2023-24 Academic Catalog

Masters (MA) in School Counseling

Purpose

The MA in School Counseling program is designed for people who desire graduate study and preparation for the school counseling profession.

Accreditation

Approved by Oregon Teacher Standards and Practices Commission (TSPC) and accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP)

Student Learning Outcomes

Graduates will:

  • Demonstrate and articulate an understanding of professional identity and ethical practice as professional school counselors that blends the roles of mental health professional and educational leader 
  • Demonstrate knowledge and clinical competence of an ecosystemic approach to human growth and development to understand the needs of individuals and systems at all developmental stages and multicultural contexts as it pertains to school counseling
  • Demonstrate the awareness, knowledge, and skills to effectively work with all students, K-12, to advance their college and/or career readiness 
  • Demonstrate effective group counseling facilitation and development in a multicultural society
  • Demonstrate and articulate an understanding of and competence in individual and group approaches to assessments and evaluation as a school counselor
  • Demonstrate and apply relevant research methods and understand basic statistical operations in the application and use, from a multicultural context, in the field of school counseling
  • Demonstrate reflective and ethical decision-making grounded in the knowledge of relevant legal and ethical codes as well as in an examination of personal values 
  • Demonstrate the knowledge and skills to develop, implement, and evaluate a comprehensive developmental school counseling program that aligns with the American School Counseling Association’s National Model and advances the mission of the school 
  • Demonstrate skills as educational leaders who can effectively advocate with cross-cultural sensitivity for all students’ holistic well-being at individual and systemic levels 
  • Demonstrate how to individually and in collaboration with teachers develop and teach engaging guidance-related curriculum that facilitates students’ personal/ social, academic and career development 
  • Effectively consult and collaborate with parents and guardians, teachers, administrators, and other school and community members 
  • Effectively work with data and technology to advocate for all students, to evaluate and improve program effectiveness, and to advocate for the school counseling profession 
  • Articulate how personal faith informs one’s identity and practice as a professional school counselor 
  • Articulate knowledge of the contextual components of the helping relationship and the counseling process, demonstrating knowledge in theories, consultation, ethical relationships, and the integration of technology
  • Demonstrate application of skill in recognizing one’s own limitations as a professional school counselor (seeking supervision, self-evaluation, and self-care)
  • Demonstrate the personal awareness, theoretical knowledge, and clinical skills needed to engage in multi-culturally sensitive individual and group counseling advocacy
  • Demonstrate the Conceptual Framework to Think Critically, Transform Practice, and Promote Justice  
  • Receive their Oregon School Counselor License and be eligible to pursue licensure as a professional counselor (LPC) in the State of Oregon. LPC Licensure statutes can be found at the Oregon Board of Licensed Professional Counselors and Therapists (OBLPCT). These statutes outline requirements for: a) education, b) exam, and c) post-master's experience under supervision.

Admission Requirements

  • Bachelor's degree from a regionally accredited institution. A cumulative undergraduate grade point average of 3.0 or above is required. The undergraduate degree does not have to be in the field of psychology.
  • Completed Application Form at apply.georgefox.edu
  • Résumé of work and/or volunteer experience
  • Written admission statement addressing the question provided in the Application Form
  • One academic reference form and one professional reference form
  • An official transcript from each college or university attended
  • Group interview with the Admissions Committee. An invitation will be extended to those meeting initial program criteria.

  • The Admissions Committee will consider each application item and the group interview as part of the admissions decision.

    Additional requirements for international students are online here.

Transfer Credit

Up to 18 credit hours from another CACREP Accredited program can be transferred. Credits from Non-CACREP Accredited programs will only be considered as electives.  Program directors will determine the number of transferable credits upon admission into the program. Students must have earned a grade of B or better for a course to be considered for transfer. In addition, only courses taken elsewhere within 10 years of the date of matriculation to the MA in School Counseling program will be considered for transfer. Transferability of credits earned at this institution and transferred to another is at the discretion of the receiving institution.

Residence Requirements

Of the 62 hours required for the MA in School Counseling program (60 for Track I students), a minimum of 43 hours (41 for Track I students) must be taken in resident study at George Fox University. All work leading to the degree must be completed within seven years from the time of matriculation. Extension of this limit requires the approval of the Graduate School of Counseling (GSC) Faculty. However, only one such extension may be considered due to special circumstances, such as ill health. Reinstatement to the program after withdrawal requires Admissions Committee action and may subject the student to additional requirements for the program. A leave of absence is valid for up to one year after which the student must reapply to the program.

Course Requirements

The MA in School Counseling program is generally 2-5 years in length, depending on a student's schedule, with 62 semester hours of course work (60 for Track I students) required as a minimum for graduation. Of those hours, 3 are in spiritual integration coursework, 27 in core counseling courses, 21 in prescribed school counseling core courses (21 for Track I students plus 3 pre-approved elective credits), and 6 clinical internship credits.

Each student must complete the program requirements based on the following verification of teaching license and prerequisite licensed teaching experience:

  • Track I is for those students who hold a teaching license and can verify two years of full-time or four years of part-time licensed teaching experience.
  • Track II is for those students who do not hold a teaching license or cannot verify two years of full-time or four years of part-time licensed teaching experience.

Other Degree Requirements

Each student must complete a minimum of 20 hours of personal counseling/therapy as part of the MA in School Counseling program. Additionally, an ongoing review process serves as a way to assess the student's fit for the program; fit for the profession; emotional, psychological, and intellectual ability; as well as maturity level for functioning safely as a mental health professional. Graduate School of Counseling faculty will review students each fall and spring semester. For more specific information please refer to the student handbook. 

Graduation Requirements

In order to complete the MA in School Counseling program students must:

  • Satisfactorily complete a minimum of 60 semester hours (62 for Track II students) with a cumulative GPA of 3.0 or above
  • Achieve no grade lower than a B in all courses. If a grade of a B- or lower is received in a required course, that course must be retaken (for more specific information, please refer to the student handbook)
  • Complete a minimum of 20 one-hour sessions of personal therapy—individual, couples, and/or group (no more than 10 sessions may be in group therapy)—with a licensed therapist
  • (Track I only) Complete 3 elective credits prior to Internship that are pre-approved by the School Counseling Program Director
  • (Track II only) Complete a minimum of 100 supervised hours in a teaching practicum, including a minimum of 38 clock hours of full responsibility for teaching and classroom management
  • Complete a minimum of 600 supervised internship hours, of which at least 240 hours must be direct client contact hours
  • Successfully complete the Clinical Portfolio (reading fees are assessed during the final semester of clinical internship), in which the student articulates their current understanding of school counseling and applies the same through an analysis of their counseling practice, an evaluation of their strengths, and a three-year professional development plan

Curriculum Plan

Complete the following:

This course examines both the content and process of the Christian faith as well as its implications for clinical practice. Explored are an introduction to spirituality in mental health, basic hermeneutics as applied to Christian Scripture, basic theological concepts, the relationship between theology and psychology, health and toxic faith systems, spiritual development, spiritual/religious assessment, the spiritual/religious orientation and value system of the therapist, and treatment interventions in the spiritual/religious realm. This course is intended for Graduate School of Counseling Students. Prerequisites for CMHC/MCFC students: GCEP 540 Prerequisites for School Counseling students: none.

Complete the following:

An examination of key concepts in marital and family systems, including the family life cycle, as well as an introduction to various approaches to marital and family therapy. Core counseling skills as used in systems therapy will be taught and practiced. Prevention services as well as the roles of ethnicity and culture will be studied.
This course reviews basic concepts and skills of counseling individuals, including practice in applying those concepts and techniques in counseling situations during class. Emphasis is on conditions for effective helping relationships, attending and interviewing skills, basic theoretical assumptions, ethical principles, and professional orientation.
The study of human growth and development recognizes that a complex interplay of biological, intrapsychic, relational, and social dynamics are in constant motion throughout one's lifespan. Therefore, this course examines human development from an ecosystemic perspective by surveying a variety of major developmental theories as applied across the lifespan and identifying the use of those theories in the practice of Counseling and Marriage and Family Therapy. The influence of cultural dynamics on human development is also considered, as expressed through dominant social values shaping our understanding and experience of self, family, gender, race, ethnicity, and spirituality. Emphasis is placed on applying developmental theories in the assessment and diagnosis of individuals, couples, and families, and in the educational environment. This course is intended for Graduate School of Counseling Students only. Pre-requisites for CMHC/MCFC students: GCEP 500 and GCEP 540 (540 may be taken concurrently) Pre-requisites for School Counseling students: GCEP 500
This course is a survey of major contemporary theories of counseling and personality development with particular emphasis on the etiology, assessment, and treatment of psychopathological states as interpreted within various theoretical frameworks. The course surveys the major figures and their theories in the area of personality and counseling modalities. Theorists are examined to discover their views of anthropology, psychopathology, normalcy, behavioral, and relational assessment, in addition to their therapeutic goals and interventions. The course explores each theory in light of social and cultural diversity as well as the integrative impact of spirituality and religiosity on the development of the person. The systemic perspective, which recognizes that personality is embedded in various systems (family, relational, social, community and cultural), is considered throughout.
The treatment of individuals, couples, and families requires multidimensional assessment skills in order to ensure ethical, appropriate, and effective intervention strategies. This course is intended to begin the student's process of developing mastery in the assessment and diagnosis of psychopathology as codified in the DSM-V. Biological, psychological, cultural, and systemic factors are considered in the assessment, etiology, and treatment of various disorders. This course is designed for Graduate School of Counseling students. Prerequisites for CMHC/MCFC students: GCEP 500, GCEP 501, and GCEP 540. Prerequisites for School Counseling students: GCEP 500 and GCEP 501.
The primary objective of this course is to teach group leadership theories and skills, and to help students understand how proper group processes and methods can contribute to clients' mental health. Students will learn group leadership, group dynamics, theories of group development, group treatment planning, group assessment, and ethical considerations related to group treatment. Students will also take part in a community-based group experience. This course is designed for Graduate School of Counseling students. Prerequisite: GCEP 501 (may be taken concurrently)
This course examines theory, etiology, assessment, and treatment of addictive disorders in individual, marriage, couple, family, and group modalities. The course also provides insight into the collaborative nature of treatment in the field of addiction, providing opportunities for students to work with each other and professionals in the field to enhance knowledge of treatment interventions and treatment planning. This course is intended for Graduate Department of Counseling Students. Prerequisites for CMHC/MCFC students: GCEP 500, GCEP 501, and GCEP 540. Prerequisites for School Counseling student: GCEP 500 and GCEP 501.
Students will engage in all steps of the research process by participating in a collaborative research project that emphasizes the importance of research in the counseling profession, including work that informs evidenced-based practices in the field. Students participate in the ethical design, analysis, reporting, and evaluation of empirical research. Students will also learn to fundamentals of program evaluation, including needs assessments and strategies for program modification.
This course is intended to increase the student's understanding of the issues and dynamics in counseling across social and cultural lines. Students will explore the nature of society and culture and how these impact the counseling process. Students will examine several major spiritual traditions, with a view to understanding the implications for clinical practice with persons in these populations. Within each tradition, the following are explored: history and tradition; sacred writings; central doctrines; spiritual authority; faith communities; communal and personal disciplines/rituals; health/happiness and pathology; means of grace; social and cultural practice; relationship to creator/creation; gender, blood, and faith relationships; compare and contrast with Western Christian worldview; systemic analysis; and therapeutic implications. Attention will be given to developing understanding of gender, class, race, ethnicity, structure and roles within marriage and family work, and various lifestyles. This course is intended for Graduate Department of Counseling Students. Prerequisites for CMHC/MCFC students: GCEP 500, GCEP 501, and GCEP 540. Prerequisites for School Counseling student: GCEP 500 and GCEP 501.
This course offers a study of the basic concepts and principles of psychological assessment, including historical factors influencing testing and test construction. Students will also learn the statistical language and theory related to measurement error, scales of measurement, measures of central tendency and variability, reliability and validity. Students will learn about a selected group of assessment instruments and their range of applications in the field. Critical evaluation of assessment instruments will be included as well. This course is intended for Graduate School of Counseling students.
This course intends to deepen the student's knowledge base regarding the complexities of the human experience by examining neurological functioning and its role in human distress and recovery. Specifically, it explores the interplay between neurobiology, the social environment, and pharmacological interventions, and its influence on cognitive, affective, and behavioral functioning. The course offers an overview of neuroanatomy orienting the student to basic brain structure, advances in interpersonal neurobiology confirming the role of attachment relationships in brain development, and the role of interpersonal relationships and pharmacology in altering brain functioning. Prerequisites: recommend GCEP 530 or concurrent with GCEP 530

Complete the following:

The Clinical Practicum for school counselors contributes to the development of the mental health professional component of a conjoint professional school counselor identity of both mental health professional and educational leader. It is a supervised experiential learning component of the school counseling program as well as a didactic course. As such, students will gain hands-on clinical experience under the direct supervision of a licensed and experienced school counselor in developing clinical skills for working effectively and with cross-cultural sensitivity with a variety of clients in a school setting. Students will also participate in campus-based group supervision of the above process. Students will also engage with didactic course content designed to advance students’ clinical counseling skills. This content includes communicating the limits of confidentiality, mandatory reporting, the arc of a counseling session, identifying issues, goal setting, termination, immediacy, note taking and case formulation, consultation, referrals, (counter-)transference and boundaries, as well as training in both solution-focused and narrative counseling approaches. Pass/No Pass. Prerequisite: GCEP 501 Principles and Techniques of Counseling. Students must have attended the Practica Orientation.
This course examines sources of biological and social risk that impede the development of personal wellness, academic achievement, and social competency in children and adolescents. Students explore the prevalence of these risk factors nationwide and in local communities, with emphasis on sources of resiliency that ameliorate risk and are enhanced by community, environmental, institutional, and cultural protective factors and opportunities. Students are exposed to and guided in assessing current, local partnerships between school, county, and community agencies addressing barriers that hinder children¿s personal, social, and academic functioning. Students also gain an understanding of the multifaceted role school counselors have as advocates for and designers of policies, comprehensive programs, and collaborative services that are equitable and responsive to the needs of diverse children and their families. Legal and ethical issues in working with these populations are addressed throughout the course.
The goal of this course is to provide students with an concentrated study of various childhood and adolescent disorders. The etiology, diagnostic criteria, assessment needs, and recommended intervention and treatment strategies of childhood disorders will be presented. A focus will be placed on understanding the disorders in school settings, including the role of Individualized Education (IEP) and 504 Plans. An integrative perspective will be taken that acknowledges biological, psychological, social, and cultural influences and their interdependence, and is guided by the consideration of developmental processes that shape and are shaped by the expression of these disorders. Co-morbidities and developmental norms that help inform diagnostic decisions will also be discussed. For students in School Counseling programs only, others by permission. Prerequisite: GCEP 501
This course integrates theory, practice, and research to provide an overview of school counseling models, services, and skills. Students will learn the ASCA National Model and Oregon's Comprehensive Guidance and Counseling Framework. They will become familiar with the roles and functions of the professional school counselor across levels. Students will understand different models of and develop essential skills in consultation, coordination, and collaboration. They will understand how school counselors advocate and take leadership for systemic change. Students will develop skills for designing, implementing, evaluating, and advocating for comprehensive school counseling programs that include all students and meet the needs of diverse student populations. Students will begin to develop a professional identity as school counselors. For students in School Counseling programs only, others by permission.
This course is designed to acquaint students with the foundational issues and resources of career counseling, the lifestyle and career decision making process, and comprehensive career-guidance programs for K-12 populations. Students gain an overview of the historical development of career counseling and a basic understanding of relevant theories. The interrelatedness of lived experience, life roles, and calling in career development for diverse populations is visited. Students are exposed to opportunities to gain both multicultural and social justice advocacy awareness, knowledge, and skills as they relate to lifestyle and career development for all students. Students will also identify the criteria necessary to plan, organize, implement, administrate, and evaluate a comprehensive K-12 career counseling program that addresses the career development of all students, along with an understanding of career and educational planning, placement, follow-up, and evaluation. In addition they are acquainted with cutting edge technology resources and assessment tools used in career counseling in schools. This course is intended for students in the School Counseling program only. Prerequisite: GCEP 501; GCEP 505 recommended.
This course is preparatory for students' school based internship experience, and is designed to acquaint students with the professional, legal, and ethical issues with which school counselors, school psychologists, and LPCs grapple. Students will become familiar with the ACA and ASCA or APA and NASP ethical codes, Oregon laws related to licensure and practicing as a school counselor, school psychologist, and LPCs; as well as the legal and professional responsibilities of school counselors and school psychologists, and will understand and experience how their values interact with the implementation of their codes. Students will also understand licensure and certification requirements relevant to their respective fields as part of their ongoing professional identity development. This course is intended for students in the School Counseling program only. Prerequisite: to be taken summer prior to internship.
This course is intended to follow up GCEP 504 Childhood and Adolescent Disorders and operates in conjunction with GCEP 513 Internship A: Early Childhood and Elementary Counseling I or GCEP 517 Internship B: Middle Level and High School Counseling I. The student will explore comprehensive treatment planning strategies, including the development of written statements of cognitive, behavioral, and emotional symptoms; systemic processes; short-term objectives; intervention strategies, appropriate community referrals, and collaboration with the school systems and parents. Various therapeutic methods utilized in treatment and management of mental disorders will be presented. Pass/No Pass. For students in the School Counseling program only. Prerequisite: GCEP 516. Corequisite: GCEP 517
The School Counseling Portfolio is the capstone of both the degree and licensure only programs, and is done concurrent with the student's final semester of internship. This multidimensional project includes four sections. In Part I the student will prepare a comprehensive paper detailing his or her theory of the nature of persons, the change process, healthy/unhealthy functioning, and the therapeutic process. In Part II the student will demonstrate the application of this theory in an actual case presentation through the use of video, session transcripts, and written reflection, thereby demonstrating perceptual, conceptual, and executive clinical skills. In Part III the student will present a 3- year growth plan, a counselor introduction statement, and a professional résumé. In part IV the student will provide work samples for each of the licensure standards for school counselors set forth by TSPC. This four-part portfolio will be evaluated by a GDC supervisor and a licensed professional school counselor (outside reader) from the community. Pass/No Pass. Co-Requisite: GCEP 517. Additional course fee required.
This course develops a basic understanding for the critical role data plays in school improvement efforts, and acquaints students with the conceptual and technical skills needed for designing and executing action research studies that professional school counselors can implement in classrooms and within the broader school system. Students gain an understanding of the following: data driven decision-making; methods for observing and recording behavior in school settings; problem definition and focus; data storage and retrieval systems; trustworthiness of action research, school visioning and improvement planning; and the role they play in a comprehensive school counseling plan. Emphasis is placed on defining and investigating problems that require the professional school counselor to implement strategies for improving their practice and student learning. Students are introduced to several levels of data usage and application, moving from state accountability requirements to mobilizing efforts to equalize access to high standards for all students. During this course students will complete a school profile, draft a critical question, create an action research design, submit an IRB, and conduct an initial literature review. This course is intended for students in School Counseling programs only; others by permission. Corequisite: GCEP 515. Must be taken concurrently.
This course continues the development of a basic understanding for the critical role data plays in school improvement efforts, and acquaints students with the conceptual and technical skills needed for designing and executing action research studies that professional school counselors can implement in classrooms and within the broader school system. Students gain an understanding of the following: data driven decision-making; methods for observing and recording behavior in school settings; problem definition and focus; data storage and retrieval systems; and trustworthiness of action research, as well as school visioning and improvement planning and the role they play in a comprehensive school counseling plan. Emphasis is placed on defining and investigating problems that require the professional school counselor to implement strategies for improving their practice and student learning. Students are introduced to several levels of data usage and application, moving from state accountability requirements to mobilizing efforts to equalize access to high standards for all students. During this course students will continue work on the action research project begun in Action Research Design I, completing a literature review, gathering data, and presenting the results. This course is intended for students in School Counseling programs only; others by permission. Corequisite: GCEP 517. Must be taken concurrently.
Complete the following:
These courses are required for Track II students only.
This course, first in a sequence of two consecutive courses, is designed to fundamentally prepare students for the required student teaching practicum for Track II school counseling students pursuing an Initial School Counseling License who do not have teaching experience. Students will gain an overview of the historical aspects and progression of the educational system. The fundamentals of how to appropriately plan for student learning, organize curriculum, utilize a variety of instructional strategies, assess learning, and develop techniques for effective classroom management are also addressed. Meeting the needs of diverse learners while promoting academic success, personal/social, and/or career development will be emphasized. Students will plan and develop a 5-day integrated unit of study related to a counseling theme using a variety of instructional strategies that promote critical thinking, problem solving, and performance skills. Pass/No Pass. For students in School Counseling programs only.
This course, the second of two consecutive courses, will partially fulfill requirements for the school counseling licensure criteria established by the Oregon Teacher Standards and Practices Commission (TSPC) for prospective school counselors who do not have two years of teaching experience in Oregon or out-of-state public or regionally accredited private schools (Track II). The classroom student teaching practicum will prepare prospective school counselors to work collaboratively with educators by learning about how today's schools operate, what guiding principles educators use, and how research-based practices are effective in the classroom in promoting academic success, personal/social, and/or career development. Prospective school counselors will have the opportunity to integrate educational concepts and instructional strategies within the classroom environment while also addressing the needs of diverse and multicultural learners through planned learning activities. Students will prepare and teach a work sample under the guidance of a cooperating teacher. Both formative and summative assessment will be a key component of the work sample. This course is intended for students in the School Counseling program only. Prerequisite: GCEP 506

Complete the following:

Note: Students are expected to follow the sequence GCEP 515, GCEP 517 beginning with the fall semester of the final year.
The school counseling internship contributes to the development of a conjoint school counselor identity of both mental health professional and educational leader. It is a supervised experiential learning component of the school counseling program. As such, students will gain hands-on experience under the direct supervision of a licensed and experienced school counselor in developing clinical skills for working with a variety of students in a school setting, and educational leader skills for carrying out the full spectrum of tasks in which professional school counselors engage. Students will also participate in campus-based group supervision of the above process. Pass/No Pass. For Master of Arts in School Counseling students only. Prerequisites: Student must have (a) completed all other coursework with a B or better grade, (b) applied and been accepted as an internship candidate, and (c) attended the Internship Orientation (During spring semester of that year). Corequisites: GCEP 568 Action research Designs I and GCEP 516 Treatment Planning.
The school counseling internship contributes to the development of a conjoint school counselor identity of both mental health professional and educational leader. It is a supervised experiential learning component of the school counseling program. As such, students will gain hands-on experience under the direct supervision of a licensed and experienced school counselor in developing clinical skills for working with a variety of students in a school setting, and educational leader skills for carrying out the full spectrum of tasks in which school counselors engage. Students will also participate in campus-based group supervision of the above process. Pass/No Pass. For students in the School Counseling program only. Pre-requisite: GCEP 515

Note:

  • Internship requires a minimum of 600 clock hours of supervised school counseling experience in a public or approved private school per TSPC guidelines.
  • The teaching practicum for school counseling must be supervised and consist of a minimum of 100 clock hours in a regular classroom in a public or approved private school per TSPC guidelines. It must include a minimum of 38 clock hours of full responsibility for teaching and classroom management.