In addition to meeting the general admission requirements of the Graduate School, applicants to the M.Ed. must complete the program application, have three completed references on file, have an undergraduate GPA of 3.0, and take CNS ED 6000, Personal and Professional Development in Counseling, in their first semester. Admissions will be conducted twice a year. The deadlines for application are May 1 for the fall semester and October 1 for the spring semester.
Since it is the objective of the counseling faculty to identify students with low potential for competent practice as early as possible and to initiate the necessary procedures for dealing with such students, faculty of the counseling program reserve the right to review students at any stage of their coursework. A U (Unsatisfactory) in any clinical course or any grade less than a B in any core counseling course(CNS ED 6000, Personal and Professional Development in Counseling; CNS ED 6010: Theories of Counseling; CNS ED 6270 School Counseling Practicum; CNS ED 6370, Clinical Mental Health Counseling Practicum I; CNS ED 6375: Clinical Mental Health Counseling Practicum II; CNS ED 6280 School Counseling Field Experience; or CNS ED 6380 Clinical Mental Health Counseling Field Experience) will automatically trigger a review process by the Counseling Review Board. The Counseling Review Board process, however initiated, may result in the termination of the student’s degree program or other required or recommended remedies to address deficiencies judged by the Counseling Review Board as related to the skills that are essential to the development of competent and ethical practices as a professional counselor.
Students admitted to the M.Ed. degree programs in counseling as “restricted graduate students” (see the “graduate study” rules in this Bulletin) must attain a 3.0 GPA for the first 12 hours of graduate course work at UMSL with no grade less than a B or an S (Satisfactory) in any clinical course. Restricted students must include the following courses in the first 12 hours of coursework: CNS ED 6000: Personal and Professional Development in Counseling; CNS ED 6010: Theories of Counseling; and (CNS ED 6270 School Counseling Practicum or CNS ED 6370: Clinical Mental Health Counseling Practicum, as appropriate). A student earning any grade less than a B in any of these courses or a U (Unsatisfactory) in any clinical course, but still maintaining a 3.0 GPA, will be allowed to repeat the course one time and must earn a grade of B or better or an S (Satisfactory) in any clinical course to be fully admitted.
The courses listed below meet the coursework requirements for the M.Ed. degree, state certification as a school counselor, and licensing as a professional counselor:
|CNS ED 6010||Theories of Counseling||3|
|CNS ED 6020||Ethical and Professional Issues in Counseling||3|
|CNS ED 6030||Foundations for Multicultural Counseling||3|
|CNS ED 6040||Group Procedures in Counseling||3|
|CNS ED 6050||Individual Inventory||3|
|CNS ED 6060||Helping-Relationship Skills||3|
|CNS ED 6200||Foundations of School Counseling||3|
|CNS ED 6270||School Counseling Practicum||3|
|CNS ED 6280||School Counseling Field Experience||6|
|CNS ED 6400||Career Information and Development||3|
|Psychological Foundations and Human Development|
|ED PSY 6210||Life-Span: Individual and Family Development||3|
|ED PSY 6532||Psychoeducational Differences||3|
|Educational Research and Evaluation Methods|
|ED REM 6710||Educational Research Methods and Design||3|
|Six credit hours from CNS ED or related courses, such as:||6|
|Theories and Techniques of Counseling Children and Adolescents|
|Introduction to Systems Theory for Couples and Family Counseling|
|Comprehensive Exam (Capstone Experience) 1|
Please consult with the Department office for requirements and dates of this examination.
Although not a degree requirement, a passing score on the relevant examinations required by the Missouri Department of Elementary and Secondary Education is also required for state certification as a school counselor and must be achieved before the student can be recommended by the Counseling Program for such certification. In addition, students who do not hold a state certification as a teacher must also take the following courses in addition to their M.Ed. in School Counseling program in order to be recommended by the Counseling Program as a school counselor.
|SPEC ED 6325||Advanced Studies in Classroom & Behavior Management||3|
|SPEC ED 6412||Psychology of Exceptional Children||3|
|ED PSY 6030||Instruction, Learning and Assessment||3|
|or TCH ED 5310||Instructional Design|
The Master of Education in Counseling programs prepare professionals to work in educational settings - elementary, middle, or high schools - as school counselors or in clinical settings - clinics, community mental health centers, or private practice - as clinical mental health counselors. Counselors have professional preparation in the theory and practice of counseling, treatment planning, and career development.
The candidate learning outcomes of the school and clinical mental health counseling programs are to:
e prepared to function effectively and ethically as counselors in a variety of professional settings which includes school, community, and clinical mental health settings.
Be self-aware and sensitive to their clients as people who exist in the context of different cultures and races and people who are potentially at risk.
Be able to flexibly and skillfully construct and apply theory and techniques to fit the changing needs of clients both individually and in groups, within school, community, and/or clinical mental health settings.
Be proficient with the understanding and human relations skills necessary to consult as part of a team effort, within a school, community, and/or mental health setting.
Be prepared to help individuals meet developmental concerns and needs both individually and in a variety of developmental group programs, within a school, community, or clinical mental health setting.
Be knowledgeable about career development and the use of appraisal instruments and test interpretation and their impact on individual planning.
Be knowledgeable about research methods and research literature.
Value developing professional expertise as a lifelong process.