Professional School Counseling (MEd)
Credential
Master of Education in Professional School Counseling
Introduction
The Master of Education in Professional School Counseling PK-12 is designed to provide individuals the opportunity to pursue an integrated program of study, specifically in the field of Professional School Counseling. The program has been approved by the Pennsylvania Department of Education for public school certification.
The program provides individuals with theological distinctiveness, contemporary scholarship and professional counseling skills to serve competently within both the public and private school context. The program utilizes scripture as the foundation on which skills and knowledge are developed. In addition, the American School Counselor Association (ASCA) National Model is utilized in the development, implementation, and delivery of comprehensive professional school counseling services. This program provides a unique opportunity to integrate both faith and practice into the field of professional school counseling.
Students have the option of taking 12 credits in addition to the 48-credit degree (60 credits total) to meet the Pennsylvania requirements to sit for the National Counselor Examination (NCE) and be a Licensed Professional Counselor (LPC). The structure and content of the M.Ed. School Counseling program are aligned with the CACREP 2016 Standards.
Program Purpose
The Professional School Counseling major will provide training that will grant students the opportunity to seek PA public school certification and state licensure as a Licensed Professional Counselor.
Program Philosophy
The Master of Education in Professional School Counseling is designed to prepare Christian students and develop school counselors who have a strong professional identity as ethical practitioners. Guided by a curriculum that’s centered on biblical truth and the American School Counseling Association Model strategies, our experientially diverse program allows students to move successfully from the classroom to the field. This program equips individuals with theological distinctiveness, contemporary scholarship and professional school counseling skills to serve within public and private education.
Educational Philosophy
The Educational Philosophy of the M.Ed. Professional School Counseling Program is to:
1. Promote self-awareness and emotional intelligence.
2. Provide students with a robust supervision experience as they practice/apply skills taught in the classroom and transition those pedagogical strategies to enhance professional development as a competent school counselor.
3. Provide opportunities to develop cultural competence, including the knowledge, skills, beliefs, and attitudes to grow as a culturally sensitive counselor.
4. Produce school counselors who take a holistic approach, incorporating wellness, empowering students, advocating for self and stakeholders, and are change agents for the entire system.
5. Provide a framework of learning that promotes critical thinking so that students are able to demonstrate professional evaluation of theoretical content in light of a biblical worldview.
Location: Lancaster
Program Core Competencies
The Master of Education in Professional School Counseling Program will equip students for the field of school counseling by developing:
Program Outcomes: (CACREP 2016, 5, G)
1. Recognize the history, development, legislation, government policy, ethics, and professional identity development of school counselors within the field of education.
2. Evaluate theories, models, techniques, and interventions related to a comprehensive school counseling program and from a biblical perspective.
3. Comprehend the administration, interpretation, and application of assessments specific to P-12 education.
4. Develop techniques to foster collaboration and consultation when working with families, personnel, agencies, and all stakeholders within the educational system.
5. Demonstrate an understanding of advocacy required to address institutional and social barriers that impede access, equity, and success for students.
6. Exhibit comprehension of multicultural counseling competencies.
7. Display knowledge of skills related to assessing abilities, interests, values, and personality factors related to college and career readiness.
8. Adherence to ethical standards of professional counseling organizations and a knowledge of credentialing bodies.
9. Identify risk factors and warning signs of students at risk for mental health and behavioral disorders including substance abuse.
10. Utilize data to inform decision making.
MEd Curricular Structure/Degree Requirements
Foundational Courses
- Bible & Theology Foundational Courses must be completed before the practicum, unless student has earned Advanced Standing through previous Bible & Theology courses.
- An undergraduate psychology course must be completed before the first graduate course.
- MAT 216 is required if the student has not taken a statistics course.
- Orientation Seminar ORI 500 is taken at the time of admission.
ORI 500
| | |
| MAT 216 | Statistics for the Social Sciences | 3 |
| Undergraduate Psychology Course | |
Core Professional Courses
These courses must be taken as part of the Preliminary Acceptance Phase.
| CPS 508 | Counseling Skills in Helping Relationships | 3 |
| CPS 515 | Counseling Theory and Techniques | 3 |
| CPS 530 | Professional Ethics and Legal Issues in Counseling | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| PSC 555 | Group Counseling in the Schools | 3 |
Second Tier Professional Courses
These courses can be taken after Candidacy is granted.
| CPS 510 | Human Growth and Development across the Lifespan | 3 |
| CPS 525 | Assessment Techniques in Counseling I | 3 |
| CPS 583 | Multicultural Foundations of Counseling | 3 |
| EDU 519 | Foundations & Framework for Learning | 3 |
| PSC 504 | Research and Program Evaluation | 3 |
| PSC 556 | Career Development in Schools | 3 |
Third Tier Advanced Courses
These courses can be taken by candidates who have completed the Second Tier Professional courses.
| PSC 523 | Leadership and Advocacy in Education | 3 |
| PSC 526 | Collaboration, Consultation, and Coordination | 3 |
| PSC 535 | Exceptional Students: Population, Policies, & Procedures | 3 |
Professional Practice Courses
These courses can be taken after completion of the Core Professional and Second Tier courses.
| PSC 601 | Professional Service I in School Counseling | 3 |
| PSC 602 | Professional Service II in School Counseling | 3 |
Licensure Courses
Choose 12 credits of licensure courses.
| CPS 540 | Marriage Counseling & Psychotherapy | 3 |
| CPS 546 | Theories of Personality | 3 |
| CPS 550 | Family Counseling & Psychotherapy | 3 |
| CPS 551 | Assessment Techniques in Counseling II | 3 |
| CPS 552 | Marriage and Family Issues | 3 |
| CPS 553 | Counseling & Psychotherapy for the Individual | 3 |
| CPS 572 | Counseling Addictions | 3 |
| CPS 575 | Counseling Children and Adolescents | 3 |
| CPS 577 | Human Sexuality | 3 |
Practicum and Internships
Application, Admission, Retention, and Graduation
Admission Requirements
The application process for the M.Ed. School Counseling program has four phases: Initial application phase (IAP), interview phase (IP; parts 1-2), preliminary acceptance phase (PAP), and candidacy phase (CP).
Initial Application Phase (IAP) requires submission of the following items:
•
Online application form with $40 application fee.
•
Personal statement of spiritual journey and statement of faith
•
Two professional references completed online by applicant’s supervisor(s) and pastor
•
Transcript of an accredited Bachelor’s degree (and grad. transcripts if seeking transfer credit approval).
•
The TOEFL examination is required only if English is not the applicant's native language or if the applicant has not completed a degree program taught in English. TOEFL scores must be from tests administered within two years of the application deadline. If required, their test score must meet the following minimum for admission: Paper Score 550; Computer Score 213; or Internet Score 79. International students must also complete the Duolingo test with a score of 105. The applicant’s skill score in writing will also be considered in the admissions decision. The official TOEFL score report must be sent directly from the Educational Testing Service.
•
Individuals seeking admission to the M.Ed. program must complete each step of the application process by submitting a complete application by:
Fall Semester Start August 1
Spring Semester Start December 1
Summer Semester Start April 1
To apply online, go to the following link: https://www.LBC | Capital.edu/capital/admissions/
Application Process
Interview Phase Part 1 (IP1):
The prospective student is invited for an on-campus interview with the admission committee. Before the meeting, the applicant is asked to type a scholarly paper using APA format in Microsoft Word reviewing an article related to the field. Writing samples help to assess for graduate-level skills related to comprehension, adaptability, critical thinking, and scholarly writing.
Interview Phase Part 2 (IP2):
After completion of the writing sample, the student has to appear before the admission committee for a face-to-face interview. During the interview process, the committee assesses interpersonal skills, critical thinking, and self-awareness. Those who have met the interview criteria will be welcomed to the preliminary acceptance phase.
Preliminary Acceptance Phase (PAP):
This phase enables provisional acceptance to the graduate program. Students must satisfy academic requirements of the 1st Tier Professional Core courses and then complete the steps for candidacy to continue in the MEd School Counseling Degree Program.
Candidacy Process (CP):
Upon receiving provisional acceptance to the graduate program, new MEd School Counseling students will be required to complete the candidacy requirements and receive formal approval to obtain full candidacy acceptance into the MEd program
Application Response
After completion of the Interview Phase 2. The admission committee will communicate the decision to the Office of Adult Learner Services who then communicates the decision of the committee within 7-15 days.
Advanced Standing
Transfer Credit Policy:
Applicants pursuing a master's degree in the professional school counseling program at LBC | Capital may request to transfer a maximum of 18 graduate credits (6 courses) into the master's degree program into which they are applying. To transfer the graduate courses, the individual grade earned must be at least "B" or higher, and the course must be relevant to the degree program that the applicant is applying for as determined by the program director. The Counseling and Social Work Department reserves the right to approve or decline the transfer credits, which will be communicated to the students during the interview process.
Pre-Program Requirements
Counseling/Psychology Prerequisites Required before any Classes:
|
PSYC _____
|
Undergraduate course in counseling/psychology
|
3
|
Basic Research & Statistics Course Prerequisites Required before any Classes:
|
MAT 216
|
Statistics for the Social Sciences OR Equivalent Basic Statistics
|
3
|
Applicants are required to complete the above mentioned pre-requisites before any graduate work can commence
Retention
Candidacy Process:
Upon receiving provisional acceptance to the graduate program, new M.Ed. school counseling students will be required to complete the following steps in order to obtain full candidacy acceptance into the M.Ed. program. Students’ academic performance, interpersonal characteristics, and behavior are monitored throughout the program to ensure competency in preparation for the counseling profession.
1. Complete all 1st Tier Professional Core courses (15 credits) to demonstrate academic fitness and interpersonal fitness. Students must obtain a grade of B or higher. Each student will also be rated by their professors on various interpersonal and academic performance standards via the Critical Competencies Review form in each of the Tier 1 courses.
2. Obtain two (2) background checks are required prior to your candidacy interview and are necessary for approval for field placement. (If living or working in a different state, please review your state requirements for obtaining clearances).
• PA Child Abuse Clearance (ACT 151)
• PA Criminal Background Check (ACT 34)
• Proof of completed Mandated Reporter Training
• FBI Fingerprinting
3. Complete Personality and Career Assessment to ensure the student is at a socio-emotional and behavioral level fit for the profession.
o MMPI-2: Before exiting the Pre-Candidacy phase, the student will need to obtain a personality evaluation, comprising of the Minnesota Multiphasic Personality Inventory – 2nd Edition Restructured Form (MMPI-2-RF). The student’s advisor will review the results of this assessment and discuss at the Candidacy interview. The results of the personality evaluation may verify the student’s continuation within the program and/or evidence a need for additional counseling, or it may show evidence that another area of pursuit would be in the student’s best interest. Failure to complete this requirement will result in the student’s inability to take additional courses.
o 16-PF: The student is also required to take the 16-Personality Factors Assessment. The assessment is reviewed with the student during the candidacy interview. We utilize the Human Resource Development Report that will assess personality and the associated relationship with common workplace factors to ensure that the chosen career path correlates with common counseling environments.
4. Submit the Candidacy Application to the Counseling & Social Work department for review.
5. Schedule and participate in a candidacy interview. After the required assessments are completed and all materials received by the Department Assistant, the student will be allowed to schedule an appointment to be interviewed for Candidacy. This meeting is an intentional pause to assess academic, intrapersonal, and interpersonal fitness to continue in the program. During the
Candidacy meeting, the student will be interviewed by the Program Director. The interview will consist of reviewing current grades in the core courses, review of interpersonal and academic rating (via a standardized form) completed by professors, overall program fit, and the results of the MMPI-2 and the 16 PF.
Based on the results of the Candidacy meeting, recommendations germane to findings will be generated. Examples of recommendations include but are not limited to:
• Formal approval as socio-emotionally, academically, and behaviorally fit for advancement to Candidacy.
• Provisionally fit for Candidacy IF various recommendations are followed
• Temporary hiatus from additional classes until requirements have been satisfactorily fulfilled.
• Unfit for candidacy and dismissal from the program.
Upon receiving full candidacy acceptance to the M.Ed. program, students can then proceed to enroll in courses from the 2nd Tier Professional Courses.
Counselor Preparation Comprehension Examination
Prior to practicum and internships, students must take the Counselor Preparation Comprehension Examination (CPCE) after completing Tier 1 and Tier 2 courses. The purpose of the exam is to assess the student’s knowledge of counseling to ensure minimum competence in the field. The CPCE will cover the eight required core areas outlined in CACREP 2016 Standards. Furthermore, the CPCE will also provide collective feedback that can be used by the program in developing/adapting curriculum. The CPCE is offered once each Spring, Summer, and Fall semester. More specifically, students can expect the exam to take place on a weekday between 5:30-10:00pm at Lancaster Bible College’s campus.
Graduation
The following requirements must be successfully completed in order to receive the Master of Education degree:
Satisfactory completion of all course work
A minimum cumulative GPA of 3.0
Fulfillment of all financial obligations
Adherence to biblical standards and ethics in living one’s lifestyle
Program Director
Melissa Boas, MEd (Assistant Professor; Director for Professional School Counseling & BS Psychology Programs)
Melissa Boas works full-time at Lancaster Bible College as the Director of the Professional School Counseling program and Director of the BS Psychology degree. Prior to coming to LBC she worked 12 years in public education as a former middle school and high school counselor, and a supervisor of school counseling services. Melissa believes that school counselors are integral within school districts in meeting the needs of all students’ social emotional development, fostering academic growth, and providing career education services. Melissa believes that the profession of school counseling is a special calling from God, a very rewarding career, and is excited to train the next generation of school counselors. Melissa serves as an associate professor, teaches multiple courses, and supervises and advises future school counseling students. She is currently working on her doctorate in Education degree and when she is not working she enjoys spending time with her family.
Faculty
Resident Faculty
Ryan M. Kuehner, PhD, LPC
Jon Shacklett, MA, LPC, CAADC, ACS
Melissa Boas, MEd
Praveen Rudra, MA, LPC
Day Butcher, EdD, LPC, LCAT, ATR-BC
Adjunct and Visiting Faculty
Abby Keiser, MS
Brittany Ober, MA
Carol Geiger, MA, Med, LPC
Faith Ann Day, MA, LPC
Grace Martin, MA, LPC
Jenee Bare, MA
Jessica Todorov, MA
Jonathan Reese, MA, LPC
Joshua Irvine, MA, LPC
Karen Mummau, MSW, LCSW
Lori DeWald, MA, NCC, LBS
Olivia Murrin, MA, LPC
Sean Dougherty, MS, Med
Tony Byler, MD