The Master of Arts in School Counseling program is a 48-semester-hour combined degree/credential program. It is designed for candidates who plan to serve as School Counselors in a California K-12 public or private school setting. As a combined program, it incorporates the required courses and fieldwork experiences mandated by the California Commission on Teacher Credentialing (CCTC) for the Pupil Personnel Services (PPS) credential. As such, candidates in this program do not pursue other specializations. Graduates of this program are eligible to apply for the California PPS credential but not for licensure as a Licensed Professional Clinical Counselor (LPCC). The program leading to the School Counseling credential is approved by the State of California Commission on Teacher Credentialing and the National Council for the Accreditation of Teacher Education. All LMU School of Education credential programs meet the California state requirements as specified by the California Commission on Teacher Credentialing (CCTC).
As a result of this training program, students will:
- Apply effective counseling strategies to meet the diverse academic, social, emotional, and career needs of PK-12 students using the ASCA model’s four professional competencies: Foundations, Management, Delivery, and Accountability
- Counsel PK-12 students individually using appropriate theoretical approaches to address academic readiness, language proficiency, cultural background, and individual development
- Counsel PK-12 students in group settings using group facilitation skills derided from appropriate theoretical approaches to address academic readiness, language proficiency, cultural background, and individual development
- Evaluate PK-12 students using suitable/pertinent assessment measures based on the purpose of measuring instrument and identified counseling need
- Implement prevention and intervention strategies for diverse PK-12 students based on scientific research and program evaluations
- Consult effectively with school parents, teachers, staff, community members, peers, and colleagues to improve instruction for all PK-12 students
- Exemplify the main dimensions of personal growth and dispositions central to successful counseling, including self-awareness, self-care, and self-reflection
- Adhere to the specific ethical codes related to school counseling (e.g., ASCA ethical standards)
- Demonstrate advanced intervention techniques in school-based consultation, prevention, and intervention in order to address the diverse needs of the PK-12 student population
Program Admissions Requirements
- Graduate Application
- 2 Letters of Recommendation
- 1 sealed, Official Transcripts from all colleges/universities attended
- Bachelor’s degree conferral must be verified on transcript
- Technology Form
- CCTC Certificate of Clearance (COC)
- California Basic Education Skills Test (CBEST) official score report
- Statement of Intent addressing:
- The characteristics the applicant possesses that he or she thinks will make him or her an effective counselor;
- In what specific ways does the LMU Counseling Program help the applicant achieve his or her professional goals;
- The applicant’s commitment towards preparing himself or herself to be an effective counselor, including devoting the required time and financial planning to a culminating internship in the field, a time when it is difficult and ill-advised to work full-time, and becoming active in related professional organizations (e.g., CASC, ASCA);
- The applicant’s related work or volunteer experiences with individuals from diverse backgrounds (e.g., culture, race, ethnicity, gender, sexual orientation, social class, and/or children/adults with disabilities);
- The applicant’s perspective on multiculturalism and social justice, as outlined in the School of Education’s REAL conceptual framework;
- A bulleted list (to be included at the end of Statement of Intent) indicating a) positions held, b) length of time/duration, c) supervisor name/contact information, and d) volunteer or paid positions.
- A cumulative undergraduate GPA of 3.0, or a 3.05 in the last 60 undergraduate units, or a 3.0 in at least 9 graduate units is required.
- For applicants who completed an undergraduate/graduate degree outside of the U.S.A.:
- Transcript evaluations
- TOEFL (100 minimum score) or IELTS (7 minimum score)
- Candidate Disposition Forms
- (1) BY END OF FIRST SEMESTER: One Self-Assessment Disposition Form AND One Faculty-Assessment Disposition Form must be completed and turned in to the Counseling Program Advisor and EDSP Associate Director no later than the end of the candidate’s first semester in the Program.
- (2) BY END OF EDSP 6386 Culturally Responsive Counseling with Individuals : One Self-Assessment Disposition Form AND One Faculty-Assessment* Disposition Form must be completed and turned in to the Counseling Program Advisor and EDSP Associate Director upon your completion of EDSP 6386 Culturally Responsive Counseling with Individuals . *This Faculty Assessment MUST be completed by the candidate’s EDSP 6386 Instructor.
- Fieldwork I Application form
- Pre-Counseling Documentation Log
- Counseling Organization Membership
- Proof of Liability Insurance with Counseling Organization
- Fieldwork Planning Document
- Approval of Fieldwork Site
- Candidates seeking the Pupil Personnel Services (PPS) Credential must complete their fieldwork at an approved school site.
- Completion of all courses prior to enrollment in Comprehensive Exam with the exception of:
- To apply for the Pupil Personnel Services (PPS) Credential, candidates must complete their fieldwork at an approved school site.
- All above-listed coursework and program requirements are needed to be eligible for credential recommendation.
- All coursework must be completed within 5 years.