Masters Program Details

The 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, Community Counseling, and College Student Affairs, are available.

Program Description

The 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, Community Counseling, and College Student Affairs, are available. The School Counseling and Community Counseling programs are accredited by the Council for Accreditation of Counseling and Educational Related Programs (CACREP) and each consists of a minimum of 48 semester hours (2 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.

Method of Delivery

Program is partially online (about 1/3 online; 1/3 hybrid; 1/3 face-to-face)

Accreditation

CACREP

Credit & Transfer

Total semester hours required to earn a degree: 48
Maximum Hours Transferable into program: 6

Tuition & Fees

Access to current technological tools is required along with a subscription to the TK20 portfolio and evaluation program.

Coursework

Program is partially online (about 1/3 online; 1/3 hybrid; 1/3 face-to-face)

Psychology of Classroom Learning - CEPD-6101
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: This course provides an in-depth study of the major cognitive and behavioral theories of classroom learning. Emphasis will be placed on enabling teachers and counselors to better understand how students learn; on helping educators identify and remove barriers that impede student learning; and on helping educators develop, utilize and advocate teaching practices, programs, and curriculum that lead to academic success for all. Theories of motivation, classroom management practices, and belief systems that promote learning will also be addressed.

Counseling Theories - CEPD-6131
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: An introduction to selected, prominent counseling theories with emphasis placed upon short-term therapies. 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.

Introduction to Counseling Practice - CEPD-6140
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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.

Group Counseling - CEPD-6160
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: This course introduces group work as practiced in community agencies and schools. The principles and practices of group procedures, and the nature and types of groups useful in specific settings will be included.

Professional School Counselor - CEPD-6180
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: This course is a foundational course to prepare school counselors as leaders who strengthen elementary, middle and secondary education and also serve as effective change agents in a multicultural environment. The content of the course includes an overview of the functional skills necessary for the delivery of a school counseling program and the principles underlying the work of the school counselor. Emphasis is placed upon the role of the counselor as an advocate for student success in school and life. Professional skills in six arenas - advocacy, brokering of services, collaboration, counseling, effective use of data, and leadership, are introduced. Technology will be integrated throughout the course.

Internship: School Counseling - CEPD-6186
Complete: 8 - 15 Weeks | Credit hours: 1.0

Description: Advanced professional counseling experience for graduate students in school counseling.

Practicum: School Counseling - CEPD-6187
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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 100 hours is required.

Career Counseling - CEPD-7112
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: This course focuses on career development as related to guidance and counseling across the life span. Particular emphasis is placed on the study of the world of work, career development for students and clients, and applied career theories. Counseling strategies are emphasized in the context of advocacy for equal access opportunities for all students.

Assessment and Effective Use of Data - CEPD-7130
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: The purpose of this course is to help educational leaders in training develop proficiency in the use of test scores as data to make decisions that relate to students' achievement, as well as to students' personal, social, and emotional well-being. Those enrolled will learn how to evaluate psychometric instruments and interpret various test scores. In addition, students will learn how to use test data to gain equal opportunities for all students, how to use test data to identify and target areas for support when needed, and how to use test data to advocate and effect change within the school, school system, and community.

Multicultural Counseling and Education - CEPD-7138
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: An examination of selected issues relevant to understanding multicultural lifespan differences, counseling process and practice.

Advocacy and Leadership - CEPD-7145
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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.

Research and Program Evaluation - CEPD-7152
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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.

Lifespan Human Development - CEPD-8102
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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.

Instructional Technology - MEDT-6401
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: An overview of communication and technology as it relates to teaching and learning. This course includes the design, production and utilization of materials and operation of audiovisual equipment and microcomputers. This course will meet the Georgia Technology certification requirement.

Guidelines for Admittance

  • All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
  • Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
  • International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
  • 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 (Community or School). Admissions to the M.Ed. Professional Counseling (College Student Affairs) are made only in the fall semester with application deadline in the prior February.

1.  2.7 Undergraduate GPA

2.Resume

3.  Minimum GRE composite score of:  a. 800 (before to August 1, 2011, minimum of 400 verbal and 400/3.5 quantitative or analytical writing); or b. 286 (after August 1, 2011, minimum of 146 verbal and 140/3.5 analytical writing)

4.  School Counseling Applicants ONLY
      a.  Passing score on the GACE Basic Skills exam (GACE Website: http://www.gace.nesinc.com/)

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.

Application Deadlines

Summer Admission application deadline is March 2 (only accept once a year)

Admission Process Checklist

The Graduate Studies Application Process checklist is available here: http://www.westga.edu/gradstudies/apply-now.php

One exception: If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.

Contact

Dr. Mark S. Parrish, Ph.D., LPC
Coordinator, Area of Counselor Education & College Student Affairs
mparrish@westga.edu
678-839-6117

Graduate Studies Records Coordinator

Phone: 678-839-6105 | Fax: 678-839-5451| cbauldin@westga.edu

Office: Education Annex 221


Dates

Specific dates for Admissions (Undergraduate Only), Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP at http://www.westga.edu/registrar/766.php.

Specific Graduate Admissions Deadlines: 

Learning Objectives

  • Demonstrate knowledge, skills and dispositions consistent with professional orientation and ethical practice
  • Demonstrate knowledge, skills and dispositions consistent with career development
  • Demonstrate knowledge, skills and dispositions consistent with social and cultural diversity
  • Demonstrate knowledge, skills and dispositions consistent with human growth and development
  • Demonstrate knowledge, skills and dispositions consistent with helping relationships
  • Demonstrate knowledge, skills and dispositions consistent with group work
  • Demonstrate knowledge, skills and dispositions consistent with assessment
  • Demonstrate knowledge, skills and dispositions consistent with research and program evaluation