School Counseling Licensure Preparation Program
Purpose
The School Counseling Licensure Preparation Program is designed for people who desire graduate study and preparation for the school counseling profession who already hold a master's or doctoral degree in a mental health field (e.g., counseling, social work, marriage and family therapy, psychology and/or psychiatry).
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 identity as professional school counselors that blends the roles of mental health professional and educational leader
- 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 multicultural sensitivity for all students’ holistic well-being at individual and systemic levels
- Demonstrate personal awareness, theoretical knowledge, and clinical skills needed to engage in multi-culturally sensitive individual and group counseling, classroom lessons, collaboration, and consultation
- Demonstrate how to individually and in collaboration with teachers develop and teach an engaging guidance-related curriculum that facilitates students’ personal/social, academic and career development
- Demonstrate the awareness, knowledge, and skills to effectively work with all students, K-12, to advance their college and/or career readiness
- Effectively consult and collaborate with parents and guardians, teachers, administrators, and other school and community members
- 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
- 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
- Demonstrate the Conceptual Framework to Think Critically, Transform Practice, and Promote Justice
- Articulate how personal faith informs one’s identity and practice as a professional school counselor
Admission Requirements
- Master's or doctoral degree in the mental health field from a regionally accredited institution. A cumulative grade point average of 3.0 or above is required. 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.
Transcripts of previous graduate work and supporting documentation will be evaluated by the GSC faculty committee to verify completion of the following prerequisite courses:
| Prerequisite Coursework (13 hours) | |
|---|---|
| GCEP 500 Introduction to Couple and Family Therapy | 3 |
| GCEP 504 Child and Adolescent Disorders | 2 |
| GCEP 550 Group Theory and Therapy | 2 |
| GCEP 554 Addictions | 2 |
| GCEP 567 Cultural Foundations and Social Justice | 3 |
| GCEP 587 Pharmacology | 1 |
Any of the prior courses not taken as part of a master's or doctoral training program in a mental health field will be added to the total hours required to complete the program. Waivers of prerequisite coursework* might vary greatly from student to student. In addition to the prerequisite coursework, all students must complete the required 36 semester hours of coursework listed below.
Transfer Credit
Transfer of up to 10 hours credit is allowed toward the Preliminary School Counseling Licensure Preparation Program from accredited graduate schools. 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 Preliminary School Counseling Licensure Preparation 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. Consult the registrar's office for information on eligibility of transfer credit.
Residence Requirements
Of the 34 hours required for the School Counseling Licensure Preparation Program, a minimum of 21 credit hours must be taken in resident study at George Fox University. All work leading to the certificate must be completed within 5 years from the time of matriculation. Extension of this limit requires
Course Requirements
The School Counseling Licensure Preparation Program is generally 2 to 3 years in length with 34 semester hours of course work required as a minimum for graduation. Of those credit hours, 3 are in spiritual integration coursework, 25 in prescribed school counseling core courses (which includes a 100-hour teaching practicum), and 600 internship hours.
Other Degree Requirements
Each student must complete a minimum of 20 hours of personal counseling/therapy. 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. GSC faculty will review students each fall and spring semester. For more specific information please refer to the student handbook.
Completion Requirements
In order to complete the School Counseling Licensure Preparation Program students must:
- Satisfactorily complete a minimum of 34 semester hours 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.
- 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 School Counseling Portfolio (reading fees are assessed during the final semester of school counseling 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:
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.
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, 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
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.
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 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.
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.
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 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 - 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. Students are required to take: GCEP 506 Classroom Teaching and Learning and GCEP 507 Teaching Practicum.