M.A. School Counseling
Courses

50-62 credit hours
1 degree option

Master's in School CounselingFeatured Courses

As a student in the master's in school counseling at Concordia Nebraska, you’ ll have the opportunity to take specialized courses related to various aspects of the school counseling profession. These classes, designed to equip you for leadership and service in various school counseling careers, are taught by some of our esteemed faculty who have extensive experience in their fields.

Application is open!

Be a part of the next class of school counselors.

Apply Now

Master's in School CounselingSample Schedule of Courses

The following sample course of study is an example of the sequence of courses you might take in order to receive your degree. Please plan to discuss your actual course of study with your advisor, who can help you stay on track to meet your academic and professional goals.

Program Courses (Track 1)

COU 501
Foundations of School Counseling
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.
3
credits
COU 502
Ethical and Legal Issues in School Counseling
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.
3
credits
COU 503
Counseling Diverse Populations
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.
3
credits
COU 510
Counseling Theories
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.
3
credits
COU 512
Child & Adolescent Development and Learning
An exploration of growth and development from conception through adolescence. Focusing on biological, cognitive, affective, social, and spiritual development. Furthermore, 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 familysystems.
3
credits
COU 515
Group Theory and Counseling
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.
3
credits
EDUC 594
Research Evaluation and Design
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
3
credits
COU 520
Counseling Program Development and Management
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.
3
credits
COU 522
Fundamentals of Assessment
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.
3
credits
COU 530
Consultation Strategies in the School
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.
3
credits
COU 540
Practicum
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.
3
credits
COU 550
Abnormal Psychology
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.
3
credits
COU 560
Trauma and Crisis Intervention
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, and foster placement, as well as death and bereavement experiences. Students will explore the dynamics of attachment and the loss- grief cycle.
3
credits
COU 570
Career and Educational Development in the Schools
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.
3
credits
COU 600
School Counselor Capstone
Upon completion of the Capstone course, the student will have completed a portfolio thatreflects 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.
2
credits
COU 601
Internship I (PK-6)
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.
3
credits
COU 602
Internship II (7-12)
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. *
3
credits
Total Credits
50

Track 2 Additional Courses

EDUC 520
Literacy Assessment and Intervention
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, discussion of dyslexia and appropriate intervention.
3
credits
EDUC 551
Curriculum Design and Evaluation
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.
3
credits
EDUC 576
Behavior Management in Inclusive Settings
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 candidates 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, age’s birth through kindergarten, including those with special developmental and/or learning needs.
3
credits
EDUC 593
Basic Foundations of Special Education and Inclusive Practices
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. This course will include 5 hours of direct contact with children with disabilities and 5 hours of observation.
3
credits
Total Credits
12

Track 2 is for students who have not previously earned a teaching certificate.

Photo of Jessica

School Counseling Faculty

As experts in school counseling, our faculty and instructors bring years of experience to the classroom.

Meet the faculty