School Guidance Counseling

  • Grade Levels: PreK-8 or 5-12
  • Credits for Licensure: 48
  • Degree:
    Master of Education
  • Program Approved:
    Massachusetts Dept. of Elementary & Secondary Education

Program Description

School Guidance Counseling is treated as professional counseling which enhances child and adolescent students’ access to high quality educational and vocational experiences and facilitates their ability to make good use of opportunities. The program emphasizes the role of the school counselor as a facilitator of educational reform, reducing barriers in the multicultural 21st century: a group worker skilled in developmental guidance, a practitioner helping students find their academic niche and community resources, an interpreter of assessment tools, and a consultant to students, parents, and staff. At Cambridge College locations outside Massachusetts, this program is non-licensure only.

 

Special Academic Requirements

  • All new students must register for the non-licensure option until they pass the MA Communication and Literacy Test (MTEL).
  • For non-licensure, all program components are required except the teacher tests and the internship and internship seminar, which are replaced by CCP550 and CCP615. Non-licensure students must complete all pre-practicum hours embedded in the courses.

Learning Outcomes

School Guidance students develop their professional philosophy, principles and practices for their work with students and parents as well as teachers and administrators. They gain and apply knowledge of research in school guidance; the psychology of learning; curriculum frameworks and student testing; normal and abnormal intellectual, social, and emotional development; and diagnosis and treatment of learning and behavior disorders. They learn strategies for prevention and treatment of substance abuse, physical and sexual abuse, the spectrum of mental illnesses, and violence in PreK-12 students. They gain resources and skills to effectively help students plan for post-secondary education and careers. They become familiar with relevant federal, state, and municipal laws and regulations; group counseling; leadership and consulting techniques; and school and community resources for referral.

Careers and Further Study

Graduates are qualified to become licensed school guidance counselors in public schools.

Program Chair

Joseph Huff
joseph.huff@go.cambridgecollege.edu

Curriculum


Professional Seminar
6
Credits
Professional Seminar: School Guidance and Graduate Research I
CSG 691 2 credit(s)
Students must continuously enroll in the three-term Professional Seminar sequence to continue to remain eligible for federal financial aid. This three term Professional Seminar will teach future school counselors how to gather and apply relevant research findings to inform the practice of school counseling. Throughout the three terms of preparing to write a school counseling based Independent Research Project, students engage in the critical evaluation of research, investigate multicultural variables embedded in the research, and are taught how research data applies to generating information to help improve existing practices in school counseling. The Independent Research Paper is formatted after the Publication Manual of the American Psychological Association (7th edition.) For the three semester Professional Seminar, students are taught to utilize an analysis/synthesis methodology in preparing their project. They are taught how to utilize the databases in the online library for research, writing, and other assistance. This first seminar focuses on the development of research skills, and on students’ current abilities and interests in school counseling. Students are introduced to the Independent Research Structure (IRP), quantitative and qualitative analysis, research design, statistical analysis (descriptive statistics), and the construction of a research proposal. The cohort also functions as a resource and support group, with open agenda time for discussion of members’ current struggles in project development, academic courses, management of work and family issues, and the like. The implications of technology on school guidance counseling program development are also discussed. Students will learn to critically evaluate outcome research connected to the school counseling field and to apply those measurable outcomes in constructing a research project of their own. In term one, a final proposal is required that outlines and provides a rationale for the complete IRP project. The advisory piece of this course addresses Pre Practicum, Practicum, and Internship requirements, the teacher test for licensure, the Massachusetts State Testing System and the Massachusetts Curriculum Frameworks, and professional organizations (ASCA and the National Model) for school counselors. This course addresses the following Massachusetts State Standards for School Guidance Counseling: a. Familiarity with the curriculum frameworks and their use in the advising responsibilities of the guidance counselor, b. Understanding and interpretation of Massachusetts Comprehensive Assessment System (MCAS) and other academic test results to students, teachers, and parents, k. Knowledge of statistics, research design, and research in guidance counseling, (m) ii. A practicum of 450 hours in an educational setting (Cambridge College requires 600 hours), (m) iii. Passing score on the communication and literacy test (Massachusetts).
Professional Seminar: School Guidance and Graduate Research II
CSG 692 2 credit(s)
Students must continuously enroll in the three-term Professional Seminar sequence to continue to remain eligible for federal financial aid. The second term of Professional Seminar provides a further understanding of research design and statistical procedures to be used as tools for developing an independent research project (IRP) on some topic of school counseling. Students define their research into narrow topics that fit a quantitative or qualitative design. They study differential statistics and application to analyzing and reporting data. With assistance from the instructor, students utilize the Cambridge College On line Library to gather relevant literature. They are expected to complete their Review of Literature and Methodology sections in this term. Students also continue to share their struggles and successes concerning the completion of the project as they exchange encouragement, advice and critical comment. They continue to learn to critically evaluate outcome research connected to the school counseling field. The advisory piece of this term discusses Pre Practicum, Practicum and Internship requirements, the teacher test for licensure, and presentations and discussion of school violence, and credentialing and professional organizations (ASCA and the National Model) relevant to school counseling. This course addresses the following Massachusetts State Standards for School Guidance Counseling: k. Knowledge of statistics, research design, and research in guidance counseling, (m) ii. A practicum of 450 hours in an educational setting (Cambridge College requirements are 600 hours), (m) iii. Passing score on the communication and literacy test (Massachusetts), f. Knowledge of strategies used for the prevention and treatment of substance, physical and sexual abuse, the spectrum of mental illnesses, and violence in schools.
Professional Seminar: School Guidance and Graduate Research III
CSG 693 2 credit(s)
Students must continuously enroll in the three-term Professional Seminar sequence to continue to remain eligible for federal financial aid. The final term of Professional Seminar continues the emphasis on completion of the IRP. Students finalize the collection of their data or information and analyze with the appropriate statistical format. They construct their Results, Conclusions and Recommendations sections, as well as the demographic pages of the IRP. In Professional Seminar III, students continue to share their struggles and successes concerning the completion of the project as they exchange encouragement, advice and critical comment. In the end students submit a piece of research (IRP) that reflects APA standards, and is designed to be applied towards creating school counseling programs, interventions or activities to help improve existing practices in school counseling. The advisory piece includes discussion of Practicum and Internship requirements, and passing the state test for entrance into Internship, and a presentation and discussion on strategies for treatment for physical, substance, sexual abuse. This course addresses the following Massachusetts State Standards for School Guidance Counseling: f. Knowledge of strategies used for the prevention and treatment of substance, physical and sexual abuse, the spectrum of mental illnesses, and violence in schools, k. Knowledge of statistics, research design, and research in guidance counseling, (m) ii. A practicum of 450 hours in an educational setting (Cambridge College requirements are 600 hours), (m) iii. Passing score on the communication and literacy test (Massachusetts).
School Guidance Core Courses
30
Credits

Take CCP 613 or CCP 614.

Personality and Counseling Theory
CCP 540 3 credit(s)
Pre Practicum: 15 hours of directed field-based training required for DESE licensure. This course explores personality and counseling theories, identifying strengths and weaknesses in each theory. Cultural elements are stressed. Theories are approached from an eclectic standpoint, including normal and abnormal, social, intellectual, and emotional development. Students are encouraged to identify an approach or approaches which are compatible with their history, current philosophy, clients and counseling settings. We also explore modern notions of cultural and family identity, increasing our ability to adapt counseling theory to the strengths and needs of individuals in our contemporary, diverse client population. The on-line library is employed in this course to gather evidence and support project development and presentations. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standard for School Adjustment Counselor/School Social Worker: b: Theories of normal and abnormal intellectual, social, and emotional development. This course addresses the following Massachusetts State Standard for School Guidance Counseling: e. Theories of normal and abnormal intellectual, social, and emotional development.
Counseling in the Schools
CCP 616 3 credit(s)
Pre Practicum: 15 hours of directed field-based training required for DESE licensure. This course explores history, philosophy and trends in school counseling. Topics include professional roles and practices, student counseling, multicultural issues, stereotyping, impact of socioeconomic status, gender and sexual identity, group work, assessment issues, behavioral observation, and a variety of traditional and developmental/ preventive classroom guidance approaches. The course is presented in a manner which includes individual and group counseling, and consultative perspectives. There is a strong emphasis on developing skills which allow interns to learn differentiated strategies to confront the achievement gap. Students learn to develop a professional identity as a person in the role as change agent, and to help students deal with crisis, emergencies, and disasters through intervening with important figures and organizations in their lives. A significant part of the course will deal with crisis intervention, learning to recognize symptoms of substance abuse in students and home-life where substance abuse occurs; consultation to teachers, parents and administrators with respect to promoting student well-being. Students will be taught to identify opportunities, especially from the community at large, than can enhance or impede growth and advancement academically and socially. Another focus will explore liaison opportunities with important individuals from the non-school community, and the roles of the peer group in the lives of children and adolescents. Students will also be taught to advocate for students and the policies in school and the community that are equitable for multicultural student populations. Through this course students will employ web searches to gather supporting data for presentations. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standards for School Guidance Counseling: f. Knowledge of strategies used for the prevention and treatment of substance, physical and sexual abuse, the spectrum of mental illnesses, and violence in PreK-12 students. g. philosophy, principles and practices in school guidance counseling. j. resources within the school system or the community for referral.
Counseling and Consulting Techniques Laboratory
CSG 695 3 credit(s)
Counseling skills such as interviewing, reflection, use of empathy, summarization, concreteness, genuineness, magic questioning, and building relationships will be covered in this course. The course will also teach techniques for identifying and focusing on problem behaviors (substance abuse, physical abuse, suicide risk), body language, and underlying influences of problematic behavior. In addition, Solution Focused School Counseling, and other models of counseling will be explored. Students are taught to understand and develop multicultural awareness and competencies, and how to be an effective leader. The course will also address wellness programs for students, and methods of consulting to promote student academic, career and personal/social development in ways to help parents solve problems. Students will be introduced to principles of peer mediation, peer mentoring, and peer tutoring and engage in supervising peer interventions to solve problems. The course employs technology for student presentations, role taking, lecture, video, audio, presentations, readings and demonstrations, and fieldwork. This course addresses the following Massachusetts State Standards for School Guidance Counseling: m. development of skills for consultation with parents, teachers, and administrators.
Human Development Across the Lifespan
CCP 630 3 credit(s)
This course will address the psychological and biological aspects of human development from conception through childhood, adolescence, early adulthood, mid-life and aging. Familial, environmental and cultural factors will be explored as they impact the development of people across the continuum of life. Theory will combine with application related to physical, emotional, intellectual, learning, social, normal and abnormal development; plus cognitive, moral, and vocational adjustment. The processes of physical and psychological development including ethnic and gender differences will be studied. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standard for School Adjustment Counselor/School Social Worker: b: Theories of normal and abnormal intellectual, social, and emotional development. This course addresses the following Massachusetts State Standards for School Guidance Counseling: c. psychology of learning, and e. theories of normal and abnormal, intellectual, social, and emotional development.
Group Dynamics/Group Counseling & Human Systems
CCP 650 3 credit(s)
Pre Practicum: 15 hours of directed field-based training required for DESE licensure. This course involves the study of the dynamics common to all small groups, through examining their structural and interactional properties and learning the bases for understanding groups as therapeutic, organizational, social, psychological, and collective phenomena. The class will be divided into two groups. All students will participate in an experiential, interactional group for one half of the term and observe another interactional group for one half of the term. Each experiential phase of a group will be followed by a didactic analysis of the process. The instructor will demonstrate various techniques as leader of all experiential sessions. Leadership styles will be examined as they influence group process. Students are required to write journal analyses of group sessions, complete assigned readings, and attend every session. Students are taught to develop self awareness, sensitivity to others, and skills needed to relate to individuals and groups from diverse backgrounds.(No one will be admitted to the course in the event of failure to attend the first session.) Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standard for School Adjustment Counselor/School Social Worker: a: Principles of therapeutic relationships. This course addresses the following Massachusetts State Standard for School Guidance Counseling: l. group counseling and group leadership.
Multicultural Counseling: Children and Adolescents in Context
CCP 715 3 credit(s)
Pre Practicum: 15 hours of directed field-based training required for DESE licensure. This course explores the counseling process with children and adolescents from two perspectives: first from the experiential world of the child or adolescent, and secondly, from an ecological/systems perspective, with strong emphasis on cultural strengths and concerns. Topics include: the world of the child in a multicultural society; exceptionality, techniques for communicating and working with diverse families, school and community personnel; play/activity techniques, multicultural group work. Also: assessment; diagnosis; gathering and communicating information; sensitivity to others; self awareness; culturally congruent educational programs; stereotyping; economic, social and political issues surrounding diversity; relevant state, municipal and school laws and regulations relating to ethnic, linguistic, racial, gender and religious diversity; interviewing; dealing with research; resources and referrals within schools and community; hazards and problems of normal and abnormal development; enhancing a positive school climate in a multicultural school setting. The course also addresses issues impacting learning, achievement, and diversity with a final presentation utilizing the online library and other online researched based sites. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standards for School Adjustment Counselor/School Social Worker: f: Techniques for communicating and working with families and school and community personnel. i: Federal and state laws and regulations addressing the legal rights of students and families. This course addresses the following Massachusetts State Standards for School Guidance Counseling: i. Federal, state, municipal, and school laws and regulations. j. Resources within the school system or the community for referral. m. Development of skills for consultation with parents, teachers, and administrators.
Assessment/Appraisal Process: Intelligence & Achievement Testing
CCP 624 3 credit(s)
Students learn about the administration, scoring and interpretation of intelligence and achievement tests with assistance from the online library. Test reliability, validity, standard deviations, scaled scores, percentiles and the interpretation of significant differences are taught, and assessment information is analyzed in a manner that produces valid inferences when evaluating the needs of individual clients and evaluating the effectiveness of educational programs. Use of alternative, non-language based tests to intelligence and state of the art diagnostic instruments are also discussed. Achievement testing and the use of the standardized achievement tests as part of a test battery are utilized. Achievement-ability discrepancy analysis is included in the understanding of how a student qualifies for an IEP or 504. This class also explores the MCAS (Massachusetts Comprehensive Assessment System) or other state competency tests with regard to interpretation to students, teachers and parents, and factors related to school achievement and state-approved curriculum frameworks. Students develop an understanding of the importance of intelligence testing in a school/clinic setting and how it fits into a complete assessment including achievement and modality testing. Students learn about the influence of antecedent context (i.e. the influence of multiple factors such as abuse, violence, eating disorders, attention deficit hyperactivity disorder, and childhood depression) that may affect the personal, social, and academic functioning of students. The importance of assessing and interpreting clients’ strengths and needs, and recognizing uniqueness in cultures, languages, values, backgrounds, and abilities as well as assessing barriers that impede clients’ academic, career, and personal/social development are highlighted. Test instrument bias in relation to assessment of diverse cultures is also discussed. The referral process as it relates to professionals in guidance/school adjustment counseling, school psychologists and licensed psychologists is a focus of discussion. Students discuss the writing of referral questions in relation to the selection of appropriate assessment strategies that can be used to evaluate a client’s academic, career, and personal/social development. This includes understanding of the diagnosis and treatment of learning and behavioral disorders, when to recommend an IEP, when a 504 is most appropriate, and when students do not qualify for services. Knowledge of IEP/special education time lines is conveyed. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standards for School Adjustment Counselor/Social Worker: c: Learning disorders, including emotional issues affecting student achievement, and their treatment. e: Knowledge of state of the art diagnostic instruments; procedures for testing and interpreting results. This course addresses the following Massachusetts State Standards for School Guidance Counseling: b. Understanding and interpretation of Massachusetts Comprehensive Assessment System (MCAS) and other academic test results to students, teachers, and parents. d. Understanding of the diagnosis and treatment of learning and behavior disorders. j. Resources within the school system or the community for referral.
Counseling College Bound Students
CCP 613 3 credit(s)
This course explores college admissions, with emphasis on application and admissions criteria for various colleges. Students will gain an understanding of consultation, of resources available to counselors including print material, software, and web site exploration to assist college bound students. Students develop strategies to effectively work with high school students, parents, and college admissions personnel. Topics include college search, student academic development as related to post high school education, understanding testing and financial aid, development of a classroom guidance curriculum to support delivery of the college admissions process, support to parents, and outreach to students of all backgrounds, special populations, and cultures. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standards for School Guidance Counseling: m. Development of skills for consultation with parents, teachers and administrators. (m) i. College counseling and use of college and other post-secondary resource materials (grades 5-12).
Child & Adolescent Psychopathology
CCP 614 3 credit(s)
This course deals with the nature of normal and abnormal intellectual, social, and emotional development and learning in childhood and adolescence. Particular attention is given to ego-defensive, adaptive and socio-cultural aspects of behavior, health and wellness, and ways in which adaptive behavior becomes symptomatic. This course organizes disorders according to DSM IV. Web-based projects involving learning disorders, including emotional issues affecting student achievement and their treatments are investigated. Case studies provide experience in classifying, diagnosing and categorizing various mental and emotional disorders common to children and adolescents. Attention is focused on differential diagnosis, treatment planning and best practices in applied settings. Discussions focus on health and wellness, multicultural issues, plus variables related to resiliency and student learning. Topics in psychopharmacology related to knowledge of medical conditions, and medications related to physical disabilities and learning disorders is presented. Also, the effects of abuse, violence, ADD, childhood depression; theories of normal and abnormal behavior and development are examined. Current research that can assist the school counselor in developing a plan of action for referral and treatment that relates to personal, social, and academic functioning of students will be procured through the online library. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standards for School Adjustment Counselor/School Social Worker: b: Learn and be able to apply theories of normal and abnormal intellectual, social and emotional development. c: Learning disorders, including emotional issues affecting student achievement, and their treatment. h: Knowledge of medical conditions and medication related to physical disabilities and learning disorders. This course addresses the following Massachusetts State Standards for School Guidance Counseling: e. Theories of normal and abnormal intellectual, social, and emotional development. c. Psychology of learning.
Career Counseling
CCP 670 3 credit(s)
This course provides an experiential approach to analyzing the stages responsible for successful career development. The course enables students to identify, assess, enhance, and act upon data pertinent to career fulfillment and success in individual and group counseling settings. Topics examined include job values and interests, experiences and skills, specification of career targets, research with the online library, analysis of career targets, and developing a comprehensive plan of action. Students can apply such information to develop and assess career goals and to make use of appropriate career resource materials. Course experiences include worksheets, sub-grouping, completion and study of interest inventories (including an examination of basic psychometric issues and discussion of strengths and weaknesses of standardized instruments), and discussion of computer resources which enhance the career guidance process. Students are taught to advocate for learning necessary to promote career development of students. This includes accessing and consulting with viable resources of community, parents, and schools. Students will also explore multicultural issues connected to career development. All students should have access to the book What Color is Your Parachute? or How to Create a Picture of Your Ideal Job or Next Career. The course stresses a practical approach to career development; underlying career development theories are discussed. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standard for School Guidance Counseling: h. Career counseling.
Ethics & Professional Issues for School Couns. & Mental Health Prac.
CCP 622 3 credit(s)
This course explores several models of school counseling and mental health counseling and the relationship to relevant ethics, federal, state, municipal, state laws, and standards and regulations. The course emphasizes best practices and strategies for dealing with ethical and legal dilemmas, including the ability to apply and practice ethical and legal standards in school counseling. School counseling and systems models are examined along with consultation, harm prevention and reduction, and the evaluation and utilization of community resources. Focal areas include professional roles and functions, ethical standards including accountability, responsibility, client/student welfare, emotional health, laws and regulations, institutional policies including crisis/disaster preparedness and response, cross cultural, cross social class practices and their impact on mental health and school counseling. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standard for School Adjustment Counselor/School Social Worker: i: Federal and state laws and regulations addressing the legal rights of students and families. This course addresses the following Massachusetts State Standard for School Guidance Counseling: i. Federal, state, municipal, and school laws and regulations.
Practicum and Internship
6
Credits

Pre-Practicum — 75 hours of directed field-based training in conjunction with Term 1 courses.

The internship is 2 terms @300 hours, 600 hours total, guided and evaluated by a licensed/certified guidance counselor in the classroom and by a licenced/certified Cambridge College visiting site supervisor. Internship locations are subject to state regulations and must be approved by the program chair. Students are responsible for discussing options for internship with the program chair.

CSG 790-791: register for the level of your choice each of two terms.

Practicum: School Guidance Counseling (100 hours)
CSG 789 2 credit(s)
Includes 100 clock hours of school-based fieldwork and attendance at a seminar. Fieldwork includes 40 hours of direct service providing individual, group, classroom developmental guidance, co-leading a workshop or training seminar. The remaining 60 hours are considered indirect service and include observation and other on-site activities assigned by a counseling supervisor. Seminar will stress philosophy, principles, and practice of school guidance; federal, state, municipal and school laws; role taking, modeling, demonstration of basic counseling techniques; understanding and interpretation of the Massachusetts Comprehensive Assessment System (MCAS) and other test results to students, teachers, and parents; evaluation of audio and video tapes or presentations of case studies. One contact hour of weekly supervision is required. Practicum evaluation and a minimum passing score of 55/80, and completion of all prerequisites is required to move into the Internship phase of the school counseling program. This course addresses the following Massachusetts State Standards for School Guidance Counseling: b. Understanding and interpretation of Massachusetts Comprehensive Assessment System (MCAS) and other academic test results to students, teachers, and parents, g. Philosophy, principles and practices in school guidance counseling: i. Federal, state, municipal, and school laws and regulations.
School Guidance Fieldwork I (PreK-8) 300 Clock Hours
CSG 790C 1.5 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought. Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling chair. Students must pass required parts of MTEL (Massachusetts) or other state tests before entry. As both CSG 790 and CSG 791 run concurrently and are complementary of each other, the narrative below describes topics that are addressed in both fieldwork and seminar. This is a capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and, academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required. The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
School Guidance Fieldwork II (PreK-8) 300 Clock Hours
CSG 790D 1.5 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought. Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling chair. Students must pass required parts of MTEL (Massachusetts) or other state tests before entry. As both CSG 790 and CSG 791 run concurrently and are complementary of each other, the narrative below describes topics that are addressed in both fieldwork and seminar. This is a capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and, academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required. The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
School Guidance Fieldwork I (5-12) 300 Clock Hours
CSG 790E 1.5 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought. Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling chair. Students must pass required parts of MTEL (Massachusetts) or other state tests before entry. As both CSG 790 and CSG 791 run concurrently and are complementary of each other, the narrative below describes topics that are addressed in both fieldwork and seminar. This is a capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and, academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required. The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
School Guidance Fieldwork II (5-12) 300 Clock Hours
CSG 790F 1.5 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought. Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling chair. Students must pass required parts of MTEL (Massachusetts) or other state tests before entry. As both CSG 790 and CSG 791 run concurrently and are complementary of each other, the narrative below describes topics that are addressed in both fieldwork and seminar. This is a capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and, academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required. The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
School Guidance Internship Seminar I (PreK-8)
CSG 791C 1.5 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought. Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling chair. Students must pass required parts of MTEL (Massachusetts) or other state tests before entry. As both CSG 790 and CSG 791 run concurrently and are complementary of each other, the narrative below describes topics that are addressed in both fieldwork and seminar. This is a capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and, academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required. The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
School Guidance Internship Seminar I (5-12)
CSG 791E 1.5 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought. Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling chair. Students must pass required parts of MTEL (Massachusetts) or other state tests before entry. As both CSG 790 and CSG 791 run concurrently and are complementary of each other, the narrative below describes topics that are addressed in both fieldwork and seminar. This is a capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and, academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required. The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
School Guidance Internship Seminar II (PreK-8)
CSG 791D 1.5 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought. Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling chair. Students must pass required parts of MTEL (Massachusetts) or other state tests before entry. As both CSG 790 and CSG 791 run concurrently and are complementary of each other, the narrative below describes topics that are addressed in both fieldwork and seminar. This is a capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and, academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required. The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
School Guidance Internship Seminar II (5-12)
CSG 791F 1.5 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought. Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling chair. Students must pass required parts of MTEL (Massachusetts) or other state tests before entry. As both CSG 790 and CSG 791 run concurrently and are complementary of each other, the narrative below describes topics that are addressed in both fieldwork and seminar. This is a capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and, academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required. The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
Counseling or Special Education Elective
3
Credits

Choose one.

Core Faculty

Senior Instructor

Pages

Admissions

  • Admission Test:

    Passing grade on TOEFL (English language proficiency test) is required for international students.

  • Admissions Office:
    1-800-829-4723
  • Application:
  • Application Fee:
    $50, nonrefundable ($100 for international students)

Program Requirements

Interview -  Applicants must be ready to demonstrate the following:

  • your competencies and knowledge appropriate to the subject area at the level of licensure sought
  • strong oral and written communication skills including organization and clarity of thought
  • ability to communicate ideas, and correct use of English
  • enthusiasm, sincerity, and serious intent to become a licensed educator

Matriculation - All new students must register for non-licensure option until they pass the MA Communication and Literacy Test

General Requirements

Official Transcript
Two Completed Recommendation Forms
Current Résumé
Interview (for graduate and advanced graduate programs)

Learn more about General Requirements

State Requirements

College students are required to comply with state laws regarding individual health insurance and immunization. Compliance requirements currently exist for students in Massachusetts, Virginia and Tennessee. Learn more

International Students – Additional Requirements

International Students will need to complete supplemental documentation when applying. International transcripts must also be translated prior to submission in order to be evaluated for applicability. Learn more about international student requirements.

Transfer Credit Request Form

Only needed if you wish to have prior course work evaluated for transfer credit. Learn more about transferring credits.

 

Tuition

  • Credits for Licensure:
    48
  • Cost per credit hour:
    $485
  • Application Fee:
    $50, nonrefundable ($100 for international students)
  • Graduation Fee:
    $110 (charged in last term)
  • Health Insurance Fee:
    $1,497 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.)

Note: Rates are as of September 2013, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more