Department of School Counseling

Overview 

One of only three schools in Massachusetts to be “Approved with Distinction” by DESE, the Master of Arts in School Counseling prepares students to become licensed as either School Counselors (All Levels) or School Adjustment Counselors/School Social Workers (All Levels). The role of the school counselor is dynamic as it provides critical support to students, parents, administrators, teachers, staff, and community service providers. The School Counseling Program trains the future counselor to work with children and adolescents across academic, career, and social-emotional domains. Students learn to collaborate with all stakeholders to support academic and social success and to apply evidenced-based practice for comprehensive school counseling programs. Students are prepared to engage in prevention and intervention planning as well as program evaluation to meet individual student and school-level needs expected as a school counselor.

The Department of Elementary and Secondary Education (DESE) in the Commonwealth of Massachusetts has approved Assumption University’s graduate program in School Counseling to issue endorsement for the Initial License as a school counselor (All Levels) and the Initial License for School Adjustment Counselors/School Social Workers (All Levels). Students who complete the approved program are also eligible for licensure reciprocity with states that are members of the National Association of State Directors of Teacher Education and Certification (NASDTEC) Interstate Contract. Questions about licensure in states other than Massachusetts should be directed to the program director, Dr. Susan Scully. Consistent with the National Board Certified School Counselor standards, students will complete a rigorous counselor training program that includes a supervised clinical practicum experience in a public elementary and/or secondary school. Completion of the program will deem students eligible for certification as a National Certified Counselor (NCC) and National Certified School Counselor (NCSC) should they wish to pursue this credential.

The graduate program in School Counseling at Assumption University includes the following features:

  • A strengths-based curriculum that emphasizes culturally responsive, evidence-based counseling interventions with a focus on educational policy, leadership, child advocacy, and social justice
  • A collaborative learning environment that facilitates interaction and teamwork thus preparing students for success in school systems where being a team player is a critical characteristic for effectiveness
  • Faculty with experience in the school setting providing effective counseling and intervention to meet the needs of a diverse student population
  • Class schedules with flexibility to accommodate the schedules of those students who wish to pursue the program full- or part-time
  • Small class sizes that encourage greater interaction with faculty and other graduate students
  • Pre-practicum and practicum placements in urban and suburban school settings exclusively in Massachusetts
  • Rigorous, current curriculum that addresses national and state models/standards
  • Access to current and cutting-edge workshops geared toward professional development of School Counselors, Adjustment Counselors, Social Workers and other counseling professionals through the Institute for School Counseling and School Psychology
  • An approved program by the Massachusetts Department of Education to license school counselors (All Levels) and School Adjustment Counselors/School Social Workers (Initial Licensure All Levels)

As a graduate of the School Counseling program at Assumption University, you will be positioned to assume a professional role in a school setting where you will impact the lives of children and adolescents.

Mission Statement 

The Mission of the graduate program in School Counseling is to prepare culturally responsive school counselors to become school leaders who promote and enhance student academic, social, and emotional success. The program is committed to preparing ethical and reflective professional school counselors who practice from a strengths-based paradigm and are dedicated to social justice, equity, and anti-bias education.

The required coursework and school-based practicum also satisfy the requirements for candidates seeking national certification through the National Board of Certified Counselors (NBCC) for the National Certified Counselor (NCC) and National Certified School Counselor (NCSC) credentials. The Master of Arts Programs in School Counseling are approved by the Massachusetts Department of Elementary and Secondary Education (DESE) and meets Initial licensing requirements for School Counselor (All Levels) and School/Adjustment Counselor/ School Social Worker (All Levels) in the state of Massachusetts. Students interested in licensure in other states should contact the School Counseling program director, Dr. Susan Scully.

Learning Goals

  1. Knowledge of curriculum frameworks
  2. Assessment, Research, and Program Evaluation
  3. Typical and Atypical Development and Learning Theories
  4. Strategies for Prevention and Intervention
  5. Counseling, Communication, and Collaboration
  6. School Counseling Philosophy, Practices, and Group Leadership

Faculty 

Susan M. Scully, Ph.D.
Director of School Counseling
Associate Professor of School Counseling

Lorette McWilliams, Ph.D.
Licensure and Practicum Coordinator
Associate Professor of Practice in School Counseling

Gary Senecal, Ph.D.
Associate Professor of School Counseling

Lea F. Christo, L.I.C.S.W.
Professor of Practice in School Counseling

Instructors

Jennifer Baublitz, M.A.
Dawn Breault, Ed.D.
Lauren Colwell, LMHC
Melissa Dervishian, LMHC
Brendan Keenan, Ed.D.
Jean Lindquist-Grady, Psy.D.
Katelyn McGowan, M.A.
Allison Negron-Campbell
Scott M. Smith, M.A.
Tyshawn Thompson, Psy.D.

Licensure 

Assumption University responds to the Massachusetts Department of Elementary and Secondary Education in all matters of educator licensure. Therefore, the University reserves the right to revise the admission criteria and requirements of its graduate program(s) leading to eligibility for support personnel licensure in compliance with the current state regulations. Students seeking licensure as a School Counselor (All Levels) must meet with an academic advisor to plan an appropriate course of study before beginning their first semester of course work to ensure all license requirements are addressed in the academic plan and course of study.

Certificate of Advanced Graduate Studies (CAGS) Options in School Counseling

Post-Master’s Degree Programs in School Counseling

The School Counseling Program offers students with earned master’s degrees the opportunity to pursue a Certificate of Advanced Graduate Studies (CAGS). A CAGS can enhance students’ knowledge and skill set leading to increased professional competence. A CAGS may also be pursued to complement current knowledge and skill sets allowing professionals to be more effective in their roles. CAGS programs in School Counseling typically consist of 7 courses and is based on students’ professional goals.

The CAGS program provides several customized pathways for students to choose from:

  1. For professionals with an earned master’s degree in Counseling, Social Work or closely related field, a focused School Counseling CAGS program that culminates in eligibility for endorsement for the initial license in School Counseling (All Levels) in Massachusetts.

  2. For professionals with an earned master’s degree in School Counseling, Social Work or closely related field, a focused School Counseling CAGS program that culminates in eligibility for endorsement for the initial license in School Adjustment Counseling/School Social Work (All Levels) in Massachusetts.

    School adjustment counseling/school social work is a specialized area of practice. School Adjustment Counselors/School Social Workers assist students with mental health issues, behavioral issues, positive behavioral supports, academic and classroom support. School Adjustment Counselors/School Social Workers collaborate and consult with teachers, parents, juvenile court system, child protective services and other community agencies. School Adjustment Counselors/School Social Workers also provide individual and group counseling. Individuals licensed as School Adjustment Counselors/School Social Workers significantly increase their opportunities for employment and advancement.

  3. For professionals with an earned master’s degree in Counseling, Psychology, Social Work, Education or closely related field, a customized (minimum) 7 course School Counseling CAGS program tailored to the students’ professional interests.

    Assumption University also offers other CAGS programs to benefit school counselors such as Transition Specialist, Resiliency for Helping Professionals, Special Ops: Service Members, Veterans and their Families (SMVF), and Rehabilitation Counseling. Students may choose to pursue one of these options or choose courses from these programs to customize a C.A.G.S.

IMPORTANT: Students who apply to any CAGS programs are invited to contact the School Counseling Program Director to conduct a transcript review and draft a program of study. CAGS programs may vary with respect to credit hours and required practicum hours based on this transcript review.

Programs of Study

Courses

SCP 505: Fundamentals of Counseling in the Schools

Credits 3
This course provides school-based counselors with a combination of theory and practice for implementing a comprehensive school counseling program that is consistent with national and state developmental models. A school-based counselor advances academic, personal/ social, and career opportunities for all children in a pluralistic society. The history and evolving role of school-based counseling is emphasized. The primary roles of the school-based counselor at all grade levels is covered. Curriculum development and instruction, educational planning, and consultation and collaboration skills are introduced. Practical strategies for planning, managing, and evaluating a comprehensive school program are covered utilizing national and state models. A review of Massachusetts Other topics covered are Curriculum Frameworks and their relationship to educational planning and advising, professional issues including confidentiality, legal and ethical standards, and the future of the profession.

SCP 510: Professional Orientation to Counseling

Credits 3
This foundation course provides an introduction to all aspects of the counseling profession. History, roles, organizational structures, ethical standards, legal issues and credentialing are included. Public policy processes that focus on the role of the professional counselor with an introduction to advocacy for the profession and clients are included. The importance of professional development and participation in counseling professional organizations and exploration of the role of the counselor as a member of a multidisciplinary team is emphasized. A class project that focuses on a professional aspect of the counseling profession is a culminating activity in this course.

SCP 515: Advanced Counseling Theory and Practice

Credits 3
The purpose of this course is to provide an introduction to the major theories of counseling including behavioral, humanistic, social learning, psychoanalytic, and cognitive. Approaches, principles, and procedures of counseling and consultation will be introduced including individual and systems perspectives consistent with relevant research. Skills essential to counselors such as interviewing, active listening, communication, problem analysis, and motivation are introduced in this course. Topics include: issues of confidentiality, relationship building, evaluation of outcomes, and referral strategies. Skills are practiced in laboratory exercises.

SCP 520: Psychology of Learning and Motivation

Credits 3
This course focuses on major theories of learning and motivation and relevant research with an emphasis on behavioral and cognitive learning theories. Consideration is given to neurophysiological foundations as well. How learning theory informs teaching practices to promote effective lesson planning and curriculum development is emphasized. Motivational strategies with a focus on student outcomes of intentional teaching are explored using case study and lab formats. Application of learning and motivational theory to the Massachusetts Curriculum Frameworks is stressed.

SCP 535: Group Counseling and Leadership

Credits 3
The aim of this course is to provide students with an introduction to group processes and group leadership skills. This course provides the theoretical foundation and strategies in the design and implementation of groups in the school setting at various grade levels that are consistent with national and state models of comprehensive developmental school counseling within a multicultural context. Ethical issues and professional standards for groups are examined. The use of technology to manage and enhance group counseling effectiveness and resources for school counseling groups are explored.

SCP 540: Introduction to Research and Program Evaluation

Credits 3
This course is designed to enable students to become critical readers of research in counseling. It introduces them to design and conducts research in an applied setting. Both quantitative and qualitative methodologies are addressed. Students are expected to analyze research reports and to design potential research projects. Principles, practices, and applications of needs assessment and program evaluation, as well as use of computers for data management and analysis and ethical considerations in conducting research are a focus of this course.

SCP 545: Human Growth and Development through the Life Span

Credits 3
This course provides in-depth study of human growth and development in the physical, cognitive, language, and social and emotional domains with an emphasis on both typical and atypical development. The positive contributions and limitations of various developmental theories and conceptual frameworks are examined. Throughout the course, students consider the relationship between development and the selection of appropriate educational services and interventions for children and adolescents with special needs.

SCP 560: Psychological and Educational Assessment

Credits 3
This course emphasizes the use of specific diagnostic psychological tests in a variety of domains. Specific psychological and educational tests used by counselors in educational settings are examined and students have the opportunity to use assessments. Individual and group achievement, curriculum based assessment, and vocational assessments, including the Massachusetts Comprehensive Assessment System (MCAS) are a focus. Other tests administered by psychologists are reviewed so that school counselors may understand and interpret results to parents, teachers, and students to information educational interventions, advising, and placement decisions.

SCP 610: Cultural Responsiveness in Counseling

Credits 3
Theoretical concepts and practical strategies are used to implement effective multicultural counseling in the school setting as well as in the home and community. Specific strategies include: teaming, collaborative, preventive, and proactive practices for school counselors. Building partnerships with families, family involvement, and intervention with families to assist in academic and personal/social development of students in the role of school counselor is the aim of this course. A theoretical understanding of family systems, social systems, contemporary families, and multicultural issues is integrated with effective strategies of parent involvement and parent training. Effective interventions for facilitating positive transitions into school, from one school to another, school to work, and school to college are explored. The impact of children with disabilities upon the family system is also explored. Parenting programs are stressed in order to provide the school counselor with practical evidence-based strategies for positive parenting. The areas of child management and effective partnering with schools to support academic, career, learning, and personal/social goals of all students is emphasized.

SCP 620: Vocational, Career, and College Counseling

Credits 3
This course presents an analysis of basic theories of career progression from a developmental perspective. Attention is given to understanding the educational, psychological, and social factors which influence educational and vocational decision making. The use of vocational and educational assessment to advise students and to facilitate school to work and college planning is included. Focus is placed on understanding the resources necessary to assist adolescents in making mature post high school plans. The use of technology and resources to facilitate vocational, career, and college counseling and advising are integrated within the course through demonstrations and opportunities for practice.

SCP 625: Neuropsychology of Learning and Behavior

Credits 3
Building upon foundation courses in learning theory and typical and atypical child and adolescent development, this advanced course introduces students to neuropsychological principles underlying learning and behavior disorders in children and adolescents. Students become acquainted with the neuropsychological basis of learning and behavior disorders including reading, math, and language disorders as well as nonverbal learning disorders, disorders on the autistic spectrum, disorders of attention, and executive functions. With this foundation, students are more informed about various neurodevelopmental disorders, evidence-based treatments, and accommodations for preschool through high school age children. A review of psychopharmacological interventions for the lay person is included. The interpretation of psychological and neuropsychological assessments and the presentation of these results to educators and parents is a focus in order to inform school interventions, and promote better learning and personal/social and career outcomes for all students.

SCP 630: Intervention Strategies: Social and Emotional

Credits 3
This course builds upon the introductory counseling and development courses and provides school counselors with empirically-based prevention and intervention strategies for problems which impact the learning and development of children and adolescents in PreK-12 school settings. Topics to be covered include physical, emotional and sexual abuse, violence, divorce, substance abuse, grief, war, and terror. Prevention and treatment of childhood and adolescent disorders such as depression, anxiety, Attention Deficit Hyperactivity Disorder (ADHD), behavioral disorders and suicide will be included. Practicum experiences and course work are integrated.

SCP 635: Intervention Strategies: Academic and Learning

Credits 3
Building on a foundation of counseling, development, learning, and teaching theories this course focuses on strategies for prevention of and intervention with academic problems that interfere with learning outcomes. Research based strategies that focus on school wide, large and small groups, and individual interventions are emphasized. Competency in providing effective interventions for group and independent work skills, organization and study strategies, learning strategies, mnemonic, reading, math and content area strategies, as well as test taking and homework is taught using case study and demonstration approaches. Databased outcomes assessment and reporting is emphasized to evaluate the effectiveness of prevention and intervention strategies in improving learning and academic outcomes for all students. Practicum experiences are integrated with course work.

SCP 640: Developmental Psychopathology

Credits 3
A rapid growth in research in child development and clinical child psychology has led to the expanding field of developmental psychopathology. Developmental psychopathology combines research in child development and clinical child and adolescent psychology to better understand the conceptual frameworks, characteristics, developmental course, context and outcomes of psychopathology in children and adolescence. An ecological approach is emphasized in the development of child and adolescent psychopathology and the influence of contexts in the developmental of psychopathology and the effect on schools and families. Risk and protective factors as well as assessment and treatment of child and adolescent disorders is presented using current research to emphasize the role of developmental processes, contexts and the interactive nature of development that influences adaptive and maladaptive functioning.

SCP 645: Consultation and Collaboration: School/Home/Family

Credits 3
This course emphasizes the knowledge and skills needed to improve academic and behavioral outcomes through comprehensive consultation, collaboration, and problem-solving services in the school setting at the individual, group, family, and systems levels. It is designed to provide effective skills in problem solving that facilitate team building and collaborative relationships within the school, home, and community. Data-based decision making, evaluation, and accountability of interventions are addressed. Eligibility criteria for special education, development and implementation of 504 Plans, provisions for English Language Learners, crisis intervention, and referral to outside agencies, mandated reporting (51A), and transition planning are integrated within a case study and problem-solving format.

SCP 660: Behavioral Assessment and Intervention

Credits 3
This course is designed to provide students with principles for the effective use of behavioral assessment and interventions in inclusive and special education classrooms. Students will learn to use a cognitive-behavioral approach within a developmental context to identify, analyze, implement, and evaluate interventions that both prepare children and adolescents with special needs for and maintain them in general education classrooms. A team approach with a focus on consultation and collaboration skills necessary for special educators will be emphasized. Research based strategies to enhance classroom management, organization, and the learning environment will be considered.

SCP 670: Principles and Practices of School Social Work/Adjustment Counseling in Schools

Credits 3
This course focuses on an overview of the principles and practices of school social work/adjustment counseling services in the complex and challenging school setting within a multi-cultural and strengths based framework. Legal and ethical issues that affect the role of school social work/ adjustment counselors are stressed. School-based intervention strategies are discussed, including group work, behavior management, and social skills training. A variety of topics/stressors experienced by youths, such as violence, trauma, death, divorce, poverty, neglect and abuse, alcohol and substance abuse are explored. The critical role of the school social worker/ adjustment counselor with respect to general educators, special educators, specialists, administrators, and parents will be examined. An introduction to the juvenile justice system will be provided. A systematic approach aimed at identifying effective strategies for partnering with families and community services will be emphasized.

SCP 710: Clinical Practicum and Seminar: School Counselor, All Levels

Credits 3
This clinical practicum is conducted in accordance with Massachusetts school guidance counselor 5- 12 licensure regulations for Initial License. The student completes a three day a week practicum (300 hours) under the direction of the university supervisor and the immediate supervision of a school counselor who is licensed in the field at the level of certification. Students are evaluated using professional and ethical standards for school counselors. Students must meet specified criteria for the practicum. The seminar focuses on issues and strategies for implementing a comprehensive school counseling program incorporating technology for effective school counseling. Enrollment is limited to qualified matriculated graduate students.

SCP 750: Directed Study

Credits 3
The student, in conjunction with a faculty advisor, designs and conducts a critical study of a topic of interest, a curriculum based project, a research study, a field experience, a practicum or internship.

SCP 810: Advanced Clinical Practicum and Seminar: School Counselor, Levels 5-12

Credits 3
This advanced clinical practicum is conducted in accordance with Massachusetts school guidance counselor Initial licensure regulations and is designed to further enhance and refine school counseling skills. The student completes a second semester three days a week practicum (300 hours) under the direction of a university supervisor and under the immediate supervision of a school counselor who is licensed in the field at the level of certification sought. Students are evaluated using professional and ethical standards for school counselors. Students must meet specified criteria for practicum. The seminar focuses on issues and strategies for implementing a comprehensive school counseling program incorporating technology for effective school counseling. Enrollment is limited to qualified matriculated graduate students.

SCP 875: Advanced Clinical Practicum and Seminar: School Social Worker/ Adjustment

Credits 3
Counselor This advanced clinical counseling practicum and seminar is conducted in accordance with the Massachusetts School Social Worker/ School Adjustment Counselor (All Levels) Initial Licensure and is designed to enhance and further refine advanced counseling skills with children, adolescents and families in an education setting. The student completes a semester of practicum (450 hours) under the direction of a university supervisor and under the immediate supervision of a school social worker/adjustment counselor who is licensed. Students are evaluated using professional and ethical standards for school social worker/adjustment counselors. Students must meet specified criteria for the advanced clinical counseling practicum and seminar. The practicum and seminar focus is on student, family, and school issues and clinical strategies for implementing social worker/adjustment counselor services in the schools. Class enrollment is consistent with DESE standards for advanced clinical practicum and seminar.