School Counseling, M.A.

Program Director: Kimberly Tuescher, Ph.D. Professor

GENERAL INFORMATION

The School Counseling Program offers courses leading to the Master of Arts degree in School Counseling.

Graduates will:

• Demonstrate professional judgment and therapeutic interpersonal skills
• Apply critical knowledge of human development, counseling roles, measurement, and assessment
• Demonstrate competency in using counseling processes
• Apply critical knowledge, skills, and disposition of the Professional School Counselor Standards
• Exhibit a working knowledge of the ethical standards of the American School Counseling Association
• Demonstrate competence in the use of research methodology applied to the field of school counseling
• Show self-awareness and sensitivity to one’s impact on others
• Exhibit respect for the dignity and worth of the individual and appreciation of human diversity
• Display active involvement in the school counseling profession

School Counseling Student Learning Outcomes

Graduates of the School Counseling Program will demonstrate proficiency in knowledge and skills identified in their Level I and Level II portfolios, respectively, in the following areas of study:

1. Nature and needs of individuals at all developmental levels.
   • Develop strategies for facilitating development through the transition from childhood to adolescence and from adolescence to young adult.
   • Apply knowledge of learning and personality development to assist students in developing their full potential.
2. Social and cultural foundations.
   • Demonstrate awareness of and sensitivity to the unique social, cultural, and economic circumstances of students and their racial/ethnic, gender, age, physical, and learning differences.
   • Demonstrate sensitivity to the nature and the functioning of the student within the family, school and community contexts.
   • Demonstrate the counseling and consultation skills needed to facilitate informed and appropriate action in response to the needs of students.
3. Fostering of relationships.
   • ​Employ effective counseling and consultation skills with students, parents, colleagues, administrators, and others.
   • Communicate effectively with parents, colleagues, students and administrators.
   • Counsel students in the areas of personal, social, academic, and career development.
   • Assist families in helping their children address the personal, social, and emotional concerns and problems that may impede educational progress.
   • Implement developmentally appropriate counseling interventions with children and adolescents.
   • Demonstrate the ability to negotiate and move individuals and groups toward consensus or conflict resolution or both.
   • Refer students for specialized help when appropriate.
   • Value the well-being of the students as paramount in the counseling relationship.
4. Group work.
   • ​Implement developmentally appropriate interventions involving group dynamics, counseling theories, group counseling methods and skills, and other group work approaches.
   • Apply knowledge of group counseling in implementing appropriate group processes for elementary, middle school, and secondary students.
5. Career development, education, and postsecondary planning.
   • ​Assist students in the assessment of their individual strengths, weaknesses, and differences, including those that relate to academic achievement and future plans.
   • Apply knowledge of career assessment and career choice programs.
   • Implement occupational and educational placement, follow-up and evaluation.
   • Develop a counseling network and provide resources for use by students in personalizing the exploration of postsecondary educational opportunities.
6. Assessment and evaluation.
   • ​Demonstrate individual and group approaches to assessment and evaluation.
   • Demonstrate an understanding of the proper administration and uses of standardized tests.
   • Apply knowledge of test administration, scoring, and measurement concerns.
   • Apply evaluation procedures for monitoring student achievement.
   • Apply assessment information in program design and program modifications to address students’ needs.
   • Apply knowledge of legal and ethical issues related to assessment and student records.
7. Professional orientation.
   • ​Apply knowledge of history, roles, organizational structures, ethics, standards, and credentialing.
   • Maintain a high level of professional knowledge and skills.
   • Apply knowledge of professional and ethical standards to the practice of school counseling.
   • Articulate the Professional School Counselor role to school personnel, parents, community, and students.
8. School counseling skills.
   • ​Design, implement, and evaluate a comprehensive, developmental school counseling program.
   • Implement and evaluate specific strategies designed to meet program goals and objectives.
   • Consult and coordinate efforts with resource persons, specialists, businesses, and agencies outside the school to promote program objectives.
   • Provide information appropriate to the particular educational transition and assist students in understanding the relationship that their curricular experiences and academic achievements will have on subsequent educational opportunities.
   • Assist parents and families in order to provide a supportive environment in which students can become effective learners and achieve success in pursuit of appropriate educational goals.
   • Provide training, orientation, and consultation assistance to faculty, administrators, staff, and school officials to assist them in responding to the social, emotional, and educational development of all students.
   • Collaborate with teachers, administrators, and other educators in ensuring that appropriate educational experiences are provided that allow all students to achieve success.
   • Assist in the process of identifying and addressing the needs of the exceptional student.
   • Apply knowledge of legal and ethical issues related to child abuse and mandatory reporting.
   • Advocate for the educational needs of students and work to ensure that these needs are addressed at every level of the school experience.
   • Promote use of counseling and educational and career planning activities and programs involving the total school community to provide a positive school climate.
9. Classroom management.
   • ​Apply effective classroom management strategies as demonstrated in deliver of classroom and large group school counseling curriculum.
   • Consult with teachers and parents about effective classroom management and behavior management strategies.
10. Curriculum.
    • ​Write classroom lessons including objectives, learning activities, and discussion questions.
    • Utilize various methods of evaluating what students have learned in classroom lessons.
    • Demonstrate competency in conducting classroom and other large group activities, utilizing an effective lesson plan design, engaging students in the learning process, and employing age appropriate classroom management strategies.
    • Design a classroom unit of developmentally appropriate learning experiences.
    • Demonstrate knowledge in writing standards and benchmarks for curriculum.
11. Learning theory.
    • ​Identify and consult with teachers about how to create a positive learning environment utilizing such factors as effective classroom management strategies, building a sense of community in the classroom, and cooperative learning experiences.
    • Identify and consult with teachers regarding teaching strategies designed to motivate students using small group learning activities, experiential learning activities, student mentoring programs, and shared decision-making opportunities.
    • Demonstrate knowledge of child and adolescent development and identify developmentally appropriate teaching and learning strategies.
12. Human Relations, Cultural Competency, Diverse Learner
    • ​Demonstrate knowledge in the study of human relations, cultural competency, and diverse learners, and is prepared to work with students from diverse groups, including: Students from diverse ethnic, racial and socioeconomic backgrounds, students with disabilities, students who are gifted and talented, English language learners, and students who may be at risk of not succeeding in school.

POLICY STATEMENT: Training and credentials in School Counseling

Students may not practice as a Professional School Counselor without the requisite training and appropriate credential.

The Loras College School Counseling Program, with support of Loras College administration, prohibit actively enrolled School Counseling graduate students to secure employment as a school counselor in full or part-time positions at any public or private school without having, or being eligible for, the appropriate license/endorsement credential and prior to completion of the full curriculum. An exception may be granted with consultation and recommendation of the School Counseling Program Director during the final internship semester. If a student chooses to secure a professional school counselor position while enrolled in the program, and has not been granted the exception, the student will no longer be eligible to continue enrollment at Loras College. This policy is consistent with ethical practice assuring that PK-12 students are served by qualified school counselor professionals.

APPLICATION PROCEDURE FOR ADMISSION AS A DEGREE-SEEKING STUDENT

Applicants must submit the following application materials to the Director of Admission: Graduate and Postbaccalaureate Programs, Loras College, 1450 Alta Vista, Dubuque, Iowa 52001:

1. Online Graduate Program application: www.loras.edu/apply
2. All official transcripts from each institution attended, including undergraduate and graduate.
   1. A minimum cumulative GPA of at least 2.75 (or 2.9 in the last 60 credits) is required for admission.
   2. Completion of at least 12 credits in the behavioral sciences is required for admission.
3. Personal statement
4. Current resume or vitae
5. Three recommendations

Application Deadlines

Deadlines are as follows:

Fall enrollment - materials due by July 1
Spring enrollment - materials due by December 1
Summer enrollment - materials due by May 1
Applications submitted after these deadlines will be considered on an individual basis

THE OFFER OF ADMISSION

Immediately following receipt of all application materials, the file will be reviewed by the Program Director to determine whether to move forward with an interview. The applicant will then be contacted with information about their next steps. After completion of the interview (or after review of the file), the applicant will be notified of an admission decision in their online Applicant Status Portal.

COURSE REQUIREMENTS

Each student is assigned a faculty advisor who will assist him/her as s/he moves through the program. The student is to meet with the advisor at the beginning of enrollment and prior to registration thereafter to design an individualized program of courses, field experiences, etc.

A minimum of 39 credits for the degree program are required (with the exception of those seeking one endorsement for licensure).

Up to 9 credits of coursework can be transferred from another institution.

Core course in the counseling sequence (SCP 647) must be taken from Loras College faculty.

Students are not permitted to take more than 9 credits of Loras College graduate coursework in their first semester.

CANDIDACY

Students who have been admitted as degree-seeking students will be reviewed after the completion of at least 9-12 credits from Loras College and not more than 18 credits. This review will be conducted by faculty members in the school counseling program and will assess adequacy of academic performance as a well as overall suitability of the student for professional work in the school counseling.

The student will fill out a form initiating this process and will also distribute a rating form to two independent outside raters. This form indicates a request to the raters to assess the student on attributes of Sociability (the capacity to form cooperative and interdependent relationships with one’s fellows), Interpersonal Sensitivity (the capacity to relate to others with compassion and empathy), and Professionalism (the capacity to commit one’s self to the technical and ethical standards of the counseling profession). The faculty will assess the progress of each student specific to success demonstrated in coursework and review the assessment forms completed by the two external independent professional raters. Faculty will also assess students on the same attributes as the
independent raters. Based on the combined information, the faculty will make a recommendation on behalf of the student regarding admission to candidacy.

A student will receive one of the following three recommendations.

1. Acceptance to Candidacy: The student is fully accepted into the program and may proceed with further coursework and internship experiences
2. Acceptance to Candidacy Deferred: The student may continue his/her coursework but will need to successfully address areas of concern raised by the faculty during the candidacy review. The student, upon addressing said concerns, must reapply for acceptance to candidacy within six months of notification of deferred status. If the student has successfully addressed the specified said concerns, he/she will be recommended for Acceptance to Candidacy.
3. Acceptance to Candidacy Denied: The student will be denied acceptance to candidacy if he/she has demonstrated an inability to meet the academic standards of the program. This would be manifested in a GPA of under 3.0 in his/her graduate coursework. A student may also be denied candidacy if he/she demonstrates unethical behavior or a pattern of misbehavior or inappropriate behavior in his/her dealings with classmates, professors, internship supervisors, or clients. Denial of candidacy may result in the student’s dismissal from the program.

COMPREHENSIVE EXAMINATION

A written comprehensive examination is required for completion of the Master of Arts degree in School Counseling. In the last semester of coursework, candidates are eligible to take the required comprehensive examination.

The comprehensive examination can be taken only during March, July, and October. Students will meet with the faculty member overseeing the comprehensive exam process and receive instructions and deadlines regarding the exam.

GRADUATE ACADEMIC PROBATION POLICY

Probation from the School Counseling graduate program is based on the following criteria:

1. A student who has been denied candidacy-the student has less than a 3.0 GPA for all courses completed at Loras College and has accumulated three grades of C or lower. A student has earned an F in any course will be dismissed.
2. A student has been negatively evaluated by two or more faculty members.
3. A student who has been found to be violating the College’s student code.
4. A student who has been found to violate ethical guidelines during coursework or during practicum or internship.
5. Other grounds for program probation and dismissal may include: failure to adhere to technical standards, failure to pass comprehensive examinations, professional misconduct, or failure to successfully pass other programmatic requirements.

Given that the holders of a School Counseling MA degree require a high degree of professional competence and personal integrity, this probation/dismissal policy is not designed to be exclusive.

SPECIAL STUDENT STATUS

See Non-Degree Seeking/Non-Pathway Seeking Students Policy: here