School Counseling, Master of Science in Education
The School Counseling and School Counseling with Bilingual Extension Programs have been developed as 48 credits Master of Science in Education programs that meet the academic requirements for New York State permanent certification. In both cases permanent certification also requires two years of full-time paid employment as a school counselor. Under current law both programs provide opportunities for students to obtain provisional New York State certification upon completion of 30 credits of specified coursework that includes the appropriate practicum. Students interested in school counseling certification in areas outside of New York State should investigate the certification requirements on the particular state’s website or through the American School Counselor Association. Both programs can be completed on a full-time or part-time basis, and all classes are currently offered in the late afternoon or early evening.
In addition to supporting the University and Counselor Education Program’s vision and mission, the School / School Counseling with Bilingual Extension Programs educate individuals who will specifically work in K – 12 school systems to address the academic, career, and social-emotional needs of all students.
- To educate professional school counselors to be leaders in and advocates for the profession using curricula that adheres to the general and specialized Standards of the Council for Accreditation of Counseling and Related Educational Programs.
- To educate skilled and competent school counselors who are capable of identifying and responding to the needs diverse clients by providing a wide range of guidance and counseling services to children, adolescents, and their families.
- To train school counselors to respect diversity and to actively work towards the prevention and eradication of racism, sexism, and classism.
- To train school counselors to work collaboratively within school systems to improve the quality of education for all students.
- To train school counselors to utilize data to develop comprehensive, accountable counseling programs that advance the mission of their schools by addressing the academic, career, and social-emotional needs of all students.
- To train school counselors to utilize research to inform their daily practices and inspire them to pursue learning throughout their professional careers.
- To encourage school counselors to establish and maintain their professional identities by joining professional organizations (e.g., American Counseling Association, American School Counseling Association, New York State School Counseling Association), attending national and local conferences, and presenting at national and local conferences.
Please see a list of our Counselor Education faculty.
Dr. Robert Eschenauer
Admission to the graduate program in School Counseling requires:
- A baccalaureate degree from an accredited college or university with undergraduate scholastic achievement indicating reasonable assurance of success in work for an advanced degree. Normally this will be a “B” (3.0) in the general average and in the major field.
- A minimum of 18 credits in the behavioral and social sciences and/or professional education courses. Students who do not fully meet this requirement will need to make up deficit credits by completing course work in those areas in addition to the usual program requirements
- Two letters of recommendation from college instructors or field supervisors;
- The interest, ability, and personality to function successfully in the field of school counseling
- The School Counseling with Bilingual Extension Program has the additional requirement that candidates must demonstrate language proficiency in both English and the target language by passing the New York State Bilingual Assessment (BEA) that is administered by the New York State Education Department. The BEA is required of candidates seeking a bilingual extension to a certificate.
- Graduate Record Examination is no longer required.
Graduate Admission Information
School of Education
Office of Graduate Admission
Staten Island Campus
School of Education
Graduate Admission Information
School Counseling Resources & Outcomes
Current Students in School Counseling
Supervisors in School Counseling
Stakeholders in School Counseling
The School Counseling programs prepare graduates to address the academic, personal/social, and career development needs of diverse clients in K-12 settings.
The programs will prepare graduates to:
Identify the many aspects of professional functioning and professional identity.
- Summarize the professional roles, functions and relationships of the counselor with other human service providers.
- Identify the professional organizations and list the major benefits to members
- Describe the different credentials, including certification and licensure, and explain the effects of public policy on each.
- Apply the ethical guidelines of both the American Counseling Association (ACA) and the American School Counseling Association (ASCA) to case examples to decide an appropriate course of action.
- Use research, best practices, and standards of professional organizations (ACA, ASCA) to strengthen and update professional practice.
Demonstrate knowledge of the cultural context of relationships, issues, and trends in a multicultural and diverse society.
- Demonstrate knowledge of multicultural and pluralistic trends by identifying and summarizing characteristics and concerns between and within diverse groups nationally and internationally.
- Compare and contrast the acculturative experiences of five ethnic groups.
- Compare and contrast several theories of racial identity development.
- Summarize the major theories of multicultural counseling.
- Explain the role of the counselor in social justice, advocacy and conflict resolution.
Demonstrate knowledge of the nature and needs of individuals at all developmental levels.
- Compare and contrast the major elements of each of the various stage theories of development over the life span including the major psychological, cognitive and moral development.
- Identify the major developmental transitions across the life span and the potential developmental crises associated with each.
- Give examples of strategies for facilitating optimum development over the life span.
Demonstrate knowledge of career development and related life factors.
- Analyze and compare the major theories of occupational choice and vocational development.
- Demonstrate knowledge of the purposes, historical development and unique features of major occupational classification systems.
- Identify and explain the socio-economic and technical changes that effect occupational trends and the nature of many occupations.
- Demonstrate vocational counseling techniques such as assessment tools, group methods of exploring occupations, job placement techniques and technology based career development applications and strategies.
- Demonstrate the use of career assessments with multicultural populations, including consideration of age and religious practice.
- Use technology to investigate career interests and options for clients.
Demonstrate counseling and counsultation processes.
- Identify the counselor and consultant characteristics and behavior that influence helping processes.
- Summarize the essential interviewing and counseling skills necessary to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcomes, and successfully terminate the counselor-client relationship.
- Demonstrate the above skills in audio-taped counseling sessions with clients.
- Compare and contrast major theories of counseling.
- Investigate professional research to identify best practice approaches and summarize findings.
- Outline major ethical issues of doing counseling with a variety of clients.
Demonstrate both theoretical and experiential knowledge of group purpose, development, dynamics, counseling theories, and group counseling methods and skills.
- Describe the principles of group dynamics: group process components, developmental stages, and group members’ roles and behaviors.
- Compare and contrast group counseling theories.
- Identify approaches used in task groups, psychoeducational groups, and therapy groups.
- Discuss the specific ethical and legal considerations involved with groups.
Demonstrate knowledge of individual and group approaches to assessment and evaluation.
- Distinguish between standardized and nonstandardized, norm-referenced and criterion referenced instruments and give examples of each.
- Define basic psychometric concepts like scales of measurement, correlation, reliability, and validity.
- Develop strategies for selecting and evaluating assessment instruments used in counseling.
- Administer, score and interpret assessment and evaluation instruments and techniques in counseling.
- Use general principles and methods of case conceptualization, assessment and/or diagnosis to complete a case study.
- Identify relevant ethical standards and apply them to hypothetical cases involving assessment issues.
- Use technology to administer and interpret client assessments.
Demonstrate knowledge of research methods, statistical analysis, needs assessments, and program evaluation.
- Explain the importance of research to advance counseling as a profession.
- Identify the opportunities and difficulties in conducting research in the counseling profession.
- Distinguish between the types of problems appropriately addressed by qualitative, quantitative, single-case, action and outcome-based designs.
- Apply research principles to program evaluation.
- Discuss the ethical and legal considerations relevant to conducting research in counseling.