non thesis master's in guidance and counselling

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Choosing Between a Thesis or Non-thesis Master's Degree

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

Online Master’s Degrees in School & Guidance Counseling

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As the name suggests, school and guidance counselors work in schools. They often work directly with individual students to help them cope with issues that might affect their home life, and hence their school productivity. School and guidance counseling in later years might focus on helping individual students prepare for and achieve their post-high school education and career goals.

In addition to helping individual students, school and guidance counselors also apply their training to the school as a whole, to institute policies and effective learning environments that benefit the general school population. School and guidance counseling may take place in individual or group settings in K-12 schools or universities or in any setting in which emotional development affects a person’s school and career opportunities.

According to the Bureau of Labor Statistics (2023), jobs in school and guidance counseling are projected to rise 5 percent nationally between 2022 and 2032, which is faster than the average growth rate for all occupations during the same period (3 percent).

School and guidance counselors need at least a master’s degree or significant relevant educational experience to work in that field. Achieving that degree means core coursework, specialized coursework, and several hundred hours of supervised clinical experience before being eligible for state licensure as a counselor.

Getting an online master’s degree in school or guidance counseling is a convenient way for many modern students, who may already have family life or professional career obligations, to achieve their degree and launch their careers or enhance a career they already have within a school setting.

Typical Admissions Requirements for Online Master’s Degrees in School & Guidance Counseling

An online master’s degree in school and guidance counseling offers flexibility for students who are also working professionals.

Many schools require a graduate admissions test score as part of their admissions process. Some don’t, so that is one of the first decisions that a student has to make. Studying for and taking a GRE can add weeks or months to a student’s timeline.

Admission to a master’s program requires that a student have a bachelor’s degree, at a minimum. While, in many cases, there are no requirements for the type of bachelor’s degree that a potential master’s student can have, many programs will give more consideration to an applicant who has a degree related to or complementary to counseling or education in some way such as psychology or sociology. Volunteer experience within a school, career, or vocational setting would also be beneficial.

Typical admissions requirements for online master’s degrees in school counseling include:

• A bachelor’s degree from an accredited institution
• A minimum GPA, often 2.7 or 3.0
• Official transcripts from the student’s previous school
• An essay outlining interest in the program
• Letters of recommendation
• Resume or CV outlining relevant work and volunteer history
• A GRE, MAT, or another standardized test score, if required
• A completed official application including the above information is submitted, typically with an application fee

During a master’s degree, students will complete many hours of supervised direct experience. Licensure is different in each state. However, the general standard for licensure is completing a 60-credit hour major with two years of post-degree supervised work and passing a state licensure exam. Students should determine the requirements for licensure in the state or states they would like to practice in the future.

Courses in Online Master’s Degrees in School & Guidance Counseling

Some common courses include:

• Abnormal Behavior and Psychopathology
• Advanced Group and Family Counseling
• Qualitative Methods of Research
• Human Sexuality
• Analysis of Behavioral Data
• Theories and Practice of Counseling Supervision
• Counseling Leadership and Advocacy
• Ethics and Legal Aspects of Counseling
• Research and Program Evaluation
• Grant Writing
• Introduction to Secondary School Counseling
• Introduction to Elementary/Middle School Counseling
• Multicultural Issues in Counseling and Related Fields
• Parenting and Parent Consultation
• Psychosocial Development and Disability
• Assessment in Schools
• Career Counseling and Development
• Anger Management
• Counseling Boys and Men
• Crisis Prevention
• Grief, Death, and Bereavement Counseling
• Advanced Behavior Intervention
• Psychological and Educational Measurement
• Advanced Issues in Professional School Counseling
• Substance Abuse and Society
• Current Trends and Legal Issues in Educating Special Populations
• Prevention and Intervention within Public Schools
• Theories & Strategies for Counseling School-Aged Children
• Career Development and Vocational Appraisal
• Counseling Children and Adolescents
• Counseling Applications of Lifespan Development
• Counseling Diverse Populations
• Crisis Intervention in Counseling
• Basic Methods in Education Research
• Group Processes in Counseling
• Research Design and Writing
• Supervised Practicum in School Counseling
• School Counseling Internship

Supervised Clinical Hour Requirements & Internships – Online Master’s Degrees in School & Guidance Counseling

There is no national licensing or certification body for counseling education, meaning each state has its procedures, requirements, and even levels of licensure. It is up to each state to determine its requirements for licensure and educational minimums, so it is of the utmost importance to research the standards in the state where you wish to practice to be sure that your choice of schools and programs meets their needs.

In addition to academic coursework, most online master’s programs in school counseling include supervised hands-on experiences in practicums (100 to 150 hours) and internships (600 to 700 hours). While most state requirements are similar, they are different enough that the requirements met in one state will not necessarily be valid in another.

The American School Counselor Association maintains an updated list of each state’s requirements for licensure. Alabama, for instance, requires a 100-hour practicum, including a minimum of 40 clock hours of supervised, direct service work in individual and group counseling with early childhood/elementary and secondary school students. They also require a 600-hour school-based internship.

On the other hand, Alaska has no experience requirements but requires completion of three semester-hours of Alaska studies, and three semester-hours in multicultural education or cross-cultural communication.

Connecticut, a state with more traditional experience requirements, has specific standards. They require a minimum of 30 semester-hours of credit in a planned program in school counseling services as part of (or in addition to) the master’s degree required coursework. Also, they require completion of a minimum of 36 hours of study in a special education program for gifted and talented children and special-needs children in the regular classroom. Following that, a 10-month, 700-hour minimum supervised school counseling internship is also required.

Check out the specialized requirements for credentialing within each state on the school counselor career and licensure page.

Program Accreditation for Online Master’s Degrees in School & Guidance Counseling

The benefit of attending a college or university school and guidance counselor program that is nationally recognized is that the student can be sure they are attending a program that meets certain respected educational parameters. An accredited school has comprehensive educational programs, experienced faculty members, and many student resources. Schools, school districts, and other settings that employ school or guidance counselors generally look more favorably on applicants who have graduated from a nationally recognized program.

Program accreditation for online master’s degrees in school and guidance counseling is overseen by the American School Counselors Association (ASCA) Specialized Professional Association (SPA) under the Council for the Accreditation of Educator Preparation (CAEP), which was formerly known as the National Council for Accreditation of Teacher Education (NCATE). Another program, the Council for Accreditation of Counseling & Related Educational Programs , or CACREP, certifies counseling education programs.

CACREP standards address faculty requirements, credit-hour and internship requirements, student and faculty evaluation, and other issues. CAEP SPA standards address student knowledge only. The ASCA’s FAQs explain that while there are some similarities between the two sets of standards, the ASCA standards focus on the essential knowledge and skills necessary to be a successful school counselor. CACREP standards do not differentiate between school counselors and clinical counselors.

CAEP standards are written for different fields of teaching (e.g., elementary, special education, secondary mathematics) and for other school professionals (e.g., principals, librarians, school psychologists). To earn the ASCA national recognition, colleges/universities must be accredited by CAEP.

Another council, the Master’s in Psychology and Counseling Accreditation Council (MPCAC), accredits master’s programs that have been vetted specifically for their mental health offerings.

Featured Online Master’s in School & Guidance Counseling Programs

Albany State University – College of Business, Education, and Professional Studies

Among Albany State University’s three concentration areas of its counseling education program is the 63-credit school counseling program. Applicants do not have to be certified teachers to be admitted to the program.

Students who earn a master of education in counselor education with a concentration in school counseling are eligible for Georgia T-5 Certification in School Counseling. Online students are required to complete at least 2 four-day on-campus residencies.

The school counseling concentration includes courses such as school counseling foundations; counseling children and adolescents; school counseling P-12; school counseling curriculum and program coordination (clinical mental health); and exceptional children.

• Location: Albany, Georgia
• Accreditation: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); Council for Accreditation of Counseling and Related Educational Programs (CACREP)
• Expected Time to Completion: 63 credits, two years
• Estimated Tuition: $300 per credit plus fees, online program

Bradley University

Bradley’s program is an online master of arts in counseling specializing in professional school counseling. This program prepares students for the National Counselor Exam and, though it is online, allows students to complete practicums locally.

To graduate with this degree, students must complete 60 credits of coursework, including one practicum, two internships, and two one-week in-person residencies. The first residency will occur during the student’s first term, and the second will occur in the eighth term.

The curriculum includes courses such as theories & techniques of counseling; career counseling; professional school counseling, secondary schools; education law, advocacy, & leadership; professional school counseling, K-8; trauma crisis & grief counseling; intimate partner relationships & family counseling; and principles of group counseling.

• Location: Peoria, Illinois
• Accreditation: Higher Learning Commission (HLC); Council for Accreditation of Counseling and Related Educational Programs (CACREP)
• Expected Time to Completion: 60 credits, two years
• Estimated Tuition: $1,039 per credit plus fees

Auburn University

The Department of Special Education, Rehabilitation, and Counseling in Auburn University’s College of Education offers a school counseling master of education program that is delivered both on-campus and online. This degree allows graduates to apply for a Class A Alabama professional educator certification.

The program’s 60-credit curriculum includes courses such as introduction to measurement and assessment; career development and vocational appraisal; counseling children and adolescents; introduction to counseling practice; orientation to school counsel; crisis intervention in counseling; orientation to professional counseling; foundations of school counseling; and leadership and advocacy for school counselors.

• Location: Auburn, Alabama
• Accreditation: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); Council for Accreditation of Counseling and Related Educational Programs (CACREP); Council for Accreditation of Educator Preparation (CAEP)
• Estimated Tuition: $630 per credit

Adams State University

Adams State University has an online counseling education program leading to a master of arts in clinical mental health counseling or school counseling. Online program students must attend two one-week sessions on the Adams State campus in each of the two summer sessions, usually in June.

Completing the school counseling curriculum leads to the student being qualified to apply for licensure as a school counselor in Colorado. Adams State University accepts students in the fall, spring, and summer.

The program’s 60-credit curriculum includes courses such as lifespan development; group counseling; couples/family/systems; assessment in counseling; foundations of addictions counseling; ethics & professional issues; creativity in counseling; foundations of school counseling; comprehensive school counseling; and professional school counseling issues.

• Location: Alamosa, Colorado
• Expected Time to Completion: 60 credits, two to three years
• Estimated Tuition: $444 per credit plus fees

Capella University

Capella’s online master of science in school counseling follows the traditional GuidedPath course of study, meaning the coursework is based on the quarter system of one to three courses per ten-week quarter.

Courses are online, with two in-person residencies required. Each residency is embedded within a six-week online course. The course opens approximately three weeks before the five-day in-person residency, with two days allotted for travel. All of Capella’s core faculty hold doctorates.

Capella University’s online MS in school counseling offers three concentration options: addiction treatment and recovery; child and adolescent counseling; and general school counseling. Courses include life planning and career development; theories of addiction treatment; interventions for substance-related and addictive disorders; child and adolescent counseling; theories and skills of play therapy; ethical and legal issues in professional counseling; and crisis assessment and intervention.

• Location: Minneapolis, Minnesota
• Accreditation: Higher Learning Commission (HLC); Council for Accreditation of Counseling and Related Educational Programs (CACREP); Council for Accreditation of Educator Preparation (CAEP)

The College of William & Mary – School of Education

The College of William & Mary is the second-oldest institution of higher education in the United States, after Harvard University. It was founded in 1693 by King William III and Queen Mary II. William and Mary’s online counseling program offers a master of education with concentrations in clinical mental health counseling, military and veterans counseling, and school counseling.

The online MEd in counseling programs require that students participate in two on-site residencies which will take place before students begin their practicum and again before starting their internship. The two, 3-day residencies take place at William & Mary’s historic campus in Williamsburg, Virginia. Each program is 60 credits and includes a 100-hour practicum and 600 hours of an internship.

The school counseling concentration includes courses such as theories & strategies for counseling school-aged children; current trends and legal issues in educating special populations; substance abuse and society; advanced issues in professional school counseling; prevention and intervention within public schools; marriage and family counseling; techniques of counseling; and introduction to professional school counseling.

• Location: Williamsburg, Virginia
• Accreditation: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); Council for Accreditation of Counseling and Related Educational Programs (CACREP); Commission on Accreditation of Educator Preparation (CAEP)
• Expected Time to Completion: 60 credits
• Estimated Tuition: $725 per credit

Edinboro University of Pennsylvania

The Counseling Department at PennWest University offers an online master of science degree in counseling with three separate concentration options in art therapy, clinical mental health counseling, and school counseling. The school counseling concentration prepares graduates to function as highly effective and dynamic school counselors in PK-12 settings. Graduates learn how to develop and implement developmental school counseling programs and provide counseling services and student support in school settings. Students will become familiar with the ASCA model of school counseling.

The program’s 60-credit curriculum includes courses such as ethical & legal issues in counseling; group counseling & group work; crisis and trauma counseling; professional orientation in school counseling; current issues in school counseling: evidence-based practice; child & adolescent counseling; and addictions counseling.

Graduates of this program will be eligible to become licensed as a Professional Counselor in Pennsylvania (LPC) and other states.

• Location: Edinboro, Pennsylvania
• Accreditation: Middle States Commission on Higher Education (MSCHE); Council for Accreditation of Counseling and Related Educational Programs (CACREP)
• Expected Time to Completion: 60 credits, three years
• Estimated Tuition: Pennsylvania resident ($516 per credit plus fees); non-resident ($526 per credit plus fees)

Emporia State University

Emporia State University’s online master of science program in school counseling is designed for students who do not already hold a teaching license or have no teaching experience. This 60-credit CACREP-accredited program is offered completely online and classes are held both synchronously and asynchronously. Synchronous classes are offered in the early evenings to accommodate working professionals.

This 60-credit program includes courses such as assessment in schools; leadership & advocacy; counseling consultation/collaboration; ethical issues in counseling; diagnosis & treatment; counseling theories; crisis/trauma counseling; substance abuse in counseling; and multicultural counseling.

• Location: Emporia, Kansas
• Accreditation: Higher Learning Commission (HLC); Council for Accreditation of Counseling & Related Educational Programs (CACREP); Council for the Accreditation of Educator Preparation (CAEP)
• Estimated Tuition: $24,200 estimated program cost

Liberty University

Liberty University offers an online master of education (M.Ed.) program in school counseling that prepares students to work as school counselors in Christian, public, and private schools. Providing specialized preparation for those seeking K-12 school counseling licensure, this program provides students with advanced psychology and counseling skills with an emphasis on techniques, ethics, evaluation, assessment, and group counseling.

This 60-credit online program requires students to complete two on-campus intensives. Requiring one full-semester practicum and two full-semester internships, the program’s curriculum includes courses such as orientation to school counseling; professional, ethical, & legal issues in school counseling; counseling techniques for school counseling; theories of school counseling; structured groups; foundations of school counseling; principles of school counseling; and crisis counseling in schools.

• Location: Lynchburg, Virginia 
• Expected Time to Completion: 60 credits, 2.5 years
• Estimated Tuition: $565 plus fees per credit

University of Denver

University of Denver’s Morgridge College of Education offers an online master of arts program in school counseling preparing future school counselors to advocate for adolescents and children in public, private, and charter P-12 school settings through a data-driven and comprehensive practice. Helping graduates develop a solid school counseling identity, the program teaches them how to successfully address the career, social, and academic needs of diverse students.

Students in this program will complete a 100-hour practicum and a 600-hour internship experience at a school near their community, as well as optional in-person events at the University of Denver campus. The curriculum of this 90-credit program will include courses such as counseling techniques; counseling theory; diagnosis in counseling; school counselor interventions; comprehensive school counseling programs; activity-based counseling; counseling youth & families; and roles & responsibilities of the school counselor.

• Location: Denver, Colorado
• Accreditation: Higher Learning Commission (HLC); Council for Accreditation of Counseling and Related Educational Programs (CACREP); Commission on Accreditation of Educator Preparation (CAEP)
• Expected Time to Completion: 90 credits, two to three years
• Estimated Tuition: $1,034 per credit plus fees

Wake Forest University

The Graduate School of Arts and Sciences’ Department of Counseling at Wake Forest University offers an online master of arts degree in counseling. Students can choose the path that best aligns with their goals: clinical mental health counseling or school counseling. Both programs are rooted in counseling but offer specialized focus to hone relevant skills.

The online master’s in school counseling prepares students for K-12 schools by offering clinical instruction through internship and practicum experiences, as well as advanced therapeutic techniques across eight areas: professional orientation; research and program evaluation; appraisal; career and lifestyle development; group work; helping relationships; social and cultural foundations; and human growth and development.

The program’s 60-credit curriculum includes courses such as school guidance and counseling; consultation and program development in counseling; consultation and program development in counseling; addiction counseling; counseling children; issues in school counseling; professional, ethical, & legal issues in counseling; and group procedures in counseling.

• Location: Winston-Salem, NC
• Estimated Tuition: $1,650 per credit

Regent University

Regent University offers an online master of arts program in school counseling, preparing students to become school counselors who can empower others with the resources and skills to transform their lives. Graduates gain solutions-focused skills for addressing specific, real-world problems teachers, families, and students face today.

Online students in this master’s degree will be required to participate in two week-long residencies. These residencies provide mentoring and networking opportunities for students and facilitate discussions with faculty.

Comprising 60 credits, the program includes courses such as orientation to the counseling profession; theories of counseling; ethics, professional orientation & legal issues in counseling; principles of school counseling; psychopathology & diagnosis; program development & evaluation for school counselors; counseling children & adolescents; assessment techniques in counseling; and school counseling leadership.

• Location: Virginia Beach, VA
• Estimated Tuition: $730 per credit

Professors to Know in Online Master’s in School & Guidance Counseling Programs

Mark Manzanares , PhD

Professor of Counselor Education

Dr. Mark Manzanares received his PhD in education and human resources studies from Colorado State University, his master’s in community counseling, and his BA in psychology from Adams State University.

Dr. Manzanares has previously served as the counselor education Department Chair. As a chair, the administrative duties kept him from his passion for helping students develop as a counselor. He currently serves as the Coordinator of Adams State Online and is a professor of counselor education. He teaches or has taught courses such as multicultural issues in counseling; lifespan development; and parenting with love and logic.

His areas of interest include parenting training, adult learning theory and technology in counselor education, and generation issues.

Kathleen Buchko , PhD

Associate Professor and Director

Having been a part-time instructor in the Department of Education, Counseling, and Leadership at Bradley University since 1994, Dr. Kathleen Buchko joined the faculty full-time in 1998. Currently, she is an associate professor in the Department of Education, Counseling, and Leadership and also is the director of the Counseling Research and Training Clinic at Bradley University. Dr. Buchko completed her PhD in counseling psychology from Michigan State University and also holds two master of arts degrees in sports psychology and counseling. She is also a Licensed Clinical Professional Counselor (LCPC) in Illinois.

Dr. Buchko teaches graduate courses in clinical mental health counseling, group counseling, psychopharmacology and psychopathology, counseling and aging, and an undergraduate course in professional-patient relationships and communication.

Having published in various professional and academic journals in spirituality, trauma, and sports psychology, Dr. Buchko regularly works with clients in private practice and has seven years of professional counseling experience in university counseling centers.

Malti Tuttle , PhD

Associate Professor and Program Coordinator of School Counseling Auburn University

At Auburn University’s Department of Special Education, Rehabilitation, and Counseling, Dr. Malti Tuttle serves as the associate professor and school counseling program coordinator. She teaches or has taught courses such as introduction to the counseling practice; orientation to the profession of counseling; orientation to school counseling; foundations of school counseling; leadership and advocacy in school counseling; and supervised research experience in counseling.

Her research interests include school counseling coordination, school counseling advocacy, English language learners, school counseling, and qualitative research with a focus on phenomenology.

Dr. Malti Tuttle completed her PhD in counseling and student personnel services from the University of Georgia and her MA in school counseling and bachelor of arts degree from Auburn University.

Jobs for Those With an Online Master’s Degree in School & Guidance Counseling

Jobs for those with an online master’s degree in school and guidance counseling can vary depending on the age level of the students.

School and guidance counselors who work with young children are typically more focused on ensuring academic success and personal development. School counselors who work with older students may be more focused on ensuring the requirements for graduation are met and preparing a student for their post-high school education or career path.

Elementary counselors often deal with the social challenges students may be facing. They may spend a lot of time developing programs to support the school as a whole, such as an anti-bullying program or support for LGBTQ+ students, as well as working with individual students and their parents. Elementary school guidance counselors support teachers and consult with the school’s principal to address any systemic problems.

Middle school guidance counselors also help students with personal, social, and academic development. They may do more to support students’ peer acceptance through groups and extracurricular activities. Middle school counselors work similarly to an elementary school guidance counselor.

A high school guidance counselor will also do work to support the school as a whole and individual students, but their focus may be more on preparing students for college or helping them choose and prepare for a career. They may coordinate college-campus visits and help students apply to schools for financial support.

School counselors may also work in career or technical vocational schools, helping students determine if that path is right for them. Colleges and universities also employ career counselors who do similar work.

Vanessa Salvia

Vanessa Salvia is an Oregon-based freelance writer and editor with a bachelor’s degree in chemistry. As fun as rigorous studies in math and science were, Vanessa took an independent path and developed a prolific career covering lifestyle and healthcare topics for magazines and newspapers, important industries such as concrete construction and building waterproofing, and even hard science. You can get in touch at Sage Media and Marketing .

Related Articles

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• 5 Statistics That Explain the Current Teen Mental Health Crisis 01/19/24 Dom DiFurio
• 2024 School Counselor of the Year Winner & Finalists 01/10/24 Matt Zbrog
• Vaping is Finally on a Downward Trend in Schools 12/28/23 Ali Hickerson
• 2024 Guide to Counseling Scholarships 12/08/23 Matt Zbrog
• How Health Insurance Coverage Impacts Access to Children’s Mental Health Care 12/05/23 Jill Jaracz

Related Careers

• 1 College Counselor
• 2 Guidance Counselor
• 3 High School / College Prep Counselor
• 4 School Counselor
• 5 Child (Pediatric) Behavioral Therapist
• 6 Child Life Specialist
• 7 Couples & Divorce Counselor

Related Programs

• 1 Online Master’s Degrees in Counseling and Psychology
• 2 Online PhD Programs in Mental Health Counseling
• 3 Online Bachelor’s Degrees in Counseling and Psychology
• 4 Online Doctorate in (Clinical) Psychology – PhD Programs
• 5 Online Doctorate in Educational Psychology – PhD Programs
• 6 Online Master’s Degrees in Addiction Counseling
• 7 Online Master’s Degrees in Child (Pediatric) Psychology

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• Loyola Today

Master's Plus in School Counseling

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Students who possess a master’s degree in School Counseling from Loyola or another accredited institution may take the specific courses required by the Maryland Board of Professional Counselors to become a Licensed Clinical Professional Counselor (LCPC). Students may take up to six (6) courses under the Master’s Plus; however, no more than six (6) credits may be taken outside of the school counseling program.

Degree Requirements

Professional Counselor Licensure (LCPC) is issued by The Board of Professional Counselors and Therapist through The Maryland Department of Health and Mental Hygiene (DHMH).  We strongly encourage that individuals interested in becoming licensed as a professional counselor visit the Board of Professional Counselors and Therapist website to review licensure requirements.  Students are responsible to make sure they meet all educational requirements with the Board. Additionally, individuals should request a transcript review from the Board of Professional Counselors to determine the additional courses he or she needs to satisfy the educational requirements.  Individuals are assigned a Loyola academic advisor to assist them in course planning.

Program Outcomes

Students will apply to the Board of Professional Counselors and Therapists for Professional Counselor Licensure (LCPC).

Students in the Master's Plus program are not eligible for financial aid.

Clinical Supervision

Learn more about our Clinical Supervision Courses

Ready to learn more?

Program options.

Loyola's School Counseling programs are designed to meet all stages of your professional life—whether you are entering the profession and learning the basics, or if you are an established counselor who wants to continue your education and advance your knowledge and skillset. Our students are prepared to effectively serve, lead, and be advocates for social justice and mental health in pre K-12 settings.  To meet the youth mental health crisis, we offer counselors the opportunity to not only become eligible for certification of a school counselor, but also meet requirements for licensure in the state of Maryland. We invite you to explore our M.A. or M.Ed. program, or one of three post-master's options.

Request information

Explore the following links or contact us at [email protected] or 410-617-5095. For admission-related questions, contact Mechelle Palmer at [email protected] .

Master of Education in School Counseling with 30 credits Graduation Requirement

The Master of Education (M.Ed.) in School Counseling program is designed to develop counseling skills and school counselor preparation for individuals who are seeking a graduate degree in school counseling. The program is a non-thesis, 30 credit hours including a practicum for graduation. Coursework features individual and group counseling theories to help, support and advocate for all students, applying research for data- driven decisions, research methods in support of school counseling programs, legal issues and ethical principles, and developing the design implementation, management, and evaluation of a comprehensive developmental school counseling program. The program prepares students to become a skilled school counselor for K-12 schools, helping students in group and individual counseling.

Program Goals

Program student learning outcomes (slo).

The Master of Education (M.Ed.) in Counseling program enables students to:

• Appreciate the need for observing legal and ethical practices in counseling
• Provide students with knowledge of learning theories and human development across lifespan.
• Recognize the relationship between human growth and development and options for counseling interventions
• Use individual and group counseling techniques to facilitate treatment planning and implementation for diverse student populations
• Research career development options and create a personal career plan.
• Understand the various roles of the school counselor, including standards and behaviors as defined in Texas Education Agency’s Comprehensive and Developmental Guidance and Counseling Program.

Degree Requirements

This program requires 30 credit hours of coursework to earn the degree including a practicum course, COUN 5317. All financial obligations to the university must be satisfied before the university can issue a diploma or an official transcript to a student.

Keep in mind that this program with a 30 credits graduation requirement does not qualify the graduates to get the school counseling certification in Texas. For the school counseling certification in Texas, Texas Education Agency requires a master’s degree with 48 credit hours.

COURSE SEQUENCE

Admission requirements.

Admission Requirements for online School Counseling Master Program:

• A completed application form
• An application fee
• Letter of intent (Statement of Purpose)
• At least one year of classroom teaching experience
• Curriculum Vitae
• Two letters of recommendation
• Copy of current ID
• Official Transcripts of all academic work completed at the bachelor level or beyond
• Minimum 2.5 GPA*
• For international students: Proof of English Language proficiency**

*Students whose GPA is less than 2.5 must have an overall graduate grade point average (GPA) of 3.00 or higher after completing 9 graduate hours. Failure to achieve the minimum 3.0 GPA after completing 9 graduate hours will result in suspension from the program. **English Proficiency must be met if undergraduate degree was received outside the U.S. from a non-English speaking country. Option 1: 2 years of teaching experience in an English speaking country Option 2: TOEFL (IBT 79) or equivalent nationally recognized standardized tests

Accesibility

100% Online Flexible, Affordable & Quality Education

Resident Total Tuition

$9,293 $310 per credit hr

International Total Tuition

$14,595 $487 per credit hr

11929 W Airport Blvd Houston, Texas 77477 (832) 230 5555

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Master of Education (MEd)

Master of education in counselling.

48h non-thesis/51h thesis

Acadia University's Master of Education Counselling Program will build your skills for a career in counselling both in school and agency settings. Graduates of the M.Ed. Counselling Program meet requirements for the Canadian Certified Counsellor (CCC) designation with the Canadian Counselling and Psychotherapy Association (CCPA) and the Registered Counselling Therapist – Candidate (RCT-C) designation with the Nova Scotia College of Counselling Therapists (NSCCT).

As a full-time student , you will begin the program in July and generally study for 18 months if you follow the non-thesis route. If you choose to study   part-time , you will begin your program on campus in July and follow a cohort program that generally takes 3 years  to complete. Either way, courses are sequenced to provide preparation for the practicum experiences - Practicum I (100 hours) and Practicum II (400 hours). If you enroll as a thesis student, you should expect to spend additional time in the program.

In our Counselling Program, you will:

• Prepare to be a leader in the profession  through your pursuit of disciplined inquiry; understanding of and respect for human diversity;  and your development, use, and evaluation of effective counselling practices .
• Devote yourself to the prevention, remediation, and amelioration of emotional, cognitive, behavioural, and interpersonal difficulties , and the enhancement of human potential and quality of life.
• Build the awareness and skills to work with diverse populations from individual, social, and organizational perspectives. Our program is focused on integrating theory, practice, and research .
• Explore a wide variety of counselling approaches including existential, person-centered, cognitive-behavioural, narrative, and family-systems.
• Study a curriculum tailored for accreditation standards and designed to prepare you for a variety of work settings and for provincial registration in Nova Scotia and for national certification .

Only students accepted into the Counselling Program are eligible to take core courses.

Students are responsible for contacting the teacher certification branch to determine if a program and constituent courses meet requirements for upgrades to licenses or new endorsations for a change in job designation.

• EDUC 5033 – Counselling Theories
• EDUC 5133 – Counselling Skills
• EDUC 50D3 – Ethics in Counselling Practice
• EDUC 5623 – Group Counselling: Theory and Practice
• EDUC 5343 – Counselling for Social Justice and Culturally Responsive Practices
• EDUC 50F3 – Counselling Pre-Practicum
• EDUC 5353 – Crisis and Trauma Counselling
• EDUC 5513 – Research Design in Education
• EDUC 50P3 – Counselling Practicum I and Group Supervision
• EDUC 50E3 – Counselling Across the Lifespan
• EDUC 50J3 – Assessment in Counselling
• EDUC 5543 – Theories of Career Development
• EDUC 50N3 - Counselling Practicum II and Group Supervision

School Counselling Stream

Additional required  course for School Counselling Stream (3h): 

• EDUC 50C3 – School Counselling Programs

Additional recommended course for School Counselling Stream (3h): 

• EDUC 5233 – Counselling Families;  OR...
• EDUC 5553 – Topics in Counselling

Agency Stream

Additional required  course for Agency Stream (3h): 

• EDUC 50K3 – Clinical Mental Health Counselling

Additional recommended courses for Agency Stream (6h): 

Non-thesis students

Additional requirements :

• 6h electives selected from graduate courses offered by the School of Education or approved graduate courses offered by other departments or schools.

Thesis students

Additional requirements (9h):

• EDUC 5113 – Qualitative Research in Education  or  EDUC 5523 – Quantitative Methods in Educational Research
• EDUC 5966 – Graduate Thesis

Please be aware that it is your responsibility to monitor your own program and to ensure that you have met degree requirements.

Masters in Counseling and School Psychology

Program Overview

The University of Idaho graduate programs in Counseling and School Psychology (CASP) offer quality professional study for the student seeking a career as a helping professional.   Placement in these programs are competitive and limited to a specific number of students per academic year.  Enrollees work together on a prescribed program to complete the Master of Education (non-thesis) or Masters of Science (thesis) degree in Counseling and Human Services with an emphasis in school counseling.

Students placed in the blended School Counseling/School Psychology program complete the Specialist Degree in School Psychology following a third year of full-time internship in an approved setting

The Program curriculum is a blend of academic and experiential course work with considerable emphasis on supervised practicum and internship placements in regional schools and human service agencies.  The Program of study is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), NASDTEC**, NCATE*** and National Association of School Psychologists (NASP) 

Follow up surveys of program graduates indicate consistently high placement rates in a variety of educational, community, business and industry, health services and private practice settings.  All University of Idaho CASP graduates are immediately eligible to take the National Counselor Examination (NCE) and to apply for State certification as a school counselor/psychologist.  This degree also leads to eligibility for obtaining an Idaho Licensed Professional Counselor Credential.

• Counseling – School Counseling, Master of Education

Contact the Department of Educational Psychology

Student handbook & access to personal counseling, nau cacrep annual reports.

• 2021 - 2022 Program Evaluation Report
• 2020 - 2021 Annual Report to CACREP
• 2020 - 2021 Program Evaluation Report
• 2019 - 2020 Annual Report to CACREP
• 2019 - 2020 Program Evaluation Plan

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Financial info.

• loan forgiveness for counselors

Future students

Programs of study, counseling - school counseling, master of education.

The Educational Psychology Department designed this plan to prepare professional school counselors. It is appropriate if you are seeking the Arizona Department of Education's K-12 Guidance Counselor Certification. We offer this program at Northern Arizona University–Flagstaff and through some of our statewide offices.    This academic plan meets the coursework requirements for National Counselor Certification of the National Board for Certified Counselors.

This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP)

This program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP)

Degree Info Tab Open

Faculty tab closed, requirements tab open, overview tab closed, details tab closed, availability tab closed, requirements accordion open.

To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. Many master’s degree programs require more than 30 units. You must additionally complete:

• All requirements for your specific academic plan(s). This may include a thesis.
• All graduate work with a cumulative grade point average of at least 3.0.
• All work toward the master's degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.

Read the full policy here .

Overview Accordion Closed

In addition to University Requirements:

• Complete individual plan requirements.

Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):

• EPS 594 , EPS 634 , EPS 669 - School Based Crisis, EPS 692 ,  EPS 694

Purpose Statement As a student in the MEd in Counseling - School Counseling program, you will take courses, engage in fieldwork, and participate in practicum and an internship that will prepare you to be a certified school counselor. Upon obtaining your degree, you will be prepared to provide counseling services in the following areas:

• human growth and development
• social and cultural foundations
• career and lifestyle development
• research and program evaluation
• professional orientation
• school emergency mangement plans, and crises, disasters, and trauma

Our School Counseling faculty are leaders in the School Counseling profession across Arizona and at the national level (See Advocacy Projects and faculty bios). Our faculty are also integrally involved with the day-to-day realities of the ever-evolving profession of school counseling.  The CACREP-accredited coursework is deeply informed by the American School Counseling Association (ASCA) current edition of the ASCA National Model, which stresses the modern school counselor’s integral role in all students’ academic, career and personal/social growth and development.   Student Learning Outcomes Outcomes align with Standards from the Council for the Accreditation of Counseling & Related Educational Programs (CACREP).

• Professional orientation and ethical practice - studies that provide an understanding of all of the following aspects of professional functioning.
• Social and cultural diversity - studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society.
• Human growth and development - studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts. 
• Career development  - studies that provide an understanding of career development and related life factors.
• Helping relationships - studies that provide an understanding of the counseling process in a multicultural society.
• Group work - studies that provide both theoretical and experiential understandings of group purpose , development, dynamics, theories, methods, skills, and other group approaches in a multicultural society.
• Assessment - studies that provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society. 
• Research and program evaluation - studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation.
• Foundations, contextual dimensions and practice in School Counseling.

Details Accordion Closed

Graduate admission information.

The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Admission requirements include the following:

• Transcripts.
• Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies. Ready to apply? Begin your application now.

International applicants have additional admission requirements. Please see the International Graduate Admissions Policy .

Additional Admission Requirements

Individual program admission requirements over and above admission to NAU are required.

• GRE® revised General Test for applicants with a GPA lower than 3.0.
• 3 recommendation references
• EPS 525 or upper-division undergraduate Statistics course completed within the past three years.
• Responses to specific essay questions
• IVP Fingerprint Clearance Card
• Candidate Interview

Master's Requirements

This Master’s degree requires 60 units distributed as follows:

• Counseling – School Counseling Course Requirements: 45 units
• Select a Career Counseling course: 3 units
• School-Based Crisis course: 3 units
• Elective Coursework selected in consultation with your advisor: 3 units
• Post-Practicum Internship: 6 units

Take the following 60 units:

• EPS 590 , EPS 594 , EPS 601 , EPS 615 ,  EPS 617 , EPS 621 , EPS 622 , EPS 634 , EPS 660 , EPS 661 , EPS 670 , EPS 680 , EPS 688 , EPS 690 , EPS 692 (45 units)
• EPS 520 , EPS 620
• EPS 669 as School-Based Crisis (3 units)
• EPS 694  for the post-practicum internship (6 units)
• Additional elective coursework chosen in consultation with your advisor (3 units)

Additional Information

Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

• Program Fee Information

Program fees are established by the Arizona Board of Regents (ABOR). A program fee of $500 per semester has been approved for this program. Program fee is waived for internship semester. 

Availability Accordion Closed

• NAU - North Valley
• Pima Cmty Coll, West

NAU Program Statement of Inclusion

Program description accordion closed, what does the program look like, how will this degree prepare students for the real world, our mission and program objectives accordion closed, program and student learning objectives for school counseling and clinical mental health counseling programs.

• Our Clinical Mental Health and School Counseling Programs regularly gather and “reflect input from all persons involved in the conduct of the program, including counselor education program faculty, current and former students, and personnel in cooperating agencies.”
• We seek to recruit and retain students who represent the diverse population of the Southwestern U.S.
• Become familiar with the requirements for being a professional counselor, including the relevant research and literature pertinent to the discipline.
• Become familiar with and knowledgeable about the nature and needs of individuals at all developmental levels.
• Develop a thorough understanding of knowledge and competencies related to issues and trends in a multicultural and pluralistic society, and to effectively demonstrate multicultural counseling competencies.
• Demonstrate effective counseling skills.
• Become familiar with studies in group dynamics and to development and related life factors, and to demonstrate effective career counseling skills.
• Understand major theories of career development and related life factors, and to demonstrate effective career counseling skills.
• Develop an understanding of assessment processes, and to demonstrate skills in individual and group approaches to assessment and evaluation.
• Become familiar with research, statistics, and program evaluation as they apply to the practice of counseling.
• Develop a clear sense of professional identity in counseling, which includes professional ethics, legal responsibilities, professional preparation standards, participating in professional organizations, and obtaining necessary credentials.
• Acquire knowledge about counseling supervision, and to experience peer, site supervisor and faculty supervision that allow students to integrate and apply the knowledge and skills that they have acquired to practice.
• Experience continuous course-related and overall program-related feedback to enhance their professional development as they become professional counselors.
• Acquire knowledge and skills related to the ways that counselors use a variety of technologies designed to assist students, clients, and the systems they work within.
• Acquire knowledge related to the professional identity, roles, and functions of professional counselors.
• Practice ongoing assessment of one's own skills, strengths, weaknesses, professional and personal development as related to counseling professional identity, counseling ethics, and the principles of ethics of client autonomy, non-maleficence, beneficence, justice, and fidelity.

Accreditation Information Accordion Closed

2022-2023 program statistics:.

• Number of graduates in the past year: 15
• Completion Rate:  100%
• Certification examination pass rate:  100%
• Job placement rate of students/graduates:  100%

What is the benefit of a face-to-face counseling program versus online program? Accordion Closed

Gre information accordion closed, how to apply and due dates accordion closed, how do i apply, and when is the application due, the primary application items we will evaluate include:.

• The graduate school application
• Application essay questions
• Three professional/academic recommendation forms
• GRE General Test (ONLY if your undergraduate GPA was less than 3.0)

Application deadlines for Educational Psychology (EPS) programs

• Completed application files are reviewed and admission decisions are made once each year.
• It is your responsibility to ensure that your application file is complete. Incomplete files will not be reviewed.
• In Flagstaff, many students apply for graduate assistantships (GA roles). If a student secures a GA role during grad school, they typically earn a full-tuition waiver in exchange for working 20 hours per week. For additional information, please visit the Graduate College webpage .

Testimonials, Internship Partners, and Graduates' Employment Rates Accordion Closed

• What do our site supervisors, recent graduates and current Interns say about our Masters in Counseling programs?
• Where are our students completing their Internships? Contact the department for the Internship Partner List
• Our graduates are successfully working in their fields of study. Find out more .

Program Costs Accordion Closed

Advocacy projects accordion closed, what are we doing to make a difference in the school counseling profession.

• School Counseling
• School Counseling Advocacy – Our involvement with Reach Higher

Practicum and Internship Manuals and Forms for Masters Candidates Accordion Closed

Programs of study and syllabi accordion closed.

• EPS 694 - Clinical
• EPS 694 - School

Counseling Program CACREP Core Faculty

Flagstaff accordion closed, phoenix (north valley) accordion closed, tucson accordion closed, additional full-time program faculty accordion closed, department of educational psychology.

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School Counseling Program

The program is state approved by the Florida Department of Education and is designed for students who have a bachelor’s degree in a discipline other than education, and plan to seek certification as a professional school counselor.

The program requires a minimum of 60 credit hours beyond the bachelor’s degree, including 9 core courses, 30 specialization courses, 12 hours in education, and 9 clinical experience courses. Total credit hours required: 60 hours beyond a Bachelor’s degree.

• EDF 5481 Intro to Educational Research
• MHS 5480 Human Development
• MHS 5005 Introduction to the Counseling Profession
• MHS 5340 Career Development
• MHS 5400 Techniques of Counseling
• MHS 5500 Group Counseling
• MHS 5700 Legal and Ethical Issues in Counseling
• MHS 6050 Personality Theory
• MHS 6220 Individual Psychoeducational Testing
• MHS 6420 Counseling Minority Populations
• MHS 6600 Psychological and School Consultation and Collaboration
• MHS 6466 Trauma and Crisis Counseling
• MHS 6430 Counseling Children and Adolescents
• TSL 5700 ESOL Issues & Strategies
• RED 5336 Reading in the Content Area 
• EDF 5543 E Sociological Foundations
• EDF 5608 E Philosophical Foundations 
• MHS 6800 Practicum
• SDS 6820 Internship in School Counseling
• SDS 6830 Internship in School Counseling
• Maintain a Grade Point Average (GPA) of 3.0 or better
• Achieve a “B” or better in all required counseling courses. Students are permitted to re-take up to two courses if a grade of “C” is earned.
• Complete a total of 800 clinical hours, 100 hours in Practicum, and 700 hours in Internship.
• Complete the Counselor Preparation Comprehensive Examination (CPCE) with the program standard score.

"Words of comfort, skillfully administered, are the oldest therapy known to man." Louis Nizer

Counselor Education Program Handbook

The purpose of this handbook is to provide a guide on your roadmap to program completion success. This handbook contains essential information such as your anticipated program of study, graduate and program policies, regulations, and procedures.

While we encourage you to contact your professors, advisor, or program coordinator with any additional questions, we strongly advise that you become familiar with the handbook, as it is the student’s responsibility to adhere to departmental regulations, policies, and procedures.

*This document is subject to change at the department’s discretion.

Counseling Program Handbook  

Guidance and Psychological Counseling Non-Thesis

General description.

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Master's Program in Guidance and Counseling

About program.

Master's Program in Guidance and Counseling (Thesis / Non-Thesis) aims at having individuals acquire necessary information, skills and attitudes used for fulfilling counseling services in education, health and industry institutions and organizations efficiently and productively, and making them be expert at the field of guidance and counseling. In this regard, it is targeted to upbring qualitative professionals in the field of guidance and counseling who have a good command of concepts, principles and technqiues of counseling, and who have the ability to manage guidance and counseling services effectively in different institutions and organizations. The graduates from Master's Program in Guidance and Counseling (Thesis) can apply to doctorate programs and work as an academician at universities.

The medium of instruction in Master's program (thesis) is English. Program consists of  21 credits (120 AKTS) containg five compulsory and two elective courses, seminar and thesis. Three remedial courses in the program are for the students who graduated from the departments (except Guidance and Counseling) in Faculty of Education and Psychology.  

The medium of instruction in Master's program (non-thesis) is Turkish. Program consists of 30 credits (100 AKTS) containing eight compulsory, two elective courses and project. There is no remedial course in the program.

Sample Courses in the Program

PCG 501   Contemporary Counseling Theories

PCG 503   Principles and Techniques of Counseling

PCG 505   Principles and Techniques of Group Counseling

PCG 510   Individual Recognition Techniques

PCG 516   Guidance and Counseling in Schools

PCG 518   Guidance and Counseling in Different Populations

PCG 521   Recent Topics in Vocational and Career Counseling

PCG 525   Couple and Family Counseling

PCG 551   Personality Theories

EDGN 528 Research Methods and Techniques in Education

Application Requirements

Candidates who will apply for Master's Programs with and without Thesis must meet the following conditions:

a) Graduation from a four-year Turkish university or a foreign university whose equivalency is approved by the Council of Higher Education,

b) Candidates applying to the Master's Program with Thesis within the last three years must have received at least 55 points from ALES or at least 610 points from GRE Quantitaive or 450 points from GMAT (only valid for candidates applying to the Master's Program with Thesis).

c) Candidates applying to the Master's Program with Thesis must have received a minimum score of 55 points or a minimum score of 610 from the GRE Quantitaive or a minimum score of 450 from the GMAT within the last five years. 2017 dated 06.02.2017 and numbered 9268 in accordance with the provisions of the "Regulation on Graduate Education and Training", the central foreign language exams accepted by the Council of Higher Education in accordance with the provisions of the "Regulation on Graduate Education and Training" are the "Higher Education Institutions Foreign Language (YOKDIL) Exam" and the "Foreign Language Knowledge Level Determination Exam (YDS)" conducted by the Measurement, Selection and Placement Center (OSYM) (only valid for applicants applying to the master's program with thesis)

Or to have at least 55 points from the English Proficiency Exam conducted by Yeditepe University School of Foreign Languages.

Admission Requirements:

1- Candidates applying to the Master's Program with Thesis are subjected to a written and oral science exam.

2- Candidates who apply to the Non-Thesis Master's Program are only subjected to an oral science exam.

About the Program

The purpose of Guidance and Psychological Counseling Thesis / Non-Thesis Programs; to provide individuals with the necessary knowledge, skills and attitudes in order to realize the counseling and counseling services offered in educational, health and industrial institutions and organizations effectively and to provide them to specialize in the field of psychological counseling and guidance. Thus, it is aimed to train qualified specialist counselors who are able to effectively manage the guidance and psychological counseling services in different types of institutions and organizations, including the psychological counseling and guidance activities needed in educational institutions, foundations and concepts, principles and techniques of contemporary counseling science. Graduates who have completed the program with thesis can apply to doctorate programs and work as academician in universities.

The language of instruction of the program is English. The program consists of 21 credits (120 ECTS), including five compulsory, two elective, seminars and dissertations. The three scientific preparatory courses in the program are valid for students who are graduated from the Faculty of Education, who come from the field of Guidance and Psychological Counseling and those who come from the field of Psychology.

The language of the program is Turkish. The program consists of 30 credits (100 ECTS), eight compulsory, two elective and project. There is no scientific preparation in the program without thesis.

Examples of Program Courses

PCG 501 Contemporary Counseling Theories

PCG 505 Group Counseling Principles and Techniques

PCG 510 Individual Recognition Techniques

PCG 518 Guidance and Psychological Counseling in Different Populations

Yeditepe Üniversitesi Bilgi İşlem Koordinatörlüğü

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De La Salle University

Guidance and counselling courses offered at de la salle university.

• Metro Manila
• Philippines

Ateneo de Manila University (ADMU)

Master in Education, major in Guidance and Counseling (Non-Thesis)

Katipunan Avenue, Loyola Heights, Quezon City 1108 Philippines

Cost Calculation

₱451,000 with 2 Years

ROI Calculator

12 Years Return, 1M savings in 16 Years

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Tuition Fee

• Master of Arts in Counseling (Thesis Program)
• Br. Andrew Gonzalez FSC College of Education
• BAGCED Graduate Degree Programs

Master of Arts in Counseling

(thesis program, macling).

The Master of Arts in Counseling Program aims to train competent professional and research-oriented counselors who are able to promote optimal human development and to apply scientific research methods to find improved ways of helping individuals or groups seeking their assistance.

PROGRAM LEARNING OUTCOMES (PLOs)

Graduates of MA in Counseling (Thesis program) are expected to possess the following Lasallian attributes, namely:

LO1: Critical and Creative Thinker

• Demonstrates knowledge of the philosophies, theories, practices, techniques, and tools for individual and group counseling. (Areas: Counseling Intervention; Career Counseling and Development)
• Articulate a philosophical/theoretical framework for counseling. ( Areas: Counseling Intervention; Career Counseling and Development )
• Develop assessment/appraisal instruments relevant to guidance and counseling interventions. (Area: Psychological assessment)
• Demonstrate knowledge and skills relevant to the selection, administration, and interpretation of psychological assessment data. (Area: Psychological Assessment)
• Demonstrate a comprehensive knowledge and understanding of the theories, principles, and models of organizing, administering, and managing guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and application of the theories, models, and skills in program development, implementation, and evaluation relevant to guidance and counseling programs. (Area: Group Process and Program Development)
• Demonstrate knowledge of relevant career trends, occupational outlook, and career development information. (Career Counseling and Development)
• Demonstrate knowledge of the different psychological assessment tools and techniques necessary to enhance client career decision-making and lifestyle planning. (Area: Career Counseling and Development)
• Access scientific knowledge bases continuously and apply those appropriately. (Area: Scientific Foundation and Research)

LO2: Effective Communicator

• Demonstrate knowledge and skills in the proper writing and communication of counseling- and assessment-related reports. (Areas: Psychological Assessment; Counseling Interventions; Career Counseling and Development)
• Demonstrate knowledge and skills in the proper writing and communication of guidance and counseling programs. ( Areas: Organization, Administration, and Management of Guidance Programs; Group Process and Program Development )
• Contribute to knowledge by disseminating research-based information about practice to researchers, and contributing to a practice database. (Area: Scientific Foundation and Research)

LO3: Reflective Lifelong Learner

• Assess the effectiveness of one’s own counseling intervention. (Area: Counseling Intervention)
• Critically evaluate the appropriateness of psychological assessment tools to local context and client characteristics. (Area: Psychological assessment)
• Promote multicultural awareness, cultural sensitivity, and appreciation of cultural diversity. (Area: Organization, Administration, and Management of Guidance Programs)
• Critically evaluate the appropriateness of the different approaches to group process and program development. (Area: Group Process and Program Development)
• Demonstrate the ability to be culturally sensitive in interpersonal and group skills and interventions that facilitate counseling effectiveness and client outcomes. (Areas: Counseling Intervention; Group process and program development)
• Critically evaluate one’s own interventions and outcomes. (Area: Scientific Foundation and Research)
• Show appreciation for science as a dynamic and continuous process by continually updating and evaluating one’s knowledge and skills. (Area: Scientific Foundation and Research)

LO4: Service-Driven Citizen

• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group counseling. (Area: Counseling Intervention)
• Establish effective counselor-client relationships that facilitate client change and well-being. (Area: Counseling Intervention)
• Demonstrate ability to design, implement, and evaluate need-based, developmental, and structured guidance and counseling programs, that provide preventive, remedial, and crisis interventions for clients across settings and developmental phases. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and skills relevant for effective management of program resources and components, as well as, personnel supervision and evaluation. (Area: Organization, Administration, and Management of Guidance Programs)
• Systematically deliver group interventions using contemporary theories of group process, functioning, and counseling. (Area: Group Process and Program Development)
• Utilize appropriate assessment and evaluation tools to define client needs, identify program content, and measure program effectiveness. (Area: Group Process and Program Development)
• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group interventions in career counseling and development. (Area: Career counseling and development)
• Demonstrate culturally sensitive interpersonal and group skills that facilitate counseling effectiveness and career development outcomes. (Area: Career counseling and development)
• Participate in peer supervision, contributing to communities and psychoeducational settings. (Area: Scientific Foundation and Research)

LO5: Innovator and constant seeker of improvement

• Formulate appropriate modifications for counseling interventions. (Area: Counseling Intervention)
• Provide empirical evidence to support the effectiveness of guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge and skills in organizing, analyzing, and utilizing assessment data for evaluating and improving programs and group-based interventions. (Area: Group Process and Program Development)
• Critically evaluate the appropriateness of the different approaches to career counseling and development. (Area: Career Counseling and Development)
• Demonstrate knowledge of and apply scientific concepts that influence practice, including the internal and external validity inherent in cultural/social diversity. (Area: Scientific Foundation and Research)
• Subject one’s work to the scientific scrutiny of colleagues, stakeholders, and the public. (Area: Scientific Foundation and Research)

ADMISSION REQUIREMENTS

• A Bachelor’s degree with 15 units of required subjects in psychology (i.e., 3 units each of general psychology, developmental psychology, social psychology, theories of personality, and abnormal psychology);
• A college grade-point average equivalent to 2.5 or 85%;
• Passing the admissions test administered by the ITEO;
• An interview with the department chairperson;
• For non- English speaking applicants, enrollment in an English language course at the Center for English Language Learning (CELL) prior the first trimester of the program.

An additional six (6) units of Advanced Technical Reading and Writing 1&2 will be required for applicants with a low score in the essay part of the entrance examination.

COURSE REQUIREMENTS

Written comprehensive examination.

The WCE is a final check on the student’s competency in both pedagogy and his/her major field. Hence, the student takes the WCE in two tranches: the first part is on pedagogical knowledge and the second part is on the content knowledge.

Research Publication

Publication in a refereed journal (print, online, in press).

PROGRAM CURRICULUM

Core/foundation courses (6 units).

CLG521M   Methods of Research (3 units) This course provides an opportunity for students to review concepts and skills learned from their previous research and statistics classes and use these in the development of their thesis proposals. The course will comprise of several workshop sessions that will further hone the knowledge and skills of the students in the conduct of research.

CPS545M   Foundations of Guidance and Counseling (3 units) This course provides an overview of the concepts, principles and practices of guidance and counseling.  It provides a study of the rationale for the elements of the guidance and counseling processes in both school and community setting.

MAJOR COURSES (14 units)

CPS550M   Theories and Techniques of Counseling with Laboratory Training (5 units) This course provides an initial survey of the counseling process from intake to termination. It focuses on providing beginning counselors with the basic knowledge and skills in conducting a full counseling session through laboratory training. Classical and contemporary counselling approaches will be reviewed in light of the current empirical research. Students will learn to utilize these models in evidence-based conceptualization and treatment planning. Students will also learn to be sensitive to multicultural and ethical consideration in all stages of the counseling process

CLG560M   Assessment in Counseling (3 units) This four-unit course is designed to provide students with both theoretical understanding of assessment in counseling, and practical application through case analysis and psychological report writing. Students will study historical perspectives, basic concepts, ethical and legal issues, statistical interpretation, and strategies for instrument selection, administration, and interpretation involved in testing and assessing different types of clients.

This is a fully online class with materials provided and encourages group work or dyads to facilitate transfer of learning. Learning strategies include critique, case review and culminates in the preparation and communication of a psychological report.

CPS593M   Group Process (3 units) This course aims to provide students in counseling an understanding of group process, dynamics, and skills that would be crucial when they serve as facilitators of group activities or as leaders of counseling groups.

Students go through simulated activities that allow them to get trained on the various leadership skills necessary for the successful implementation of group counseling sessions and other group interventions that are often utilized by counselors.

CLG595M   Development and Management of Counseling Programs (3 units) This course deals with how responsive counseling programs and services are developed, organized, managed, and evaluated. Basic concepts are discussed and applied in actual guidance and counseling program development.

The course will enable students to gain knowledge of and ethical application of the theories, models, techniques, and skills pertinent to the organization, administration, and management of guidance and counseling programs.

CLG601M   Career Counseling and Development (3 units) This course allows the students to examine the different career development theories and their use in understanding one’s own and the individual’s personal and career needs across the lifespan. It also explores on the different issues encountered by individuals or groups of individuals that challenges the students to develop a program that will appropriately address the clients’ career needs. This is a board examination course for prospective guidance counselors.

PRACTICUM (6 units)

CLG925M   Practicum (6 units) A course designed for actual field experience and practice, closely guided and supervised on the following areas:  application of assessment tools, counseling techniques and skills in different settings/practicum sites, and other pertinent counselor functions/services.

COMPREHENSIVE EXAMINATIONS (0 units)

MACLNGW  Written Comprehensive Examination

RESEARCH PUBLICATION

One publication in a refereed journal (print, online in press)

THESIS (6 units)

CPS851M-859M    Thesis Project (6 units)

PREREQUISITE COURSES

CLG500M   Statistics (3 units) This course focuses on the fundamental principles and techniques of descriptive and inferential statistics as applied in counseling and education. The definition, data requirements and interpretation of statistical analysis are covered in the course. Each statistical analysis is performed through the process of hypothesis testing. Part of the course is training the students in performing statistical analyses using statistical software. Possible research problems in the different fields of counseling psychology and education are posed and data are gathered and analyzed statistically. The statistical analyses in the course are useful as a tool in conducting research.

CLG200M   Psychological Foundations 1 (3 units) (Personality, Abnormal Psychology, Developmental Psychology and Social Psychology)

This three-unit course is designed to provide students with a brief overview on the psychological foundation courses that includes Personality, Abnormal Psychology, Development Psychology and Social Psychology. Personality emphasizes on the application of their contributions to understanding normal behavior and personality in contrast to psychopathology.  Abnormal Psychology covers various theoretical perspectives on maladaptive behavior and the major diagnostic and treatment issues for a variety of categories of abnormal behavior according to the Diagnostic and Statistical Manual of Mental Disorders. Human development focuses on current research and theory on the biological, linguistic, social and emotional dimensions of development and the factors that affect the progress of development. Social psychology with emphasizes on how individuals form social cognition

ENG501M   Advanced Technical Reading and Writing 1 (3 units)  The first part of an intensive English academic reading and writing course focuses on the review of basic reading and writing skills and their application in the preparation of short academic papers such as definitions and descriptions, and non-prose forms. It emphasizes the mastery of active reading strategies, the effective use of rhetorical and organizational features of academic writing and proper documentation.

ENG502M   Advanced Technical Reading and Writing 2 (3 units ) The second part of an intensive English academic reading and writing course, focuses on the writing of data commentary and the various parts of a research report, with emphasis on the different rhetorical moves and the linguistic features that realize these moves. The course continues to emphasize the observance of integrity in writing and research.