Pupil Personnel Services School Counseling Credential (California)
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Program Overview
Degree:
Pupil Personnel Services School Counseling Credential (California)
Application:
$0 application fee. No essays/exams.
The Pupil Personnel Services School Counseling Credential option provides 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. This Credential ONLY Option is available to candidates who hold a Master’s Degree And A Valid California Pupil Personal Service: School Social Work (PPS – SSW) or School Psychology (PPS – SP) Credential.
Degree Requirements
For the Credential ONLY Option, candidates must hold a Master’s Degree And A Valid Pupil Personal Service: School Social Work (PPS – SSW) or School Psychology (PPS – SP) Credential and must complete at least 36 quarter units of graduate work to receive a Pupil Personnel Services School Counseling Credential.
National University awards credit in quarter units, with each academic year divided into four 12-week quarters.
Each quarter is made up of three 4-week classes, with one class per month. Under the current policy, 4.5 units of credit are awarded for courses.
Core Requirements Extensive Support Needs
11 Courses
Foundations of Professional EC
4.5 Quarter Units
Prerequisite: 5 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.
Equity Driven Leadership
4.5 Quarter Units
Prerequisite: EDC 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.
Ethics&Legal Mandates for EC
4.5 Quarter Units
Prerequisite: EDC 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.
SEL & Academic Development
4.5 Quarter Units
Prerequisite: EDC 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.
Cultural Conscious Counseling
4.5 Quarter Units
Prerequisite: ESN 657D
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.
Individual/Group Counseling
4.5 Quarter Units
Prerequisite: EDC 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).
Individual/Group Counseling
4.5 Quarter Units
Prerequisite: EDC 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).
Fieldwork Experience A
4.5 Quarter Units
Prerequisite: EDC 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.
Program Learning Outcomes
Learn the key skills to help you excel in your field of study.
- Implement the basic foundations of school counseling professional standards.
- Advocate for all PK-16 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, analyze, and construct social and emotional research-based practice.
- 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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Additional Resources
Program Disclosure
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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