not limited to: Adlerian Theory, Choice Theory, Cognitive Behavioral Therapy (CBT), Family Systems, Mindfulness-Based Stress Reduction (MBSR), Motivational Interviewing, Person-Centered Counseling, Rational Emotive Behavior Therapy (REBT), and Solution-Focused Brief Counseling (SFBC).

PrerequisiteEDC 605B

Learn to provide treatment strategies to school populations who have experienced trauma-related issues. Through defining and understanding trauma-informed care, SC’s will help students cope with a variety of high stress situations.

PrerequisiteEDC 606

Theories and principles of equity are examined for the purpose of creating more safe, secure and nurturing learning environments. Exploration of the current role of the school counselor in PreK-14 academic tiered systems of support, developing strategies to intervene academically through appraisal, advisement, individual student planning and goal-setting. The course builds upon students’ strengths and assets to support all students, especially historically underserved students. Current social issues are identified, such as cyber bullying, social media literacy, alcohol, tobacco, and other drugs, suicide, truancy, LGBTQ+ awareness and empowerment. prevention and intervention strategies within school communities.

PrerequisiteEDC 607

Articulate the role of the school counselor in PreK-14 college/career tiered systems of support utilizing knowledge and understanding of state and local graduation requirements, and provisions for marginalized populations. Apply educational transitional strategies, including career development and exploration, throughout the lifespan including using multiple career assessments and planning tools applying knowledge and understanding of local and national career and job market trends.

PrerequisiteEDC 608

The course provides the foundation of educational inquiry and data analysis processes that help develop, implement, and evaluate comprehensive educational counseling programs. The course provides candidates with the skills and knowledge related to the evaluation and assessment of data that ensures access and equitable educational outcomes and the examination of comprehensive educational counseling programs that drive policy and create systematic change, including academic, college/career and social emotional development for PK-14 educational systems will be articulated.


Prerequisite
EDC 609

The course provides an introduction to the basic principles of research design in schools and program evaluation as applied to educational counseling. Fundamental concepts and practices in educational research, methods, design, analysis, and conclusions, will be covered with the utilization of the current American Psychological Association (APA) research writing style . The course is designed to prepare candidates for the research project that will be completed during the capstone course, EDC 611 Research in Schools.

PrerequisiteEDC 610

The course provides an overview of the basic principles of research design in schools and program evaluation as applied to school counseling. The course addresses fundamental concepts and practices of educational inquiry, research, methods, design, and analysis. The course is designed as the capstone course in which candidates will select a topic of interest and demonstrate research and evaluation competencies by completing an educational research project.

Pupil Personnel Service School Counseling Credential Requirements

  • 2 courses; 9 quarter units

For the Pupil Personnel Service School Counseling Credential, the completion of two fieldwork courses are required (EDC612A and EDC612B OR EDC613A and EDC613B. (The Internship (EDC613A & EDC613B) courses need to be Pre-Approved for enrollment and are ONLY available to candidates who have been hired by a Public School District as a School Counselor)

Course Name

PrerequisiteEDC 600; EDC 601; EDC 602; EDC 603; EDC 604; EDC 605A; EDC 605B; EDC 606; EDC 607; EDC 608; EDC 609; EDC 610; EDC 611

This course focuses upon the experiences school counseling students are engaged in during program-approved field placements. Students participate in supervision in PK-12 public school settings in conjunction with the course instructor, which includes group supervision with their peers and a self-care plan. This course is for students in their first term of fieldwork.

PrerequisiteEDC 612A

This course focuses upon the experiences school counseling students are engaged in during program-approved field placements. Students participate in supervision in PK-12 public school settings in conjunction with the course instructor, which includes group supervision with their peers and a self-care plan. This course is for students in their second term of fieldwork.

OR

PrerequisiteEDC 600; EDC 601; EDC 602; EDC 603; EDC 604; EDC 605A; EDC 605B; EDC 606; EDC 607; EDC 608; EDC 609; EDC 610; EDC 611

Engagement in school counseling fieldwork experiences during a program-approved paid internship. Students participate in supervision in a PK-12 public school setting in conjunction with the course instructor, which includes group supervision with their peers and a self-care plan. This course is for students with program-approved School Counselor paid internships only.

PrerequisiteEDC 613A

Engagement in school counseling fieldwork experiences during a program-approved paid internship. Students participate in supervision in a PK-12 public school setting in conjunction with the course instructor, which includes group supervision with their peers and a self-care plan. This course is for students with program-approved School Counselor paid internships only.

Emphasis in Community College Counseling

Academic Program Director: Sonia Rodriguez; [email protected]

The emphasis in Community College Counseling option emphasizes principles and practices of counseling within a community college environment. Students will gain the acquired skills to become social justice leaders,  school-based mental health professionals, learning agents, student developers, and resource managers. This pathway offers students with acquired knowledge and professional skills comprehensive counseling, career guidance, and advisement services to students from diverse backgrounds for the purpose of developing and facilitating the attainment of their academic, vocational, and personal objectives. 

Successful completion of this plan of study leads to a master’s degree with a emphasis in Community College Counseling. Students enrolled in the program are awarded the master’s degree once they have successfully completed all the coursework, a capstone project, and a comprehensive exam. All coursework must be completed prior to degree recommendation. Course equivalence will not be granted for life experiences.

Additional fees 

GoReact

GoReact is an online video coaching and collaboration platform designed to improve professional practices. All Educational Counseling students are required to utilize GoReact. The fee is $50 per year. 

Program Learning Outcomes:
Upon successful completion of this program, students will be able to:

  • Advocate for all PK-14 students by employing anti-racist practice within educational foundations, growth and development, learning theory, and academic achievement.
  • Perform as equitalble driven leaders and promote social justice efforts to enhance inclusitivity and access for all.
  • Distinguish among major developmental theories of practice (personality, social, physical, emotional, and cognitive development) and chronological stages of human development that impact student academic development and life- long learning.
  • Evaluate legal and ethical practices of professional school counseling.
  • Demonstrate competence in the application of research methods.

Degree Requirements:

Students must complete 9 quarter units of graduate work.  

*Coursework must have been completed within the past 5 years. Course equivalence cannot be granted for life experience.

PrerequisiteEDC 600; EDC 601; EDC 602; EDC 603; EDC 604; EDC 605A; EDC 605B; EDC 606; EDC 607; EDC 608; EDC 609; EDC 610; EDC 611

The course provides an overview of community colleges in the United States including history, multiple missions, structure of community colleges, policies, operation, and the varying roles/divisions, and functions of each. A brief examination of the functions of community college counseling divisions, visions, missions provide the candidate a foundation of understanding of the role of the community college counselor.

PrerequisiteEDC 614A

The course provides an in depth understanding of community college counseling divisions in the United States. Candidates further explore the history, missions, structure of community colleges, and the policies and functions that impact student success. An inquiry into the functions of community college counseling divisions, visions, missions provides the candidate with an understanding of the role of the community college counselor and counseling structures through a Diversity, Equity, and Inclusive lens.

Degree and Course Requirements

To receive a Master of Science in Educational Counseling, students must complete at least 72 quarter units of graduate work.  A total of 13.5 quarter units of graduate credit may be granted for equivalent graduate work completed at another accredited institution, as it applies to this degree, if the units were not used in earning another advanced degree. 

*Coursework must have been completed within the past 5 years. Course equivalence cannot be granted for life experience.

Program Learning Outcomes

Upon successful completion of this program, students will be able to:

  • Implement the basic foundations of school counseling professional standards.
  • Advocate for all PK-14 students by employing anti-racist practice within educational foundations, growth and development, learning theory, and academic achievement.
  • Perform as equitable driven leaders and promote social justice efforts to enhance inclusivity and access for all.
  • Distinguish among major developmental theories of practice (personality, social, physical, emotional, and cognitive development) and chronological stages of human development that impact student academic development and life- long learning.
  • Examine, assess, and construct academic, social, and emotional comprehensive development programs with research-based practices.
  • Evaluate legal and ethical practices of professional school counseling.
  • Evaluate and assess program development for equitable outcomes.
  • Demonstrate competence in the application of research methods.

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Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

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