The Master of Arts in Education, School Counseling program trains candidates in counseling, consultation, and helping relationships. The program provides general counseling preparation for public and private school service. Coursework meets all standards required for a California Pupil Personnel Services (PPS), School Counseling Credential.
The Master's in School and College Counseling program provides preparation for school service, as students learn not only counseling and consultation skills but also how to build helping relationships. Coursework meets all standards required for the California Pupil Personnel Services (PPS), School of Counseling Credential.
This program fuses school counseling training with a deep understanding of educational justice and its applications in the modern educational landscape. Students can choose to pursue the Pre K-12 counseling track, the college track, or both. Rigorous fieldwork offers hands-on experience essential for career preparation in public and private school service and/or college and community college settings.
At the University of Redlands, our School of Education trains California's future school counselors not only to become empathetic and responsible advocates for students but also to develop a deep and holistic understanding of the role that educational justice plays within the field of school and college counseling. Our curriculum nurtures a deep awareness of the ways in which social and economic structures alter educational opportunities. Students learn to incorporate this knowledge into traditional school counseling techniques through our robust curriculum.
With three tracks offering flexibility to match a student's career goals, our graduates are prepared to begin careers as school counselors in Pre K-12, community college, and four-year college settings. Coursework also meets all standards required for a California Pupil Personnel Services (PPS), School Counseling Credential. Courses are offered in the evenings at the Redlands' main campus and at the Riverside regional campus.
The Master of Arts in Education, School and College Counseling program focuses on educational justice while training graduates in the counseling, consultation, and relationship-building skills required to pursue a career as an effective school counselor. Our graduates understand the different needs of diverse students and appreciate the wide variety of journeys each student has traveled. Through our distinct combination of educational justice with counseling training, our graduates are uniquely equipped to advocate for and serve students from a wide range of backgrounds. To learn more about the program, request information today.
Candidates may choose to complete the MA with or without the requirements for the Pupil Personnel Services Credential. Please see the program page for details.
Important Deadline Information: The MA in School and College Counseling is a selective program. Applications will be reviewed only twice - in March and in June.
Individuals may satisfy the basic skills requirement by one of the following methods:
The Master of Arts in Education, School and College Counseling program prepares students for careers in a range of educational settings through intensive training in counseling and consultation. This program is accredited by the California Commission on Teacher Credentialing and includes an extensive fieldwork requirement that grants students confidence in their abilities to step immediately into their desired career path and provide the best possible care and service to their students.
*Effective Fall 2021, the required number of fieldwork hours will increase to 800 for the Pupil Personnel Services School Counseling Credential only program and Master's in Education, School Counseling programs (Pre-K-12 and Combo [Pre-K-12/college] emphases).
*Effective Fall 2021, the required number of fieldwork hours will increase to 600 for the Master's in Education, School Counseling (College emphasis) program.
Students graduating with an MA in Counseling should be able to:
1. Evaluate student academic, personal, and vocational functioning using appropriate assessment procedures.
2. Specify how a range of the best-established, evidence-based counseling models would be used with diverse student populations.
3. Utilize both self awareness and sensitivity to their interpersonal impacts when interacting with whom they serve.
4. Draw from the relevant research literature to inform their professional practice.
5. Use the ethical standards of the American School Counseling Association to identify and resolve ethical conflicts.
6. Demonstrate identity as a professional school counselor through appropriate integration of the roles of counselor, consultant, collaborator, and student advocate.
7. Identify students affected by inequities and advocate for them as appropriate.
EDUC 601 The Counseling Process (3)
Students will develop a conceptual understanding of the helping process and learn basic counseling and interviewing skills. Practice in applying skills will take place through role-playing and videotape review.
CMHC 610 Sociocultural Counseling and Intervention (3)
Exploration of similarities and differences that occur within and across cultures, and the conceptual intersection of cultural and social identities. Students explore their own cultural and personal attitudes, beliefs, and biases, which may influence cross-cultural interactions that impact the counseling relationship while developing their own theoretical approach as professional counselors.
EDUC 685 Foundations of School Counseling (3)
This course explores various responsibilities that are required to be an effective counselor in today’s school environment. Additionally, an overview of the identity of the professional school counselor’s role will be addressed to facilitate the knowledge necessary to navigate the current functions of PPS counseling at the various K–12 levels.
CMHC 692 Crisis Intervention Counseling (3)
This course focuses on expanding the development of counseling skills, with particular emphasis on the knowledge, skills, and awareness needed to work effectively with clients who are in crisis. This course will also place a high priority on each student’s ability to develop a greater sense of self-awareness and introspection.
Prerequisite: EDUC 601 with a minimum grade of at least 3.0 or higher.
EDUC 653 Theories of Counseling and Psychotherapy (3)
Introduces a variety of counseling theories used to conceptualize cases in both community and educational counseling environments, including K–12, community college, and university settings, with specific focus on utilizing individual and systemic theory-based techniques for diverse populations across the lifespan.
Prerequisite: EDUC 601 with a minimum grade of at least 3.0 or higher.
EDUC 680 Human Development Across the Lifespan (3)
This course is designed to explore historical and contemporary perspectives in typical and atypical human growth, development, and learning styles. Utilizing a systemic perspective, the course examines physical, emotional, mental, cultural, sexual, and moral development throughout the life-span.
Prerequisite: current enrollment in the School or Clinical Mental Health Counseling Program.
CMHC 613 Counseling Law and Ethics (3)
This course is an in-depth exploration and examination of legal, ethical, and professional issues facing today’s counseling profession. Students will review the legal and ethical issues they will encounter in practice and identify their role and responsibility in addressing and managing these issues.
CMHC 615 Group Psychotherapy and Counseling (3)
This course allows students to practice the application of psychotherapeutic and counseling techniques and interventions in a group setting. Using a developmental perspective to contextualize treatment approaches, students will be prepared to lead and facilitate a variety of different types of groups with diverse populations within various settings.
Prerequisites: EDUC 601 (with at least a grade of 3.0).
CMHC 620 Counseling and Educational Assessment (3)
Students develop skills in the selection, administration, and interpretation of standardized tests and other tools used to assess various cognitive, behavioral, and affective modalities.
Prerequisites: EDUC 603 or CMHC 640.
EDUC 675 Curriculum and Program Development (3)
Consideration of the philosophical and historical elements of curriculum, as well as emerging issues. Specific attention given to planning, developing, implementing, and evaluating programs. Additional topics include current research in teaching practices, special programs, and the process of change within a school.
EDUC 644 Intro to Ed. Inquiry (3)
Introduces the major orientations informing educational research, as well as a range of qualitative and quantitative methodologies. Develops an understanding of study design, data collection, and analysis to evaluate existing studies and plan new ones that are relevant to professional practice in education.
Elective option for college and combo tracks: EDUC 607 Higher Education in the United States (3)
This graduate survey course examines five themes in American higher education: (a) history of higher education, (b) educational access, (c) student populations, (d) roles of educators, and (e) current context.
EDUC 654 Counseling for Career Choice and Development (3)
Students will become familiar with career development theories, sources of occupational information, the career counseling process, assessment in career counseling, and curricular approaches to fostering career development. They also will become familiar with the impact of diversity and individual differences on career development and choices.
Prerequisite: EDUC 601 with a minimum grade of at least 3.0 or higher; and, for non-counseling majors, by permission.
EDUC 655 Counseling Systems (3)
This course introduces systems thinking for the helping professional. The systems approach distinguishes itself from the more traditional analytic approach by emphasizing the interactions and connectedness of the different components of a system. Students will learn the basics of thinking systemically.
Prerequisite: EDUC 601 (with at least a grade of 3.0) and EDUC 653 (may be taken as a co-requisite).
Course for college and combo tracks: EDUC 624 College Student Development Theory (3)
This course introduces students to the main theories of college student development. Students will become familiar with and develop their own understanding of holistic, psychosocial, cognitive, and social identity theories related to college student development. Students will consider what these theories mean for their work in institutions of higher education.
Prerequisite: EDUC 607 or by permission of instructor.
Elective option for college and combo tracks: EDUC 605 Community College Today (3)
Introduction to contemporary issues concerning community colleges today. Emphasis will be on the academic areas, as well as those facing student support services. Faculty and professional staff issues will also be addressed.
EDUC 637 Master’s Seminar (3)
Culminating experience of the program. Students will have the opportunity to identify, explore, and research an area in depth and then communicate findings to the professional community.
Prerequisites: completion of all course requirements. Students may be concurrently enrolled in other required courses to fulfill program requirements.
EDUC 677 (6) = 600 fieldwork hours
This course focuses on the work in which students are engaged in program-approved field placements in schools and other counseling settings. To develop expected counseling competencies, students will participate in supervision with site supervisors and the course instructor. They also will participate with other class members in group supervision.
Prerequisites: EDUC 601, EDUC 685, CMHC 610; concurrent enrollment in EDUC 653 and EDUC 680 or EDUC 624.
The Counseling program prepares students to work as counselors in a variety of settings including public and private schools. All students will complete the core counseling curriculum with an option to specialize in the following areas:
According to the Commission on Teacher Credentialing, certified specialist in pupil personnel services (PPS) in school counseling are prepared to be pupil advocates and to provide prevention and intervention strategies to remove barriers to learning. These professionals, in partnership with other educators, parents and members of the community, maintain high expectations for all students, enable pupils to reach their highest potential, foster optimum teaching and learning conditions, and strive to prevent school failure.
The credential specialization in School Counseling authorizes the holder to perform the following duties:
Returning students must reapply to the University of Redlands to reactivate their student status. Students who wish to return to complete fieldwork should pay close attention to School Counseling Fieldwork Deadlines.