For the 60 credit program, graduates will also be prepared to sit for the National Counselor Examination (NCE). Although not yet accredited through CACREP, the structure and content of the MEd in Professional School Counseling program is aligned with the CACREP 2016 Standards.
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.
The Educational Philosophy of the M.Ed. Professional School Counseling Program is to:
Curricular Structure and Degree Requirements
| Curricular Structure |
Credits |
| Biblical and Theological Foundations Courses |
3 |
| Intro to Prof. Counseling Core Courses - Tier One |
15 |
| Professional Core Courses - Tier Two |
15 |
| Advanced Professional Courses - Tier Three |
9 |
| Professional Practice Courses |
6 |
| Program Total |
48 |
The Admission Requirements section below contains information about pre-requisite courses that students must complete prior to taking graduate courses in this program.
The Professional School Counseling Program has three credit options:
| 42 credits |
Students take the courses above except for the Professional Practice Courses. |
Students not eligible for certification or licensure. |
| 48 credits |
Students take courses as noted above. |
Students eligible for certification only. |
| 60 credits |
Students take an additional 12 credits. See below. |
Students eligible for certification and licensure. |
Biblical and Theological Foundations Courses (3 credits)
This chart outlines how prior college-level credits in Bible and theology, as represented on a transcript, apply to the Biblical and Theological Foundations course requirement.
| 15 or less credits of Bible and theology |
BTC 503 Foundations for Integration |
| 16-29 credits of Bible and theology |
BTC 504 Perspectives on Integration |
| 30 or more credits of Bible and theology |
Requirement satisfied. |
If students have satisfied the Bible and theology requirement, they must take a CPS elective to meet the credits required for their program.
Intro to Prof. Counseling Core Courses - Tier One (15 credits)
These courses must be taken first as part of the Preliminary Acceptance Phase.
| CPS 501 | Orientation to Professional Counseling Identity, Function & Ethics | 3 |
| 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 555 | Group Counseling in the Schools | 3 |
Professional Core Courses - Tier Two (15 credits)
These courses can be taken only after being granted Candidacy.
| 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 |
| PSC 504 | Research and Program Evaluation | 3 |
| PSC 556 | Career Development in Schools | 3 |
Advanced Professional Courses - Tier Three (9 credits)
These courses can be taken only after being granted Candidacy and completing Tier Two.
| 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 (6 credits)
These courses can be taken only after completing Tier One and Tier Two courses.
| PSC 601 | Professional Service I in School Counseling | 3 |
| PSC 602 | Professional Service II in School Counseling | 3 |
Licensure Courses (12 credits)
For students completing the 60 credit program, choose four courses (12 credits).
| 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
The Practicum and Internship courses are a critical and integral component in the training of a well-equipped counselor. These courses provide students with the opportunity to utilize their classroom learning in counseling situations under the supervision of professional counselors.
PSC 601 students will participate in school counseling practice experiences that provide for the application of theory and the development of counseling skills under the supervision of a certified school counselor. The Professional Service I experience will provide students the opportunity to demonstrate their abilities to provide counseling services for a diverse population of students. The student will track hours of field work in addition to completing classroom-based assignments.
PSC 602 students will complete supervised experiences that provide the opportunity to demonstrate the ability to design and implement a comprehensive school counseling program with a grand total of 700 hours with direct student interaction in 601 and 602. Each student is required a minimum of 100 hours at each level, elementary, middle, and high school. Students will provide individual and group counseling, classroom guidance lessons and systemic advocacy interventions. Students will receive supervision and performance reviews as part of these courses. (6 credits)
Course Prerequisite(s):
• The student must have a minimum GPA of 3.0 and documented completion of Candidacy acceptance before taking Field Service I (PSC 601).
• Submission of active clearances
• Completion of School Counseling Professional Service Memorandum of Agreement.
Summary MEd Professional Service Requirements (PSC 601 and PSC 602): The minimum required hours is 700 hours with a minimum of 100 direct hours in each of the following areas: elementary, middle school, and high school. The minimum direct service hours is 300 hours. Students must obtain signed supervisor evaluations from the following areas: elementary, middle school, and high school. Students must obtain student evaluations from the following areas: elementary, middle school, and high school. Students must complete observation reports in at least four of the following areas: classroom lesson observation, IEP/RTII/504 meeting, group counseling session, school board meeting, principal meeting. Students must show proof of ASCA membership. Students must participate in an exit interview.
PSC 602 is graded. Students could receive an incomplete for the class.
Admission Retention and Graduation
Admission Requirements
Admission into a master's degree program is consistent with the general admissions policy and practice of LBC | Capital. Admission criteria is located in the Admissions Information section of the catalog. This program has the following additional admissions requirements.
The application process for the MEd in School Counseling program has four phases: 1. Initial application phase (IAP), 2. Interview phase (IP; parts 1-2), 3. Preliminary acceptance phase (PAP), and 4. Candidacy phase (CP).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
- Personal statement of spiritual journey and statement of faith.
- Two professional references completed online by the applicant's supervisor and pastor
- Transcript of an accredited bachelor's degree. Graduate transcripts needed 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.
Pre-Program Requirements: Students must demonstrate completion of these requirements prior to taking a graduate course.
1. Counseling/Psychology Prerequisites Required before any Classes: PSYC _____ Undergraduate course in counseling/psychology 3 credits
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
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 Global Admissions team who then communicates the decision of the committee within 7-15 days to the student.
Transfer Credits
Transfer credit is awarded in accordance with the general transfer policy in the Academic Policies and Procedures section of the catalog. Transfer credits are reviewed and approved by the Program Director. This program has the following program specific transfer credit information.
| Graduate Program |
Program Credits |
# of Transfer Credits |
Min. Grade of Transfer Credits |
| Professional School Counseling |
42 cr. or 48 cr. or 60 cr. |
18 graduate credits |
B |
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.
Program Retention
Academic progress in this program is monitored after each term. The Academic Probation policy and Academic Dismissal policy found in this catalog are applied to all LBC | Capital students. In addition this program has the following program retention requirements:
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.
- 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.
- 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.
- Complete Personality and Career Assessment to ensure the student is at a socio-emotional and behavioral level fit for the profession.
- 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.
- 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.
- Submit the Candidacy Application to the Counseling & Social Work department for review.
- 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 Requirements
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
Faculty
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.
Resident Faculty:
Melissa Boas, MEd
Day Butcher, EdD, LPC, LCAT, ATR-BC
Praveen Rudra, MA, LPC
Jon Shacklett, MA, LPC, CAADC, ACS
Adjunct and Visiting Faculty:
Tony Byler, MD
Faith Ann Day, MA, LPC
Lori DeWald, MA, NCC, LBS
Sean Dougherty, MS, MEd
Carol Geiger, MA, Med, LPC
Kevin Gushiken, PhD
Abby Keiser, MS
Karen Mummau, MSW, LCSW
Brittany Ober, MA
Jessica Todorov, MA