Aug 10, 2020  
2019-2020 Graduate Catalog 
2019-2020 Graduate Catalog

School Counseling (Counseling Services), M.S. / C.A.S.

Sean Finnerty, Program Coordinator

310 Wilber Hall



Admission Information

Program Information

Counseling and Psychological Services Department


Degree Candidacy

It is the responsibility of the student to file for degree candidacy. Degree candidacy forms must be filed between 12 and 30 hours. Hours over 30 are subject to forfeiture. A cumulative average of 3.0 or better, successful completion of CPS 511, and evidence of appropriate professional development is required to qualify for the awarding of degree candidacy status. Degree Candidacy Application Forms can be obtained from the Graduate Studies Office.

School Counseling Track

B. Non-credit Requirements

C. CAS* Requirement (12-18 cr)

  • Credit: 3
  • Electives as approved by advisor (9 cr)

    Select one of the following: (0-6 cr)

    • Thesis
    • Specialty Area as approved by advisor

    *Only students who have a masters degree in counseling from an institution other than SUNY Oswego must take a minimum of 30 credit hours at SUNY Oswego in order to receive their CAS degree from the CPS Department.


Additional Information

The Counseling Services program builds upon a core of psychological and educational foundations and specialization areas including counseling theory, group process, appraisal, and vocational development and decision-making. Supervised practice in individual and group counseling and field work experiences in consultation and comprehensive professional services are provided in school, college and social agency settings. Students completing the training sequence are equipped to assume a variety of roles in the counseling profession.

Elective courses, practice and field experiences can be planned to focus on a desired institutional placement such as elementary, middle, junior high and/or senior high school, college settings and agencies.

Following admission, the student will discuss the total program with the student’s designated faculty advisor. Prerequisite courses, transfer credit of completed graduate courses and anticipated specialized and individualized needs of the student will be reviewed and assessed.

Model Curricular Sequence

Students frequently differ in terms of prerequisite and graduate courses completed, prior employment experience, present level of professional competence, and semester during which the program is entered. These, and other relevant factors, influence the sequential pattern of graduate study arranged for each student. In consultation with the student’s advisor, therefore, the student develops an individualized plan of courses and experiences to meet the student’s unique needs.