In addition to meeting the general admission requirements of the Graduate School, applicants to the M.Ed. must complete the program supplemental application, have two completed references on file, have an undergraduate GPA of 3.0, and upon admission will take CNS ED 6010, Theories of Counseling, in their first semester. Admissions will be conducted twice a year. The deadlines for application are March 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 these core counseling courses will automatically trigger a review process by the Counseling Review Board.
|Theories of Counseling|
|Ethical and Professional Issues in Counseling|
|School Counseling Practicum|
|School Counseling Field Experience|
|Clinical Mental Health Counseling Practicum I|
|Clinical Mental Health Counseling Field Experience|
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 in the 12 hours of course work at UMSL. Restricted students must include the following courses in the first 12 hours of coursework: CNS ED 6010: Theories of Counseling and CNS ED 6020: Ethical and Professional Issues in Counseling. A student on restricted status earning any grade less than a B- in either of these courses 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 to be fully admitted.
The courses listed below meet the course work requirements for the M.Ed. degree, state certification, 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|
|CNS ED 6600||Theories and Techniques of Counseling Children and Adolescents||3|
|or CNS ED 6610||Introduction to Play Therapy|
|CNS ED 6630||Career Development in K-12 Schools||3|
|CNS ED 6730||Counseling for Loss, Crisis, and Trauma||3|
|Psychological Foundations and Human Development|
|ED PSY 6222||Advanced Studies in Child and Adolescent Development||3|
|or ED PSY 6210||Life-Span: Individual and Family Development|
|ED PSY 6532||Psychoeducational Differences||3|
|Educational Research and Evaluation Methods|
|ED REM 6710||Educational Research Methods and Design||3|
|Nine credit hours from CNS ED or related courses such as:||9|
|Character Education and Development|
|Advanced Career Development|
|Introduction to Systems Theory for Couples and Family Counseling|
|Marriage Counseling and Enrichment|
|Introduction to Addictive Behaviors and Addiction Counseling|
|Integrating Religion and Spirituality in Counseling|
|Counseling Women Toward Empowerment|
|Counseling African American Clients|
|Counseling Sexual and Gender Minorities|
|Social Class and Poverty Issues in Counseling|
|Comprehensive Examination (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:
Be 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.