Professional School Counseling (MEd)
Name of Program
Professional School Counseling
Credential
Masters of Education in Professional School Counseling
Introduction
The Masters of Education in Professional School Counseling PK-12 is designed to provide individuals the opportunity to pursue an integrated program of study, specifically in the field of Professional School Counseling. The program has been approved by the Pennsylvania Department of Education for public school certification.
The program provides individuals with theological distinctiveness, contemporary scholarship and professional counseling skills to serve competently within both the public and private school context. The program utilizes scripture as the foundation on which skills and knowledge are developed. In addition, the American School Counselor Association (ASCA) National Model is utilized in the development, implementation, and delivery of comprehensive professional school counseling services. This program provides a unique opportunity to integrate both faith and practice into the field of professional school counseling.
Students have the option of taking 12 credits in addition to the 48-credit degree (60 credits total) to meet the Pennsylvania requirements to sit for the National Counselor Examination (NCE) and be a Licensed Professional Counselor. The structure and content of the M.Ed. School Counseling program are aligned with the CACREP 2016 Standards.
Lancaster Bible College | Capital Seminary and Graduate School offers students the option to graduate with a Master’s Degree in Education upon completion of 42 credits of coursework. This degree allows students the option to still acquire a Master’s Degree but not necessarily have to complete the 6 credit field placement. Students who do not complete the 6 credits of field placement will not be eligible to apply to the state for certification. The 42 credit option is optimal for students who plan to work in the private school sector which does not require PA certification. Additionally, students who graduate with the 42 credit Master’s Degree in Education can begin working in a counseling setting such as family-based or mobile therapy. Students who opt for the 42 credit track will still have the option to return and pursue certification and/or licensure.
Program Purpose
The Professional School Counseling major will provide training that will grant students the opportunity to seek PA public school certification and state licensure as a Licensed Professional Counselor.
Program Philosophy
The Master of Education in Professional School Counseling is designed to prepare Christian students and develop school counselors who have a strong professional identity as ethical practitioners. Guided by a curriculum that’s centered on biblical truth and the American School Counseling Association Model strategies, our experientially diverse program allows students to move successfully from the classroom to the field. This program equips individuals with theological distinctiveness, contemporary scholarship and professional school counseling skills to serve within public and private education.
Educational Philosophy
The Educational Philosophy of the M.Ed. Professional School Counseling Program is to:
1. Promote self-awareness and emotional intelligence.
2. Provide students with a robust supervision experience as they practice/apply skills taught in the classroom and transition those pedagogical strategies to enhance professional development as a competent school counselor.
3. Provide opportunities to develop cultural competence, including the knowledge, skills, beliefs, and attitudes to grow as a culturally sensitive counselor.
4. Produce school counselors who take a holistic approach, incorporating wellness, empowering students, advocating for self and stakeholders, and are change agents for the entire system.
5. Provide a framework of learning that promotes critical thinking so that students are able to demonstrate professional evaluation of theoretical content in light of a biblical worldview.
Locations offered
Lancaster
Program Director
Melissa Boas, M.Ed. (Assistant Professor, Director)
Prior to coming to Lancaster Bible College Melissa Boas worked 12 years in public education as a former middle school and high school counselor, and a supervisor of school counseling services. Melissa holds her principal certification, has a Master’s degree in Social Emotional Learning, and a Master’s degree in School Counseling. She is currently working on her Doctorate in Education degree. Melissa believes that school counselors are integral within school districts in meeting the needs of all students’ social emotional development, fostering academic growth, and providing career education services. Melissa believes that the profession of school counseling is a special calling from God, a very rewarding career, and is excited to train the next generation of school counselors. Areas of instruction for Professor Boas encompass foundations of school counseling and the American School Counseling Association Model, consultation and collaboration, leadership within education, career education, and supervision. When she is not working she enjoys spending time with her husband, Joel, and three children, Joel. Jr., Luca, and Maverick.
Faculty List
Resident Faculty
Ryan M. Kuehner, Ph.D.
Praveen Rudra, MA
Melissa Boas, M.Ed.
Jon Shacklett, MA, LPC, ACS
Day Butcher
Adjunct and Visiting Faculty
Sean Dougherty, M.Ed.
Olivia Murrin, MA, LPC
Shiree Stuart, PsyD
Daniel Grubb, MA
Justin Steele, PsyD
Kimberly Blest, MA, LPC
Olivia Murrin, MA, LPC
Ruth Chang, PsyD
Joshua Irvine, MA
Program Core Competencies
The Master of Education in Professional School Counseling Program will equip students for the field of school counseling by developing:
Program Outcomes: (CACREP 2016, 5, G)
1. Recognize the history, development, legislation, government policy, ethics, and professional identity development of school counselors within the field of education.
2. Evaluate theories, models, techniques, and interventions related to a comprehensive school counseling program and from a biblical perspective.
3. Comprehend the administration, interpretation, and application of assessments specific to P-12 education.
4. Develop techniques to foster collaboration and consultation when working with families, personnel, agencies, and all stakeholders within the educational system.
5. Demonstrate an understanding of advocacy required to address institutional and social barriers that impede access, equity, and success for students.
6. Exhibit comprehension of multicultural counseling competencies.
7. Display knowledge of skills related to assessing abilities, interests, values, and personality factors related to college and career readiness.
8. Adherence to ethical standards of professional counseling organizations and a knowledge of credentialing bodies.
9. Identify risk factors and warning signs of students at risk for mental health and behavioral disorders including substance abuse.
10. Utilize data to inform decision making.
Professional School Counseling (MEd) Curricular Structure/Degree Requirements
Overview of Program Competencies
• Intro to Professional School Counseling Core Courses
• Professional Core Courses
• Advanced School Counseling Courses
• Professional School Counseling Practice Courses
Competencies and Credits for Each
| Competencies |
Credits |
| Intro to Professional Counseling courses |
15 |
| Professional Core Courses |
18 |
| Advanced School Counseling Courses |
9 |
| Professional school Counseling Practice Courses |
6 |
| Program Total |
48 |
Competency 1
Recognize the history, development, legislation, government policy, ethics, and professional identity development of school counselors within the field of education.
| CPS 508 | Counseling Skills in Helping Relationships | 3 |
| CPS 530 | Professional Ethics and Legal Issues in Counseling | 3 |
| CPS 583 | Multicultural Foundations of Counseling | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| PSC 555 | Group Counseling in the Schools | 3 |
Competency 2
Evaluate theories, models, techniques, and interventions related to a comprehensive school counseling program.
| CPS 508 | Counseling Skills in Helping Relationships | 3 |
| CPS 515 | Counseling Theory and Techniques | 3 |
| CPS 583 | Multicultural Foundations of Counseling | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| PSC 523 | Leadership and Advocacy in Education | 3 |
| PSC 526 | Collaboration, Consultation, and Coordination | 3 |
| PSC 555 | Group Counseling in the Schools | 3 |
| PSC 556 | Career Development in Schools | 3 |
Competency 3
Comprehend the administration, interpretation, and application of assessments specific to P-12 education.
| CPS 525 | Assessment Techniques in Counseling I | 3 |
| CPS 583 | Multicultural Foundations of Counseling | 3 |
| PSC 526 | Collaboration, Consultation, and Coordination | 3 |
| PSC 556 | Career Development in Schools | 3 |
| PSC 601 | Professional Service I in School Counseling | 3 |
| PSC 602 | Professional Service II in School Counseling | 3 |
Competency 4
Develop techniques to foster collaboration and consultation when working with families, personnel, agencies, and all stakeholders within the educational system.
| CPS 508 | Counseling Skills in Helping Relationships | 3 |
| CPS 515 | Counseling Theory and Techniques | 3 |
| CPS 583 | Multicultural Foundations of Counseling | 3 |
| EDU 519 | Foundations & Framework for Learning | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| PSC 523 | Leadership and Advocacy in Education | 3 |
| PSC 526 | Collaboration, Consultation, and Coordination | 3 |
| PSC 535 | Exceptional Students: Population, Policies, & Procedures | 3 |
| PSC 555 | Group Counseling in the Schools | 3 |
| PSC 601 | Professional Service I in School Counseling | 3 |
| PSC 602 | Professional Service II in School Counseling | 3 |
Competency 5
Demonstrate an understanding of advocacy required to address institutional and social barriers that impede access, equity, and success for students.
| CPS 508 | Counseling Skills in Helping Relationships | 3 |
| CPS 515 | Counseling Theory and Techniques | 3 |
| EDU 519 | Foundations & Framework for Learning | 3 |
| CPS 530 | Professional Ethics and Legal Issues in Counseling | 3 |
| CPS 583 | Multicultural Foundations of Counseling | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| PSC 523 | Leadership and Advocacy in Education | 3 |
| PSC 526 | Collaboration, Consultation, and Coordination | 3 |
| PSC 535 | Exceptional Students: Population, Policies, & Procedures | 3 |
| PSC 555 | Group Counseling in the Schools | 3 |
| PSC 556 | Career Development in Schools | 3 |
| PSC 601 | Professional Service I in School Counseling | 3 |
| PSC 602 | Professional Service II in School Counseling | 3 |
Competency 6
Exhibit comprehension of multicultural counseling competencies.
| CPS 508 | Counseling Skills in Helping Relationships | 3 |
| CPS 515 | Counseling Theory and Techniques | 3 |
| CPS 530 | Professional Ethics and Legal Issues in Counseling | 3 |
| CPS 583 | Multicultural Foundations of Counseling | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| PSC 526 | Collaboration, Consultation, and Coordination | 3 |
| PSC 601 | Professional Service I in School Counseling | 3 |
| PSC 602 | Professional Service II in School Counseling | 3 |
Competency 7
Display knowledge of skills related to assessing abilities, interests, values, and personality factors related to college and career readiness.
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| PSC 556 | Career Development in Schools | 3 |
Competency 8
Adherence to ethical standards of professional counseling organizations and a knowledge of credentialing bodies.
| CPS 515 | Counseling Theory and Techniques | 3 |
| CPS 530 | Professional Ethics and Legal Issues in Counseling | 3 |
| CPS 583 | Multicultural Foundations of Counseling | 3 |
| CPS 601 | Professional CNS Practicum | 3 |
| CPS 602 | Professional CNS Internship | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
Competency 9
Identify risk factors and warning signs of students at risk for mental health and behavioral disorders including substance abuse.
| CPS 515 | Counseling Theory and Techniques | 3 |
| CPS 530 | Professional Ethics and Legal Issues in Counseling | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| PSC 526 | Collaboration, Consultation, and Coordination | 3 |
| PSC 530 | Exceptional Students: Populations, Policies & Procedures | 3 |
| PSC 555 | Group Counseling in the Schools | 3 |
| PSC 601 | Professional Service I in School Counseling | 3 |
| PSC 602 | Professional Service II in School Counseling | 3 |
Competency 10
Utilize data to inform decision making.
| CPS 525 | Assessment Techniques in Counseling I | 3 |
| PSC 504 | Research and Program Evaluation | 3 |
| PSC 521 | Foundations of School Counseling and Program Planning | 3 |
| PSC 523 | Leadership and Advocacy in Education | 3 |
| PSC 525 | Collaboration, Consultation, and Coordination | 3 |
| PSC 526 | Collaboration, Consultation, and Coordination | 3 |
| PSC 556 | Career Development in Schools | 3 |
| PSC 601 | Professional Service I in School Counseling | 3 |
| PSC 602 | Professional Service II in School Counseling | 3 |
Practicum and Internships
Practicum and Internships
The Practicum and Internship courses are a critical and integral component in the training of a well-equipped counselor. These courses provide students with the opportunity to utilize their classroom learning in counseling situations under the supervision of professional counselors.
PSC 601 students will participate in school counseling practice experiences that provide for the application of theory and the development of counseling skills under the supervision of a certified school counselor. The Professional Service I experience will provide students the opportunity to demonstrate their abilities to provide counseling services for a diverse population of students. The student will track hours of field work in addition to completing classroom based assignments.
PSC 602 students will complete supervised experiences that provide the opportunity to demonstrate the ability to design and implement a comprehensive school counseling program with a grand total of 700 hours with direct student interaction in 601 and 602. Each student is required a minimum of 100 hours at each level, elementary, middle, and high school. Students will provide individual and group counseling, classroom guidance lessons and systemic advocacy interventions. Students will receive supervision and performance reviews as part of these courses. (6 credits)
Course Prerequisite(s) –
•
The student must have a minimum GPA of 3.0 and documented completion of Candidacy acceptance before taking Field Service I (
PSC 601).
•
Submission of active clearances
•
Completion of School Counseling Professional Service Memorandum of Agreement.
Summary MEd Professional Service Requirements
(
PSC 601 & 602):
•
Minimum of 700 hours
o
Minimum of 100 direct hours Elementary
o
Minimum of 100 direct hours Middle
o
Minimum of 100 direct hours High
•
Direct Service
o
Minimum of 300 direct service hours
•
Supervisor Evaluations
o
Signed Supervisor Evaluation Elementary
o
Signed Supervisor Evaluation Middle
o
Signed Supervisor Evaluation High
•
Student Site Evaluations
o
Student Evaluation of site Elementary
o
Student Evaluation of site Middle
o
Student Evaluation of site High
•
Observational reports (4 of the 5)
o
Classroom lesson observation
o
IEP/RTII/504 type meeting
o
Group Counseling session
o
School Board meeting
o
Principal meeting
•
Proof of ASCA membership
•
Exit interview
o
PSC 602 – graded (could result in an incomplete for the class)
Application, Admission, Retention, and Graduation
Admission Requirements
Initial Application Phase (IAP) requires submission of the following items:
•
Online application form with $40 application fee.
•
Personal statement of spiritual journey and statement of faith
•
Two professional references completed online by applicant’s supervisor(s) and pastor
•
Transcript of an accredited Bachelor’s degree (and grad. transcripts if seeking transfer credit approval).
•
The TOEFL examination is required only if English is not the applicant's native language or if the applicant has not completed a degree program taught in English. TOEFL scores must be from tests administered within two years of the application deadline. The official TOEFL score report must be sent directly from the Educational Testing Service.
•
Individuals seeking admission to the M.Ed. program must complete each step of the application process by submitting a complete application by:
Fall Semester Start
August 1
Spring Semester Start
December 1
Summer Semester Start
April 1
To apply online, go to the following link: https://www.LBC | Capital.edu/capital/admissions/
Application Process
Admissions Process
The application process for the M.Ed. School Counseling program has four phases: Initial application phase (IAP), interview phase (IP; parts 1-3), preliminary acceptance phase (PAP), and candidacy phase (CP).
Interview Phase Part 1 (IP1):
The prospective student is invited for an on-campus interview with the admission committee. Before the meeting, the applicant is asked to type a scholarly paper using APA format in Microsoft Word reviewing an article related to the field. Writing samples help us assess for graduate-level skills related to comprehension, adaptability, critical thinking, and scholarly writing.
Interview Phase Part 2 (IP2):
After completion of the writing sample, the student has to appear before the admission committee for a face-to-face interview. During the interview process, the committee assesses interpersonal skills, critical thinking, and self-awareness. Those who have met the interview criteria will be welcomed to the preliminary acceptance phase.
Preliminary Acceptance Phase (PAP):
This phase enables provisional acceptance to the graduate program. Students must satisfy academic requirements of the 1st Tier Professional Core courses and then complete the steps for candidacy to continue in the M.Ed. counseling programs.
Application Response
After completion of the Interview Phase 2. The admission committee will communicate the decision to the Office of Adult Learner Services who then communicates the decision of the committee within 7-15 days.
Advanced Standing
Transfer Credit Policy:
Applicants pursuing a master's degree in the professional school counseling program at LBC|Capital may request to transfer a maximum of 18 graduate credits (6 courses) into the master's degree program into which they are applying. To complete the Master of Education in School Counseling a student must have completed 48 credits of graduate coursework. To transfer the graduate courses, the individual grade earned must be at least "B" or higher, and the course must be relevant to the degree program that the applicant is applying for as determined by the program director. The Counseling and Social Work Department reserves the right to approve or decline the transfer credits, which will be communicated to the students during the interview process.
Pre-Program Requirements
Biblical and Theological Foundational Courses
| Course Code |
Course Name |
Credits |
| BTC521 |
Biblical Narrative - Old Testament |
1 |
| BTC531 |
Biblical Narrative - New Testament
|
1 |
| BTC561 |
Biblical Interpretation |
1 |
| BTC571 |
Introduction to Christian Theology |
1 |
Students must show competencies in Bible and Theology by completing four 1-credt Biblical and Theological Foundation courses or through a transcript evaluation. Students must complete all the Biblical and Theological Foundation courses before the practicum.
Counseling Prerequisites Required before any Classes:
PSYC _____ Undergraduate course in counseling/psychology 3
PSYC _____ Undergraduate course in counseling/psychology 3
Six undergraduate credits of counseling/psychology are required before any graduate work can commence.
Basic Research & Statistics Course:
Three undergraduate credits of basic statistics coursework is required before taking
PSC 504 - Research and Program Evaluation. For Students without a previous statistics course; they will need to take a pre-statistics assessment to assess their level of pre-statistics understanding. This assessment will be taken on a Counseling & Social Work Department computer. If the student scores a 70% or higher, they would be eligible to register for
CPS 505 Research and Program Evaluation or
PSC 504 Statistical Methods for School Counselors. Should they score lower than 70%, the student would be required to take
MAT 216 Statistics for the Social Sciences prior to taking
PSC 504. Students who have already taken a statistics course in their undergraduate experience in which they received a final grade of at least 70% are free to register for
PSC 504.
Retention
Candidacy Process:
Upon receiving provisional acceptance to the graduate program, new M.Ed. school counseling students will be required to complete the following steps in order to obtain full candidacy acceptance into the M.Ed. program. Students’ academic performance, interpersonal characteristics, and behavior are monitored throughout the program to ensure competency in preparation for the counseling profession.
1. Complete all 1st Tier Professional Core courses (15 credits) to demonstrate academic fitness and interpersonal fitness. Students must obtain a grade of B or higher. Each student will also be rated by their professors on various interpersonal and academic performance standards via the Critical Competencies Review form in each of the Tier 1 courses.
2. Obtain two (2) background checks are required prior to your candidacy interview and are necessary for approval for field placement. (If living or working in a different state, please review your state requirements for obtaining clearances).
• PA Child Abuse Clearance (ACT 151)
• PA Criminal Background Check (ACT 34)
• Proof of completed Mandated Reporter Training
• FBI Fingerprinting
3. Complete Personality and Career Assessment to ensure the student is at a socio-emotional and behavioral level fit for the profession.
o MMPI-2: Before exiting the Pre-Candidacy phase, the student will need to obtain a personality evaluation, comprising of the Minnesota Multiphasic Personality Inventory – 2nd Edition Restructured Form (MMPI-2-RF). The student’s advisor will review the results of this assessment and discuss at the Candidacy interview. The results of the personality evaluation may verify the student’s continuation within the program and/or evidence a need for additional counseling, or it may show evidence that another area of pursuit would be in the student’s best interest. Failure to complete this requirement will result in the student’s inability to take additional courses.
o 16-PF: The student is also required to take the 16-Personality Factors Assessment. The assessment is reviewed with the student during the candidacy interview. We utilize the Human Resource Development Report that will assess personality and the associated relationship with common workplace factors to ensure that the chosen career path correlates with common counseling environments.
4. Submit the Candidacy Application to the Counseling & Social Work department for review.
5. Schedule and participate in a candidacy interview. After the required assessments are completed and all materials received by the Department Assistant, the student will be allowed to schedule an appointment to be interviewed for Candidacy. This meeting is an intentional pause to assess academic, intrapersonal, and interpersonal fitness to continue in the program. During the
Candidacy meeting, the student will be interviewed by the Program Director. The interview will consist of reviewing current grades in the core courses, review of interpersonal and academic rating (via a standardized form) completed by professors, overall program fit, and the results of the MMPI-2 and the 16 PF.
Based on the results of the Candidacy meeting, recommendations germane to findings will be generated. Examples of recommendations include but are not limited to:
• Formal approval as socio-emotionally, academically, and behaviorally fit for advancement to Candidacy.
• Provisionally fit for Candidacy IF various recommendations are followed
• Temporary hiatus from additional classes until requirements have been satisfactorily fulfilled.
• Unfit for candidacy and dismissal from the program.
Upon receiving full candidacy acceptance to the M.Ed. program, students can then proceed to enroll in courses from the 2nd Tier Professional Courses.
Counselor Preparation Comprehension Examination
Prior to practicum and internships, students must take the Counselor Preparation Comprehension Examination (CPCE) after completing Tier 1 and Tier 2 courses. The purpose of the exam is to assess the student’s knowledge of counseling to ensure minimum competence in the field. The CPCE will cover the eight required core areas outlined in CACREP 2016 Standards. Furthermore, the CPCE will also provide collective feedback that can be used by the program in developing/adapting curriculum. The CPCE is offered once each Spring, Summer, and Fall semester. More specifically, students can expect the exam to take place on a weekday between 5:30-10:00pm at Lancaster Bible College’s campus.
Graduation
The following requirements must be successfully completed in order to receive the Master of Education degree:
Satisfactory completion of all course work
A minimum cumulative GPA of 3.0
Fulfillment of all financial obligations
Adherence to biblical standards and ethics in living one’s lifestyle