School Counseling

M.A.

The Master of Arts in School Counseling at Concordia University, Nebraska will prepare you with the training and professional development you need to become a successful school counselor. Through this program, you’ll receive the education and license to serve as a PK-12 school counselor in Nebraska. 

Two track options are available with the Master of Arts in School Counseling program at Concordia. Track 1 includes 50 credit hours serving already certified teachers and Track 2 includes an additional 12 credit hours of education courses required by the Nebraska Department of Education for students without a teaching credential. Our program aligns with the American School Counseling Association’s (ASCA) National Model and school counselor competencies. You will be fully equipped to design, implement, deliver and assess comprehensive school counseling programs.

 Our counseling courses are taught by academic professionals and master school counselors, so you will learn how theory can be applied to enhance real-world skills. The school counseling program's practicum-based approach starts from your very first course, applying what you learn to actual counseling settings. This supportive approach builds confidence as you gain knowledge and experience.

This program is pending approval by the Higher Learning Commission (HLC).

School Counseling Program Goals

Collaborate with teachers and administrators to improve student achievement and advocate for students.

Employ techniques to implement a school counseling program complete with beliefs, benefits, vision and outcomes.

Prepare action plans detailing how you plan to achieve results in school counseling curriculum, small groups and closing-the-gap activities.

Develop lesson plans, design curriculum, implement classroom management strategies and differentiated instructional strategies.

Develop and implement programs for PK-12 academic development, college and career readiness, social and emotional development and individual student planning.

School Counseling Courses

Track 1
  • Total Credits 50
  • Total Courses 17
Track 2
  • Total Credits 62
  • Total Courses 21

For students who have not previously earned a teaching certificate.

Program Courses

  •  
    COU 501 Foundations of School Counseling
    3
    Study of the conceptual foundation and elements of the American School Counseling (ASCA) National Model including history, philosophy, principles, domains (academic, career, and personal/social), rationale, competencies, and trends. This course underlines the vital role that school counselors play in advocating for the needs of all students, while simultaneously collaborating with teachers, families, advisory councils, school boards, and other community stakeholders. Focus will be on beliefs, benefits, vision, and outcomes for a successful, comprehensive, professional, school counseling program.
  •  
    COU 502 Ethical and Legal Issues in School Counseling
    3
    Covers the interrelationship of ethical standards and legal regulation in professional school counseling. Issues confronted include; ASCA ethical standards, confidentiality, records, technology, and professional association and development.
  •  
    COU 503 Counseling Diverse Populations
    3
    An examination of attitudes, understanding, and application of counseling skills relevant to working with students and families in a diverse and ever-changing world. This course will help prepare counselors with the collaborative skills needed to serve all students in schools and community. Issues confronted include, but are not limited to; ethnic and racial background, age, English language proficiency, special needs, religion, gender, and economic status.
  •  
    COU 510 Counseling Theories & Techniques
    3
    Examination of the prominent counseling theories (both historical and current) and client and counselor characteristics as they apply to the counseling process. Students will develop a personal model of counseling that will be tied to his/her MSC 600 Capstone Portfolio.
  •  
    COU 512 Child & Adolescent Development and Learning
    3
    An exploration of growth and development from conception through adolescence. Focusing on biological, cognitive, affective, social, and spiritual development. Futhermore, students will become more familiar with the counseling theories and techniques most often used in the schools including: rational emotive behavior therapy, reality, cognitive behavioral, Adlerian, solution-focused brief counseling, person-centered, and family systems.
  •  
    COU 515 Group Theory and Counseling
    3
    This course examines the purpose, development, dynamics, theories, methods, skills, and ethics of group counseling in the schools. This course includes a field experience component at either the elementary, middle, or high school level. Students will observe, participate in, and review a 6 week small group experience in the schools under the leadership of a professional school counselor. Sites must be secured prior to enrollment in course and approved by course instructor.
  •  
    EDUC 594 Research Evaluation and Design
    3
    This course emphasizes the development of skills in qualitative and quantitative research methods, and the evaluation of various forms of existing information, with emphasis on the ability to relate this information to personal professional practice.
  •  
    COU 520 School Counseling Program Development and Management
    3
    The major focus of this applied course is on the design, development, organization, administration, implementation, and evaluation of a comprehensive school counseling program that meets ASCA national standards and any applicable state standards. Students will work specifically on vital documents to be included in his/her 600 Capstone Portfolio.*
  •  
    COU 522 Fundamentals of Assessment
    3
    This course provides an overview of individual and group approaches to assessment techniques and serves to accomplish understanding of assessment in 2 areas:1) Commonly used educational assessments. This includes current and expected uses of testing and assessment tools in educational settings. This course will identify how the school counselor will use and critique assessment tools in the school, emphasizing the benefits and limitations of such tools. 2)The assessment and evaluation of a comprehensive school counseling program.
  •  
    COU 530 Consultation Strategies in the School
    3
    Overview of consultation theory and practice as it relates to the promotion and support of student success. Mental health; expert, collaborative, behavioral, and organizational models will be discussed and applied to problems in school settings. Course will develop skills related to students, teachers, administration, parents, caretakers, and school stakeholders.
  •  
    COU 540 Practicum
    3
    The student must log at least 100 clock-hours of supervised counseling experiences in school settings at PK-12 grade levels. The hours should include components of the ASCA National Model (i.e., Foundation, Management, Delivery, and/or Accountability) The student will conduct individual counseling observation, co-counseling hours, and/or 1:1 counseling at the discretion of the site supervisor. Ideally, the student will spend 60/100 hours at the grade level in which he/she intends to pursue placement. Approval of Practicum site and collaborating school counselor must be secured prior to enrolling.
  •  
    COU 550 Abnormal Psychology
    3
    An introduction to diagnostic criteria, according to the DSM, for mental and emotional disorders. Students will become familiar with assessment and treatment of abnormal behaviors to recognize and refer when additional mental health services are required.
  •  
    COU 560 Trauma and Crisis Intervention
    3
    An overview of the impact of crises, disasters, and other trauma-causing events on individuals, families, schools, and communities. Students will be introduced to strategies and interventions for working with this population and their role as leaders in crisis response. Topics include a range of experiences: life transitions, divorce, physical health changes, foster placement, as well as death and bereavement experiences. Students will explore the dynamics of attachment and the lossgrief cycle.
  •  
    COU 570 Career and Educational Development in the Schools
    3
    This course exposes students to the life-long process of career development theory and methods of career counseling in a PK-12 school. Students will familiarize themselves with career assessment tools, career development program planning, and sources of occupational information. This course will also prepare the school counselor to help high school students navigate the college admissions process. Current trends will be discussed.
  •  
    COU 600 School Counselor Capstone
    2
    Upon completion of the Capstone course, the student will have completed a portfolio that reflects his/her development, understanding, and vision throughout the entire program. The portfolio will use assignment artifacts and provided guidelines to highlight the student’s knowledge, skills and abilities, and attitudes as they align with the ASCA counselor competencies. Furthermore, this portfolio can be useful for the graduate as he/she applies and interviews for a professional school counselor position.
  •  
    COU 601 INTERNSHIP I (PK-6) 225 hours
    3
    Internship I will include school counseling experiences at the PK-6 level, under the supervision of a certified school counselor. This is the candidate’s culminating opportunity to practice and demonstrate mastery of the ASCA competencies. Students are expected to function per the expectations of other full-time employees and counseling staff at the internship site. Experiences must include a minimum of 225 clock-hours. Ninety (90) of these 225 clock-hours must be in direct service, including but not limited to, individual and group counseling, individual student planning, or developmental classroom guidance. Student must also secure and prove liability insurance through their student membership with ASCA.Note- If a student requires additional internship hours based on Department of Education regulations for a state outside of Nebraska. Concordia University, Nebraska will be able to accommodate the student.
  •  
    COU 602 INTERNSHIP II (7-12) 225 hours
    3
    Internship II will include school counseling experiences at the 7-12 level, under the supervision of a certified school counselor. This is the candidate’s culminating opportunity to practice and demonstrate mastery of the ASCA competencies. Students are expected to function per the expectations of other full-time employees and counseling staff at the internship site. Experiences must include a minimum of 225 clock-hours. Ninety (90) of these 225 clock-hours must be in direct service, including but not limited to, individual and group counseling, individual student planning, or developmental classroom guidance. Student must also secure and prove liability insurance through their student membership with ASCA.Note- If a student requires additional internship hours based on Department of Education regulations for a state outside of Nebraska, Concordia University, Nebraska will be able to accommodate the student

Track 2 Additional Courses

  •  
    EDUC 520 Literacy Assessment and Intervention
    3
    This course emphasizes the assessment and intervention process involving "striving" readers from diverse ability, cultural and linguistic backgrounds. Special emphases include: identification of literacy difficulties, formal and informal assessment tools, evaluation, data analysis and appropriate intervention.
  •  
    EDUC 551 Curriculum Design and Evaluation
    3
    This course will begin with a review of major educational philosophies and their respective approaches to curriculum development. The focus of the course will include basic principles and practices in the curriculum planning and development cycle; aligning standards to curriculum; issues surrounding curriculum design and implementation, and the link between curriculum, instruction, and evaluation for an elementary, middle or secondary school. Theory will be linked to real-life problems utilizing a variety of active learning exercises.
  •  
    EDUC 576 Behavior Management in Inclusive Settings
    3
    This course explores fundamental concepts and issues related to behavior management at the school-wide and classroom level. Emphasis is placed on research-based intervention for behavioral issues. The instructional goals of this course are to provide students with theory, principles and procedures for serving the academic, social and emotional needs of students with emotional and behavior disorders in inclusive settings. To meet the goals, the course will be organized as follows: a) a brief overview of characteristics, b) planning and organizing instruction, c) assessment and educational placement considerations, d) curriculum and programming including scientifically research-based strategies, and e) educational, social and emotional issues across a lifespan. This course will include 10 hours of direct contact with young children, ages birth through kindergarten, including those with special developmental and/or learning needs.
  •  
    EDUC 593 Basic Foundations of Special Education and Inclusive Practices
    3
    This course emphasizes awareness, knowledge of Special Education terms, collaboration and consultation, and empathy for exceptional and culturally diverse children; it provides an overview of the history, introduction to current theory, research, ethical practice and inclusive practices in special education. An overview of exceptional learner characteristics will be explored with an emphasis on understanding and teaching students with special needs within common structures found in schools today focused on student needs being served in an inclusive setting.
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School Counseling Delivery Options

Online

$425 credit hour
  • Control your schedule and pace with flexible class options
  • Self-paced—study when it is convenient for you
  • Your classroom is available from the comforts of your home
  • Learn from instructors with diverse backgrounds from around the world
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