COUNSELING (M.S.)
The Master of Science degree with specialization in Counseling has been designed to meet the needs of students whose backgrounds and aspirations vary. Its orientation is toward persons who are preparing for service in areas other than elementary and secondary schools; therefore, completion of the Master of Science degree will not lead to certification as a school counselor. A minimum of 48 semester credit hours is required for completing all specialization degrees except for the Mental Health specialization which requires 60 semester hour credits. A common core curriculum provides each student with a common base of substantive and experiential knowledge. The remaining credits are taken in an area of emphasis which has been planned with the close assistance of an advisor.
Students in this Counseling program may select, with Departmental approval, an area of emphasis from the following: College Counseling, College Student Personnel, Community Counseling, and Mental Health Counseling.
• College Student Personnel
The College Student Personnel emphasis provides preparation for persons who plan to work as student affairs administrators in colleges, universities, or community colleges.
In addition to the “for credit courses” each student in the College Student Personnel track is required to complete a research project during the program. The proposal for the study should be completed during the CNS 600, Research and Statistics course which should be taken during the first semester of full-time work. Additional work on the project will be completed in CNS 587, Advanced Research Seminar in Counseling (offered only in the summer). Completion of the research project is due April 1 for graduation in May, and July 15 for graduation in August and October 15 for December graduation, unless otherwise approved by the advisor. Note that the project is to be turned into the advisor journal ready. Minor or major revisions may be necessary prior to graduation.
• College Counseling Concentration
The College Counseling emphasis prepares counselors to work in college, university, and community college settings.
• Community Counseling Concentration
The Community Counseling emphasis enables persons working within the community, such as pastors, mental health workers and community action personnel, to acquire specialized skills needed to fulfill their responsibilities.
• Mental Health Counseling Concentration
The Mental Health Counseling emphasis is designed to prepare counselors with a greater level of diagnostic and treatment skills. Those selected into the program are expected to complete an additional 12 credits, including an Advanced Clinical Field Experience (3 credits).
ACCREDITATION AND CERTIFICATION APPROVAL
The Department of Counseling is accredited by the Middle States Association of Colleges and Secondary Schools and the National Council for the Accreditation of Teacher Education (NCATE). In addition, the Department has achieved professional accreditation from the Council for the Accreditation of Counseling and Related Educational Program (CACREP) for all concentrations. The Department is also authorized by the State Board of Education of the
The mission of the department of Counseling and College Student Personnel, as an entity of Shippensburg University, its Graduate School, and the College of Education, is to develop students’ academic and personal potential through a comprehensive counselor education program for graduate counseling and college student personnel students and though multi-faceted counseling services for all university students.
The Department’s mission integrates the principles of a meaningful learning environment, professionalism, and individual responsibility. It strives to be a respected leader in the promotion of dignity, acceptance, and collaboration within the
Specifically, it seeks to graduate highly skilled practitioners in counseling and college student personnel by utilizing experiential learning opportunities in an atmosphere of intellectual, investigative, and creative scholarly curiosity. The Department nurtures students to become congruent lifelong learners, noble practitioners, and leaders in their profession. Through authentic relationships with invested faculty who model intentional practice based firmly in theory and cultural advocacy, students develop the knowledge and skills necessary to be purposeful, effective practitioners with a strong sense of personal and professional identity. The Department is committed to providing quality counseling, psychological services, outreach, and training in a welcoming environment that embraces diversity and high ethical standards. It strives to facilitate the optimal growth and achievement potential, as well as the emotional and behavioral health, of the students, faculty, and staff members of the campus community.
RATIONALE FOR THE PROGRAMS
A basic concern for the enlightened human being is that each person should have the opportunity to grow and develop to the fullest extent possible. The belief that all persons are responsible for their own behavior and for the quality of their lives has persisted and grown throughout history. However, from time to time most people need help from outside themselves as they struggle to realize their potential and to be responsible citizens. As society has become more complex and the tasks of living have become more demanding, people in need of assistance have come to rely upon trained specialists who are able to facilitate the search for self-sufficiency. The complex stressors of today demand that helpers be specialized and highly trained.
Counseling and College Student Personnel must provide an impetus for creativity and innovation in addition to supplementing the functions of existing agencies and institutions. Counseling and College Student Personnel can, after being described in terms of behavioral competencies and learning experiences, be effectively taught to persons who desire to become counselors. In addition to teaching those counseling skills, a counselor education program must provide for the removal of many of the barriers which tend to interfere with the personal growth of trainees. The program should also facilitate the conceptualization of a professional role which is not only relevant for the present, but is also flexible enough to grow as new knowledge and experiences enhance the helping process.
In keeping with this rationale, the Department has identified specific behaviors expected of students successfully completing any of the counseling programs. The department and faculty are dedicated to the development of students as both counselors and individuals. Thus, departmental goals for student learning address both the professional and personal development of students. The following overall departmental goal statements identify specific behaviors that are expected of students successfully completing any of the counseling concentrations:
•GOAL I: A high level of personal growth and development.
A. Students will demonstrate self-awareness and understanding by:
1. being able to recognize personal strengths, weaknesses, needs, biases, and beliefs;
2. being sensitive to their personal and professional impact upon other people.B. Students will assume responsibility for their own personal development by:
1. seeking feedback from peers and professional staff;
2. engaging in self exploration.C. Students will interact in ways which facilitate constructive interpersonal relationships by:
1. understanding and accepting individuals who have differing points of view and life styles;
2. modifying behaviors as a result of feedback and self explorations.
•GOAL II: An understanding of basic subject matter underlying the practice of Counseling.
A. Students will demonstrate knowledge of the history of counseling and guidance.
B. Students will demonstrate knowledge of relevant theoretical systems by:1. describing the historical, philosophical, and cultural perspectives, and the principles and application of selected theories;
2. comparing the strengths, weaknesses, and unique contributions of selected theories;
3. determining the populations and situations for which each theory is appropriate.
•GOAL III: The ability to gather, analyze, and interpret individual and group data.
A. Students will demonstrate knowledge of a variety of approaches to research and will be able to use each approach appropriately.
B. Students will demonstrate the ability to interpret and apply the results of research. C. Students will demonstrate the ability to communicate the results of research.
•GOAL IV: The ability to generate and test hypotheses about human behavior.
A. Students will demonstrate the ability to create hypotheses based upon sound theoretical and practical concepts.
B. Students will be able to test hypotheses by making observations based upon relevant data. C. Students will be able to communicate the results of the hypothesis-testing process.
•GOAL V: The ability to counsel effectively in both individual and group settings.
A. Students will demonstrate the ability to engage in counseling relationships which:
1. actively facilitate client self-exploration and self-understanding;
2. understand the client’s personal perceptual framework including relevant aspects of self such as behavior, self evaluations, and beliefs;
3. encourage clients to take responsibility for their own behavior;
4. contribute to the lifelong development of the client.B. Students will demonstrate the ability to add directionality to the counseling process by being able to:
1. assist clients in taking appropriate action;
2. refer clients when appropriate;
3. terminate counseling when appropriate goals have been reached.C. Students will demonstrate the ability to help clients deal with a broad range of personal/social, vocational/educational and informational concerns.
D. Students will demonstrate an understanding of consultation skills.
E. Students will demonstrate the ability to improve their counseling effectiveness by seeking feedback and appropriately acting upon it.
•GOAL VI: The ability to design, implement and evaluate appropriate programs and interventions.
A. Students will demonstrate knowledge of the principles and factors necessary for designing programs, services, and interventions.
B. Students will demonstrate the ability to plan and implement appropriate interventions.
C. Students will demonstrate knowledge of research and accountability principles necessary for evaluating programs, services, and interventions.
•GOAL VII: The ability to determine how the goals and objectives of counseling programs relate to the goals of the institution or agency.
A. Students will demonstrate an understanding of the goals and objectives of counseling and guidance.
B. Students will exhibit an understanding of the goals and objectives of the institution or agency. C. Students will be able to recognize conflicts between the goals of counseling programs and those of the institution or agency, and propose resolutions for those conflicts.
D. Students will be able to demonstrate the ability to translate goals and objectives into appropriate roles and functions and communicate them to others.
•GOAL VIII: The ability to perform effective consultation, coordination, and referral.
A. Students will demonstrate knowledge of the principles and processes essential for consultation, coordination, and referral.
B. Students will demonstrate the skills necessary for effective consultation, coordination, and referral.
•GOAL IX: The ability to understand and demonstrate ethical behavior and to be aware of the legal implications of one’s actions.
A. Students will demonstrate knowledge of the ethical standards endorsed by the American Counseling Association.
B. Students will demonstrate knowledge of relevant legal issues that affect the practice of counseling.
C. Students will demonstrate the ability to make responsible, informed judgements based upon ethical and legal considerations.
•GOAL X: A sense of responsibility for one’s own professional identity and growth.
A. Students will demonstrate a knowledge of relevant professional organizations, publication, and continuing educational opportunities.
B. Students will demonstrate proactive learning behaviors conducive to professional development.
•GOAL XI: The ability to be sensitive to and understand the needs of all students and clients;
including the ability to
1)examine attitudes and myths and
2) understand the sociopolitical forces impacting students and clients who are traditionally underrepresented.
A. Students will demonstrate knowledge of unique factors (such as environment, races, culture, intellect, physical characteristics, sexual orientation, gender, and personality) which may affect the impact and relevance or programs, services, and interventions.
B. Students will demonstrate the ability to examine attitudes and myths regarding the culturally different and understand the sociopolitical forces impacting on the minority or culturally different client.
