The Masters of Education (M.Ed.) in Professional Counseling is designed for graduate students preparing for employment as professional counselors in schools, community agencies, and colleges or universities or for careers in college student services in colleges and universities. Three options of study, School Counseling, Clinical and Mental Health Counseling, and College Student Affairs, are available.
The M.Ed. in Professional Counseling is designed for graduate students preparing for employment as professional counselors in schools, clinical mental health agencies, and colleges or universities or for careers in college student services in colleges and universities. Three options of study, School Counseling, Clinical Mental Health Counseling, and College Student Affairs, are available. The School Counseling and Clinical Mental Health Counseling programs are accredited by the Council for Accreditation of Counseling and Educational Related Programs (CACREP). The School Counseling program requires a minimum of 48 semester hours (2 years of full time study), and the Clinical Mental Health Counseling (formerly Community Counseling) program requires a minimum of 60 semester hours (3 years of full time study). The College Student Affairs program consists of a minimum of 42 semester hours and adheres to CAS standards. A student will receive faculty endorsement only for the relevant option and plan of study completed.
An introduction to selected, prominent counseling theories. Focus is on relating theory to practice and on comparing and contrasting the key concepts, techniques, counselor and client roles, counselor-client relationships, methods of assessment and the contributions and limitations of each theory.
An application of selected, prominent counseling theories with emphasis placed upon short-term therapies. Focus is on the practical application of foundational theories and skill building through practice and feedback to develop professional strengths in applying the counseling theories/techniques/skills to practical situations.
An overview of basic, therapeutic interviewing skill building through practice and feedback to develop personal strengths in counseling. This course also provides students with an orientation to professional counseling organizations, the developmental history of the counseling profession, as well as ethical, legal and professional issues.
This foundational course provides an overview of clinical mental health counseling including theoretical and historical foundations of the profession; education, credentialing and practice issues; roles and functions of clinical mental health counselors in various practice settings; contemporary issues and trends; professional issues that affect clinical mental health counselors; and management of clinical mental health services.
Methods for the assessment of individuals in counseling will be taught, including clinical interviewing techniques, mental status exam, use of the APA Diagnostic and Statistical Manual (DSM), test selection, administration, scoring, interpretation, and reporting of results. Selection and interpretation of assessment tools appropriate for community and school settings will be addressed.
Studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches. This course also includes 10 hours of experience as a group member.
The counseling internship is designed to give candidates an opportunity to continue integrating and applying the awareness, knowledge, and skills learned throughout the counseling training program. Candidates will deliver counseling services in a field setting, and receive supervision of their work in biweekly group seminars for discussion of on-site issues, ethical issues, professional development, tape presentations, in-service training, and participation in peer supervision. A minimum of 600 on-site hours (240 direct service) for internship is required. CEPD 6182 Prerequisites: CEPD 6188 and College of Education Field Experience Application approval required.
This course emphasizes supervision of individual and group counseling and guidance conducted in field settings. Special attention is paid to the development of skills, interventions, and brokering of services. The foundation for the course is brief counseling approaches. A return to campus for individual supervision is a requirement of the course. A minimum of 150 hours is required. CEPD 6188 Prerequisites: CEPD 6131, CEPD 6140, CEPD 6160 and College of Education Field Experience Application approval is required.
This graduate course is a study of human growth and development from birth through aging and death. The course focuses on areas of physical, cognitive, social, personality, and emotional development as a series of progressive changes resulting from the biological being's interactions with the environment. Special emphasis is placed on the development characteristics of school age youth within a multicultural and diverse society.
This course is designed to give an overview and provide an understanding of abnormal behavior in the context of the diagnostic categories as described in the most recent edition of the Diagnostic and Statistical Manual of Mental Disorder (5th Ed.) [DSM-5] and the diagnostic system. Particular emphasis will be placed on the processes of assessment, diagnosis, and treatment of mental and emotional disorders and factors influencing these.
This course is designed to help students in a master's level or higher curriculum become competent in the use of educational and occupational information in counseling-related activities. Particular emphasis will be placed on how information is processed in planning, establishing and managing careers from a life-span perspective.
This course provides an overview of the nature of family systems relationships and family development. Particular emphasis will be given to the theory and practice of marital and family therapy. Students will examine both theoretical and empirical elements of family counseling which can be applied to marriage and family systems.
This course emphasizes 'theory to practice' by providing experiences that allow students to assess and develop their personal leadership while emphasizing the values, knowledge and skills required for effective advocacy and brokering of services through consultation and collaboration Special emphasis is placed on the development of skills in planning, organizing, coordinating and delivering programs that generate systematic change. Use of data to identify needs, remove barriers and mobilize resources from schools and communities in order to increase options for students and clients are primary themes throughout the course.
This course is designed to provide counselors with the research knowledge and skills necessary to evaluate individual and group counseling interventions, as well as educational programs. An emphasis will be placed on the collection and use of quantitative and qualitative data to evaluate programs. Counselors in training will also learn how to communicate data and findings to others to effect change and to act as advocates for students/clients.
This course provides an introduction to the theory and practice of crisis intervention and trauma counseling. Students will be prepared to recognize, understand, and respond to the needs of individuals who are experiencing or have experienced individual, family, or community level crises, disasters, or trauma.
This course is designed for counselors and other human service providers working in a variety of settings, including schools, community agencies, private practices, and hospitals. Topics covered include the classification of drugs and their effects on users; various models of addiction; the use of assessment, diagnosis, and prevention strategies with individuals, families, and groups; relapse prevention; and legal, ethical and multicultural issues associated with addictions work.
This describes the general information about faculty for this program.
Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Admissions Office.
Program-specific Admittance Guidelines
The admission process begins with application to the Graduate Studies. The application and all materials are submitted to Graduate Studies. Files will be reviewed in the department only after all materials are received. Admissions to the M.Ed. Professional Counseling Clinical Mental Health are in fall semester. Admission to the M.Ed. Professional Counseling School are in summer semester. Admissions to the M.Ed. Professional Counseling (College Student Affairs) are only in the fall semester. The application deadline for all M.Ed. in Professional Counseling programs are due the February prior to the admission semester.
1. 2.7 Undergraduate GPA
3. Minimum GRE composite score of: 286 with a minimum of 146 verbal and 140/3.5 analytical writing
4. School Counseling Applicants ONLY:
Passing score on the GACE Program Admission Assessment, Combined Test I, II, and III; or
The GACE Program Admission Assessment, Combined Test I, II, and III can be exempted with the following scores:
SAT Composite score: 1000 on Verbal and Math
ACT Composite score: 43 on English and Math
GRE Composite score: 1030 on Verbal and Quantitative (before 8/1/2011); or GRE Composite Score; 297 on Verbal and Quantitative on or after 8/1/2011); and
Satisfactory results on the College of Education Criminal Background Check.
5. Written personal narrative describing the reasons for applying to the program, an analysis of personal strengths and weaknesses related to chosen option, career goals, and anticipated benefits from the program.
6. Interview with faculty. This interview will focus on the assessment of factors such as emotional maturity, professional related experience, readiness for the program, life experiences, attitude, compatibility with department goals, and communication/interpersonal skills.
(1) Candidates will demonstrate professional dispositions consistent with the field of professional counseling, as measured by an average rating of "proficient" or higher on a summative administration of the Professional Dispositions and Behaviors Rubric.
(2) Candicates will demonstrate professional skills consistent with the filed of professional counseling, as measured by an average rating of "proficient" or higher on a summative administration of the Field Placement Evaluation.
(3) Candidates will know the major concepts, theories, and practices articulated in current counselor preparation standards, as measured by a passing score on the Counselor Preparation Comprehensive Examination (CPCE).