School Counseling, M.S. / C.A.S.

Sean Finnerty, Program Coordinator

310 Wilber Hall

315-312-3494

sean.finnerty@oswego.edu

Admission Information

Program Information

Counseling and Psychological Services Department

The school counseling 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. School counselors work proactively from a data driven perspective to assist all students across the academic, career, and social/emotional domains. Developing, managing, and evaluating school counseling interventions is key to being an effective school counselor and an important part of a comprehensive school counseling program. Students will participate in supervised practice in individual and group counseling working to address academic, career, and social/emotional needs in a K-12 school setting. Upon completion of the program, graduates will be eligible to apply for NYS certification as a school counselor. Following admission, you will discuss the total program with your designated faculty advisor to build a program of study.

School Counseling Track

A. Requirements (48 cr)

CPS 502 - Race, Gender, and Class Issues in Counseling Credit: 3
CPS 503 - Psychological Foundations: Personality Credit: 3
CPS 504 - Psychological Foundations: Development Credit: 3
CPS 505 - Psychological Foundations: Psychopathology Credit: 3
CPS 506 - Psychological Foundations: Learning Credit: 3
CPS 510 - Counseling Theory and Process Credit: 3
CPS 511 - Practicum in Counseling Credit: 3
CPS 530 - Introduction to School Counseling Credit: 3
CPS 541 - Introduction to Group Process Credit: 3
CPS 574 - Vocational Development and Decision-Making Credit: 3
CPS 585 - Foundations of Psychological and Educational Appraisal Credit: 3
CPS 591 - Introduction to Family Systems Credit: 3
CPS 618 - Internship in School Counseling Credit: 6
CPS 621 - Advanced Practicum & Consultation for Counselors Credit: 3
CPS 696 - Research Methods Credit: 3

B. Non-credit Requirements

SSHS 1020 - Safe Schools, Healthy Students
DASA 1020 - DASA Training
Comprehensive Exam
Program Candidacy

C. CAS Requirement (12 cr)

CPS 535 - Statistics by Computer Credit: 3
Electives under advisement (9 cr)
Select one of the following: (0-6 cr)
- Thesis
- Specialty Area as approved by advisor

Note

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.

Additional Information

The 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.