Master of Science in School Counseling

This course provides both the historical and current perspectives of various theories of counseling, as well as introducing the student to the profession of counseling. The ethics of working as a counselor is a primary underpinning of the field. Both American Counseling Association (ACA) and American School Counseling Association (ASCA) ethical guidelines for counseling, as well as legal concerns, are discussed and integrated into all assignments. This course also introduces the student to specific requirements of the graduate program. The portfolio requirement for school counselors, APA writing style are also reviewed.

This course offers students an opportunity to explore issues in the stages of human development over the life span. Various issues related to human development in the biological, cognitive, psychosocial, and spiritual spheres will be discussed. Further, students will also become more familiar with the major psychological theories pertaining to human development.

Social/Cultural Foundations in Counseling is an exploration of various cultures and their impact on human behavior. The focus of the course is on the powerful impact that cultural background may have on the mental health field, and on how biases may affect therapeutic relationships. Current issues and therapeutic techniques are addressed keeping in mind our multicultural society.

This course is designed to provide an overview of the consultation process and insight into the various roles that consultants may play. Theoretical approaches and principles of consultation, planned change, and organizational development will be discussed as well as counselors as consultants within the organization and within the community.

Individual Counseling provides the graduate student with hands-on experience in individual counseling techniques as well as the opportunity to gain objective insight into the dynamics of one-to-one counseling and the role of the counselor. The course requirements include practice of counseling techniques, small-group activities, and audio or video-taped counseling sessions designed to promote self-awareness, skill development, and development of intentional competencies. Note: This course is required to be taken face to face.
Prerequisites: (COUN 543 or 5000) and (COUN 592 or 5010) and (COUN 584 or 5020) and (COUN 552 or 5040) and (COUN 582 or 5130).

Group Counseling discusses the purpose, types, functions and principles of group counseling. The course encourages students to develop an understanding of the ability to engage in and evaluate small group processes and relationships. Group counseling techniques, group development, and group stages are also addressed. Note: This course is required to be taken face to face.
Prerequisites: (COUN 543 or 5000) and (COUN 592 or 5010) and (COUN 584 or 5020) and (COUN 552 or 5040) and (COUN 582 or 5130) and (COUN 593 or 5200).

This course refers to the life-long process of developing knowledge about the world of work. Skills and aptitudes, interests, personality characteristics, beliefs and values are all important aspects of career counseling. This course introduces a variety of theories and practices in career development and career counseling using career assessments and information sources.

This course provides the graduate student with an understanding of test analysis and design. Special emphasis is placed on evaluating the validity and reliability of commercially available and self-created test instruments.

This course explores the planning, establishing, administering and evaluating of counseling / consultation programs that are supported in the literature as Evidence Based Practices. The student will utilize knowledge of basic statistics and data collection to design a program within her / his own special area of interest. The students will utilize data they have gathered to establish the steps to implement the program within their school or community. Further, the students will use data driven information to evaluate the efficacy of the program they have designed and implemented. Note: This is the required capstone course in the Graduate Counseling program. This is generally one of the last courses taken as a student in the Counseling program at Concordia University.

This course will offer the student opportunities to explore various schools of thought and treatment techniques related to the practice of family counseling. The role of the professional in diverse settings and with traditional and nontraditional families will be discussed. Research on the effectiveness of working with families as well as the assessment of family dynamics will be explored.

This course deals with philosophical issues affecting practice. Special attention is given to ethics and the nature of humankind. Professional ethical behavior and adherence to ethical standards is a foundational cornerstone to the profession of counseling. Issues such as confidentiality, malpractice, the law, and the counselor as witness will be discussed. Both the American Counseling Association (ACA) and the American School Counseling Association (ASCA) codes of ethics will be the primary foci of the course.

Graduate programs in education at Concordia University Wisconsin utilize a portfolio-based assessment process. Students earning a Master’s in Education-School Counseling must complete a professional portfolio to fulfill graduation requirements. The portfolio is part of the licensing process required by the Wisconsin Department of Public Instruction. In addition, the student should be registered for COUN 5000 Theories and Issues.
Prerequisite: COUN 5000^*.
^* May be taken concurrently.

This is a 200 hour experience designed to introduce students to the form and content of their discipline. The student has exposure to the day-to-day realities of school counseling practice, i.e., social/emotional, academic, and career domains. Students are to develop and demonstrate professional levels of competency as determined by the Wisconsin Department of Instruction. In addition, the Elementary School Portfolio is a step in the required assessment process in which the student submits artifacts from their elementary school practicum experience demonstrating their knowledge and application of the DPI standards.
Prerequisite: COUN 6410.

This is a 200 hour experience designed to introduce students to the form and content of their discipline. The student has exposure to the day-to-day realities of school counseling practice, i.e., social/emotional, academic, and career domains. Students are to develop and demonstrate professional levels of competency as determined by the Wisconsin Department of Instruction. In addition, the High School Portfolio is a step in the required assessment process in which the student submits artifacts from their high school practicum experience demonstrating their knowledge and application of the DPI standards.
Prerequisite: COUN 6410.