MA in Counseling with specialization in School Based Clinical Counseling (PPS & LPCC, 60 units)
Through the School Counseling 60-unit specialization students earn the PPS credential and take additional coursework to become eligible for licensure as a Licensed Professional Clinical Counselor. Students who opt to pursue the 60-unit PPS credential with LPCC eligibility should have an interest in working with children and adolescents, providing School Based Mental Health Services.
Through this program, students fulfill the requirements to earn a pupil personnel services credential (PPS) from the California Commission on Teacher Credentialing. Our school counseling program is nationally accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the National Council for Accreditation of Teacher Education (NCATE), a subsidiary of CAEP. Additionally, students in the 60-unit concentration become eligible for licensure with the California Board of Behavioral Sciences as licensed professional clinical counselors (LPCCs).
Program Specialization Courses
Students in all counseling program areas complete courses designed to meet program requirements recommended by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the National Board of Certified Counselors (NBCC). All students complete core and specialization courses specific to their areas of professional practice. The program requires the student to complete three terms of practicum or fieldwork in an approved setting related to the student’s career goal.
|COUN 507||Professional Identity, Law and Ethics in School Counseling||3|
|COUN 520||Counseling Theories and Practice||3|
|COUN 541||Advanced Counseling: Diagnosis And Treatment Planning||3|
|COUN 564||Counseling Skills||3|
|COUN 505||Human Development||3|
|COUN 530||Assessment Techniques in Counseling||3|
|COUN 536||Applied Theories and Techniques for Counseling in School Settings||3|
|COUN 588P||Practicum: School||3|
|COUN 510||Career Development Across the Lifespan||3|
|COUN 515||Multicultural Counseling||3|
|COUN 526||Group Counseling||3|
|COUN 533||Seminar in Field Based Research: Proposal Development||1.5|
|COUN 542||Addictions Counseling||3|
|COUN 544||Intro Family Counseling||3|
|COUN 590F||Fieldwork in School Settings||3|
|COUN 531||Advanced Topics in School Counseling||3|
|COUN 534||Seminar in Field Based Research: Analysis and Reporting of Research||1.5|
|COUN 537||School Counseling Consultation, Crisis, and Trauma||3|
|COUN 550||Couples and Sexuality||3|
|COUN 590F||Fieldwork in School Settings||3|
Clinical Contact Hours
Students must successfully complete a minimum of 100 clock hours (minimum of 40 direct service hours) of supervised practicum over one semester and 600 (minimum of 240 direct service hours) clock hours of supervised fieldwork over two semesters.
Clinical Instruction Benchmark Assessment (CIBA)
A Clinical Instruction Benchmark Assessment (CIBA) is utilized to assess readiness for practicum training and to provide candidates with personal and professional development feedback.
Fieldwork Readiness Meeting
A fieldwork readiness meeting is held following the practicum to provide candidates with personal and professional development feedback, to assess progress in the program, and to determine the student's readiness for advancement to fieldwork. For School Counseling students, the fieldwork readiness meeting is completed prior to approval to register for the Fieldwork in School Settings course (COUN 590).
Capstone Research Project Defense
The Counseling Program utilizes a capstone research project defense as part of the assessment of student readiness to complete the program. The Research project defense requires that students complete a research project in consultation with their advisor. The defense is a public presentation of the student’s research project and its findings. In addition to the presentation, each student is required to turn in a formal written ‘Research Brief’ project report. The Research defense is generally taken during the final semester of courses.
At SOLES, all masters and doctoral students participate in an international experience designed to support the growth of cultural competency. Our goal is to inform best practices in working with culturally diverse populations locally, nationally, and globally. International experiences are approved by each student's faculty advisor and can be credit based or non-credit based activities.