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Students listen to faculty in a school of education class

FAQs

1. Who may apply to the CACREP accredited Master's Program in School Counseling?
Individuals with an undergraduate degree from an accredited college who wish to become school school counselors.

2. What are the admission requirements to apply?

  • Completed application form and payment of fees
  • Transcripts
  • 3.0 overall grade-point average or better recommended (see below).
  • Baccalaureate or advanced degree with minimum 3.0 GPA. If applicants have not earned at least a 3.0 GPA on a 4.0 scale in their undergraduate programs, they must submit a minimum score of 402 on the Miller Analogies Test or a minimum of 300 (V+Q) on the General Test of the Graduate Record Examination prior to the interview. Scores below the above criteria may be considered individually.
  • 3 Letters of Recommendation (at least one should be an academic reference)
  • Interview

3. What does the State of Maine require to become a certified school counselor?
The Maine Department of Education requires coursework and internship experiences designed to meet nine outlined areas of study. Husson University's program is designed to address all these requirements leading to Endorsement 075: School Guidance Counselor. Our MS in School Counseling program is approved by the Maine Department of Education. Students interested in becoming certified in another state would need to check the specific requirements particular to that state, as laws and regulations vary.

4. What does the program involve?
The MS in School Counseling program consists of a total of 60 credit hours. There are 48 credits of knowledge and skills classes. A practicum of 100 hours (6 credits) and an internship of 600 hours (6 credits) are required and included in the total number of credits.

5. When can a student apply for candidacy?

Students enrolled in the MS in School Counseling programs must apply for candidacy after completion of 18 hours of coursework. Coursework must include successful (B- or better) completion of CO 700 Orientation to the Profession of Counseling, CO 702 Human Growth and Development, CO 703 Research and Program Evaluation, CO 705 Counseling Theories, CO 710 Counseling Techniques, and CO 721 Assessment in Counseling. If on the basis of academic and clinical work, as well as professional dispositions as assessed by the Professional Performance Review, the faculty believes the student has the ability to become a successful counselor, candidate status will be awarded. It is possible that problems may appear in a student's behavior after admission to candidacy that could affect his or her ability to be an effective counselor. Husson reserves the right to require counseling or other corrective activities if it becomes aware of such issues at any time during the student's academic program.

6. What are the distinctive features of a School Counselor's role?
The dynamic role of a school counselor depends upon a commitment to working collaboratively within a K-12 school setting. As a school counselor, individuals may be responsible for classroom guidance instruction, individualized counseling, needs-based work with student groups, implementation of behavioral programs within schools, advising parents and classroom teachers, collaborating to develop effective programming, and empowering students to make appropriate life decisions.

7. What professional skills are developed during completion of this program?
Learning outcomes of the M.S. in School Counseling program include:

  • Recognizing the complexity of roles assumed by a school guidance counselor
  • Respect for the ethics and standards of a counseling profession
  • Acquaintance with basic educational philosophies and school operations
  • Enhanced communication skills to work effectively with the nature and needs of all developmental levels
  • Development of a collaborative style of working within a school community
  • Acquiring an understanding of group development skills and group dynamics
  • Developing consultation and individual counseling skills
  • Understanding career development and appropriate career counseling issues for the K-12 age span
  • Developing expertise in how to apply individual and group approaches to various assessments and evaluative techniques

8. What are the expectations of School Counseling graduate students?
The following requirements apply to all graduate students:

  • Students are expected to use the American Counseling Association "Code of Ethics and Standards of Practice" and the Standards of Practice of the American School Counselor Association as a guide for their professional behavior throughout the completion of the coursework. These expectations will be embedded in coursework and clinical evaluation tools.
  • Students will remain in good academic standing and are required to demonstrate high ethical standards and evidence of functional competencies in fulfilling the professional roles required in the program.

9. What are the qualifications of the course instructors?
Program faculty members are certified school counselors and/or licensed clinical professional counselors or licensed psychologists. All are active in professional practice and have made significant contributions in the field of counseling.

10. When are courses for the program offered? Can they be taken on a part-time basis?
Courses are offered in the late afternoons and evenings for students who have full-time work responsibilities. The program may be completed on either a full-time or part-time basis. All graduate work toward a master's degree must be completed within five years of being awarded candidacy.