School Counseling Certification Programs (Elementary and Secondary)
This degree program is designed to prepare students for either elementary or secondary school counseling positions. Developmental school counseling programs function in elementary, middle/junior, and high school settings. They are designed to support the educational process, providing for the personal growth of students in such specific areas as career awareness, personal development, decision-making, interpersonal communications, educational planning, and community involvement.
Program Philosophy:
The hallmark of IUP's school counseling program is its philosophy based on the developmental approach to school counseling. Children and youth learn best when they are given the opportunity to increase self-awareness and develop those life skills that contribute to an understanding and utilization of self in all life experiences. This approach to counseling is sequential and flexible, involves all school personnel, helps students learn more effectively and efficiently, and is managed by a trained counselor who provides specialized counseling services and interventions.
Curriculum:
To qualify for institutional endorsement for Commonwealth certification as a school counselor, the student must complete a 48 credit-hour competency-based program to include Individual and Group Counseling Practica,
and a 300-hour field experience. All students have five (5) years from the date of their first course enrollment to complete their degree program.
While teaching experience is not a prerequisite for school counseling certification in Pennsylvania, students are expected to possess an understanding of educational philosophy and child or adolescent growth and development. They should also understand the basic principles of psychology, sociology, and learning theory in addition to courses specific to either a child or adolescent population.
All students seeking an M.Ed. degree with certification in either elementary or secondary school counseling will take:
COUN 615, COUN 617, COUN 618, COUN 621, COUN 624, COUN 626, COUN 628, COUN 720, COUN 755, GR 615, FE 611, 612, 613, or 514, and a 3-credit hour elective in addition to the specialized courses listed below.
For students electing to pursue Commonwealth certification in secondary school counseling, the following additional courses (12 credit hours) are required:
COUN 637, COUN 639, COUN 657 and COUN 659. Students pursuing elementary school counseling are additionally required to take COUN 627, COUN 629, COUN 667, and COUN 669.
Course Descriptions
Occupational Outlook - Positions in school counseling look very promising beyond the 1990s. The Safe School initiatives and proposed national legislation will likely result in an overall increase in the number of counselors in the public schools. In addition to working in school counseling settings, certified school counselors may qualify for employment in mental health centers, human resource agencies, health care facilities, and residential settings serving the needs of youth and families. Elementary and Secondary School Counselors -- To qualify for institutional endorsement and commonwealth certification, students must complete a 48-credit-hour competency-based program to include a series of counseling skills
courses, including individual and group counseling, and complete a field experience under the supervision of a certified school counselor.
While teaching experience is not a prerequisite for admission and school counselor certification in Pennsylvania, students are expected to possess an understanding of educational philosophy and child or adolescent growth and
development. They should also understand the basic principles of psychology, sociology, and learning theory. Students lacking prerequisite understandings will be expected to meet these deficiencies during their course of study.
Students seeking commonwealth School Counseling Certification will take the following:
Core Classes
GR 615 3 credits Elements of Research
COUN 615 3 credits Counseling Across the Life-Span
COUN 617 3 credits Basic Counseling Skills
COUN 618 3 credits Diversity Issues in Counseling
COUN 621 3 credits Introduction to Guidance Services
COUN 624 3 credits Educational Appraisal
COUN 626 3 credits Career Education
COUN 628 3 credits Management of Guidance Services
COUN 720 3 credits Ethical & Legal Issues in School Counseling
COUN 755 3 credits Field Experience
FE 611 3 credits Historical Foundations of Education
or
FE 612 3 credits Philosophical Foundations of Education
or
FE 613 3 credits Social Foundations of Education
3 credits Elective
Total 36 credits
Application of Counseling Courses - based on School Setting
Students planning to work in the secondary school setting and who are seeking secondary school counseling certification will take the following sequence:
COUN 637 3 credits Counseling Theory (adolescent/adult)
COUN 639 3 credits Group Counseling (adolescent/adult)
COUN 657 3 credits Individual Counseling Practicum (adolescent/adult)
COUN 659 3 credits Group Counseling Practicum (adolescent/adult)
Total 12 credits
OR
Students planing to work in the elementary school setting and who are seeking elementary school counseling certification will take the following sequence:
COUN 627 3 credits Child Counseling Theory
COUN 629 3 credits Group Procedures (child)
COUN 667 3 credits Individual Counseling Practicum (child)
COUN 669 3 credits Group Counseling Practicum (child)
Total 12 credits
Total credits 48 credits
Prospective students for the Master of Education and school certification programs must meet departmental admissions requirements and procedures in addition to those of the Graduate School and Research. Prospective students
should contact the department to determine these requirements. Applicants are required to attend an admission workshop as the final step in the admissions process. Workshops are held three times a year and applicants should contact the department to obtain the dates of workshops and deadlines for applications to reach the department.
Correspondence regarding this site should be sent to its maintainers, Dr. Bob Witchel bwitchel@iup.edu and Whitney Fry whitneylfry@comcast.net
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