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Mental Health & School Counseling
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Grade Levels:
all levels
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Credits for Licensure:
66
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Degree:
Master of Education
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Program Approved:
Massachusetts Dept. of Elementary and Secondary Education
Program Description
Mental Health and School Counseling trains professional counselors to work within the school culture and in clinical settings, serving the guidance and mental health needs of PreK-12 students and their families. The program emphasizes the role of the school counselor in reducing barriers in the multicultural 21st century: a group worker skilled in developmental guidance, a broker of educational and community resources, an interpreter of assessment tools, and a consultant to students, parents, and staff. Students are prepared to meet the licensing standards of the Massachusetts Board of Allied Mental Health and Human Services Professionals, and of the Department of Elementary and Secondary Education.
MTEL Required — The Mass. Communication and Literacy Test (MTEL) must be passed before a student can apply for licensure.
- Addictions Counseling Concentration: Learn more.
- Trauma Studies Concentration: Learn more.
Learning Outcomes
Students learn about normal and abnormal intellectual, social, and emotional development, dysfunctional behavior and mental illnesses. They learn and apply the principles and best practices of counseling and collaboration within schools and community counseling practice, including:
- Resources and skills for enhancing children’s and adolescents’ educational and vocational experiences and facilitating their ability to make good use of opportunities.
- Assessment, diagnosis and treatment of learning and behavior disorders and mental illnesses.
- Psychoeducational techniques for prevention and strategies for treatment of substance abuse, physical and sexual abuse, mental illnesses, and violence in PreK-12 students and throughout the lifespan.
- Psychotherapeutic techniques for work with individuals, couples, families and groups.
- Group counseling, leadership and consulting techniques; and school and community resources for referral.
Students gain and apply knowledge of:
- Psychology of learning, curriculum frameworks, student testing.
- Research design and methodology.
- Relevant federal, state, and municipal laws and regulations.
Curriculum
Courses should be taken in sequence. Term 1 courses must be completed before term 2 courses. A maximum of 4 courses can be taken each term (not including 0-credit pre-practicum courses).
School Counseling Pre-Practicum - 75 hours of directed field-based training in conjunction with Term 1 courses, achieved through successful completion of CCP 698A Pre-Practicum Readiness Seminar.
The Pre-Practicum Readiness Seminar is designed to expose identified school-based students to the various aspects and requirements of a school-based internship. The seminar is designed to outline professional, ethical standards, and appropriate interactions while interning in a school setting. The class will also offer an overview of all school-based graduation paperwork requirements.
Students may take both of the following courses instead of taking CCP520:
- CCP 522 - Pre-Internship Clinical Skills
- CCP 524 - Pre-Internship Supervision Laboratory
Registration in this course is a prerequisite to field experience. This 0-credit course triggers Tevera fee and student access.
In addition to the courses outlined below, students must also take CSG616 - Counseling in the Schools
This course is designed to prepare students in the Mental Health, School Adjustment, and School Counseling programs to lead psychoeducational and/or counseling groups for children and adolescents. Class lectures and experiential activities will provide a theoretical and practical framework for organizing and leading theme-oriented counseling groups in school and community mental health settings. Readings will provide students with different theoretical perspectives on working with groups as well as the practical tasks in managing and working with school age youngsters in a group setting. Designing curriculum for the prevention and treatment of substance abuse, physical and sexual abuse, and violence as well as numerous other topics will be reviewed. The course explores counseling issues and provides specific techniques and strategies that are developmentally appropriate and applicable to the school/community settings. Application of ethical standards and legal requirements unique to counseling children and adolescents is included.
This course addresses the following Massachusetts state standards for school adjustment counseling: a. principles of therapeutic relationships. b. theories of normal and abnormal intellectual, social and emotional development. d: Prevention and treatment of substance abuse, physical and sexual abuse, and violence in PreK-12 students.
This course addresses the following Massachusetts state standards for school counseling: f. knowledge of strategies used for the prevention and treatment of substance abuse, physical and sexual abuse, the spectrum of mental illnesses, and violence in PreK-12 students. e. theories of normal and abnormal intellectual, social and emotional development. l. group counseling and group leadership.
School Counseling Internship Prerequisites
- School Counseling Internship approval form signed by program chair or designee.
- Pass all teacher tests required by the state for this license.
Massachusetts: Communication & Literacy Test (MTEL)
In this course students will develop strategies to effectively counsel adolescents. This course will address the stages of development in the adolescents’ transition into adulthood, with a focus on the tasks of differentiation, autonomy, relationships, family, work, post-secondary education, military service, and other developmental challenges. Collaboration and consultation with parents/guardians, community collaterals, school support staff, and employers, as well as access to resources will be addressed. For those adolescents considering entry to higher education, the college/post-secondary training program and its funding will also be discussed. Special emphasis will be placed on ways to help those who traditionally face substantial barriers to success, including low-income students, minority and ELL students, and students with disabilities. The fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction are emphasized throughout the course.
This course addresses the following Massachusetts State Standards for School Guidance Counseling: m. Development of skills for consultation with parents, teachers and administrators. n. College counseling and use of college and other post-secondary resource materials (grades 5-12).
Students may take a CCP elective instead of CCP 730 in Term 5. An elective may also be taken in place of CCP 701 with the approval of the program chair or associate dean.
Registration in this course is a prerequisite to field experience. This 0-credit course triggers Tevera fee and student access.
School Counseling Internship Fieldwork & Seminar (Fall only):
for PreK-8 register for CSG792E
for 5-12 register for CSG792S
This course provides an experiential approach to career development for mental health, school and rehabilitation counselors to support clients with and without disabilities across the lifespan in both individual and group settings. Orientation to key assessment instruments, online resources, labor market information, transferable skills analysis, job placement strategies and work-related supports will be made to support the career guidance process and to develop comprehensive plans of action for clients.
This course addresses the following Massachusetts State Standard for School Counseling: i. Career counseling.
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 program chair, Associate Dean of Academic Advising and Field Experience, or designee.
This is the first of a two semester 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).
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 program chair, Associate Dean of Academic Advising and Field Experience, or designee.
This is the first of a two-term 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 Counseling Internship Fieldwork & Seminar (Spring only):
for PreK-8 register for CSG793E
for 5-12 register for CSG793S
Choose one elective from the courses listed below:
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 program chair, Associate Dean of Academic Advising and Field Experience, or designee.
This is the second of a two semester 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).
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 program chair, Associate Dean of Academic Advising and Field Experience, or designee.
This is the second of a two semester 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).
In this three credit course, we will explore neurobiology as it relates to emotional, behavioral and cognitive development and expression. The last decade, with the benefits of technology and research, has witnessed a renewed convergence of psychiatry and neurology. Emotional factors are often expressed via neurological symptoms and neurological deficits often resulting in psychological symptoms. This course will identify key areas in the brain, nervous system, and the interrelationship with internal and external factors that shape who we are and what we do. Through presentations, discussion and experiential practice, students taking this course will leave with a greater understanding of the brain/body connection as it relates to stress, trauma and the myriad of neurological and emotional pathologies. This course includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
Core Faculty
Senior Instructor
Admissions
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Admission Test:
No standardized graduate school tests required for admission into non-licensure programs
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Admissions Office:
1-800-829-4723
- Application Form:
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Application Fee:
$50 ($100 for international students)
Health Requirements for Massachusetts Students
The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:
Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form
Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.
School Requirements
International Students
International students need to provide supplemental documentation:
- Official demonstration of English language proficiency
- Supplemental documentation for issuance of I-20
- International transcripts, evaluated by an accepted evaluation service
Transfer Credit
Please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.
Tuition
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Credits for Licensure:
66
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Cost per credit hour:
$639
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Application Fee:
$50 ($100 for international students)
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Health Insurance Fee:
$3,940 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.)
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Internship/Practicum Fee:
$400
Note: Rates are as of July, 2022, 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