Department of Counselor Education

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Department of Counselor Education

(585) 395-2258

Chairperson and Associate Professor: Susan R. Seem, PhD, Penn State University. Associate Professor: Muhyi Shakoor, PhD, Kent State University; Assistant Professors: Jan Bartlett, PhD, University of Arkansas; Jeff Cochran, PhD, Virginia Tech; Thomas J. Hernandez, EdD, University of Rochester; Leslie McCulloch, PhD, University of Rochester.

• Requirements
• Courses

The Department of Counselor Education aims to provide high-quality professional training to persons preparing to become professional counselors. The master's-level programs (School, College and Community) are approved by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

Purposes and Philosophy

To become an effective counselor, trainees are exposed to situations in which they must know and demonstrate performance according to:

1. effective self-utilization;
2. therapeutic skills and processes in interpersonal interactions;
3. specific knowledge appropriate to his/her role and function; and
4. multiculturalism.

In addition, the most effective counselors learn how to learn; that is, they learn the skills necessary to continue personal growth and professional involvement after their formal education has ended.

Throughout the program, students are expected to practice and improve skills related to self-understanding and to introspective and interactive abilities. Self-learning is deemed vital to these tasks, and many courses in the program are devoted primarily, or in part, to such goals.

Practical and theoretical understanding of effective helping processes are emphasized. Professional counselors are expected to apply themselves effectively in such processes; several courses are partially or entirely devoted to such objectives.

The knowledge traditionally associated with the professional counselor's role provides the focus for other courses. Thus, the counselor trainee is expected to acquire a body of specific information deemed important in carrying out the primary functions of the position.

In summary, this program seeks to prepare professional counselors who are both models of effective living and possessors of appropriate knowledge and helping skills. Such counselors will necessarily make a significant positive impact on the individuals, agencies, institutions and/or communities which hire them. Their knowledge of human behavior and communication processes, and their understanding of themselves as the primary delivery systems, will enable them to function adequately within a variety of mental health settings that have vastly different histories and needs.

The Program

Students realize the above statement of purposes and philosophical beliefs through successful achievement of the following objectives:

At the completion of the MS in Education-Counseling programs, students will be able to:

1. Cope effectively with issues and concerns related to a culturally diverse society that arise while functioning as a counselor.
2. Perform effectively in the general counselor functions identified for the appropriate setting.
3. Consult effectively with personnel and clients.
4. Analyze the institutional influences in order to enhance the counselor's role and function.
5. Provide effective individual and group counseling needs.
6. Apply decision-making or problem-solving methods and action-oriented programs that use career development and measurement and evaluation concepts.
7. Understand the relationship between human growth and development and the helping relationship.
8. Initiate, complete and evaluate original projects.
9. Understand the relationship between counselor self-understanding and effectiveness.
10. Understand the roles and functions of a professional counselor, including significant organizations, ethical and legal standards, and credentialing.

Objectives are achieved through the Master of Science in Education program with three emphases:

1. Community Counselor Emphasisprepared to work in community agencies or institutions48 credits. (CACREP accredited)
2. School Counselor Emphasisprepared to work in a K-12 setting; eligible for New York State Provisional School Counselor Certification48 credits. (CACREP accredited)
3. College Counselor Emphasisprepared to work in a two- and four-year postsecondary setting48 credits. (CACREP accredited)

A 60-credit program also is available. This program includes a master's degree and leads to a Certificate of Advanced Study (CAS) and a permanent New York State School Counselor Certificate, providing the candidate meets the experience requirement.

The 60-credit program is designed to include a Master of Science in Education at the completion of 48 credits in approved courses. A CAS may be awarded when the student has completed 57 credits of prescribed competency-based courses and three credits of electives. Students matriculated in a master's degree or a CAS program in the department who desire provisional or permanent school certification must contact the Office of Certification and Licensure at SUNY Brockport (585) 395-2344.

Admission Requirements and Student Selection

There is no single factor or test score to determine student admission to the Master of Science in Counselor Education program; however, a bachelor's degree is required. Data used to reach an admissions decision include:

1. a graduate application with student's objective for entering the program;
2. all undergraduate and graduate transcripts;
3. three letters of recommendation (from an employer, a professor, and a character reference);
4. a level-of-facilitativeness score derived from responses to an audiotape (this occurs during the matriculation interview); and
5. a group interview that involves all counselor education faculty and approximately eight to 12 applicants. This interview assesses sensitivity, oral/verbal ability, communication skills (including feedback), self-awareness, and interpersonal skills.

After reviewing these data, the counselor education faculty discusses all information on each applicant. The decision to accept or reject lies wholly within the jurisdiction of the department.

Complete applications should be received by October 15 for spring admission and by March 15 for summer or fall admission.

General Program Requirements

A maximum of nine credits will be permitted for transfer to the degree program and only three credits to the CAS. These credits may not be more than five years old.

Credit-ourses taken before matriculation may be given if a grade of "B" or better has been earned, and if the courses have been taken during the preceding five years. Such retroactive credit should not exceed more than six credits. It is strongly recommended that a student complete only EDC 501, 502 or 503 before matriculation.

No students shall be permitted to enroll in EDC 707, 708 or 709 unless they have successfully completed all of the prerequisites. Any student with an incomplete grade in any of the prerequisite courses must remove the incomplete grade prior to enrolling in EDC 707, 708 or 709.

All required courses and competencies for required courses must be passed at a "B" level or better.

Students who are deemed as not making reasonable progress toward the degree, as defined by published departmental policy, may be dismissed from the program. Any matriculated student who fails to maintain a 3.0 GPA or better in his/her program has one semester in which to raise his/her GPA to 3.0 or be dismissed from the program.

Endorsement Policy

The department will endorse students for appropriate placement based upon the emphasis which they have completed.

Descriptions of Emphasis

The 48-credit Community Counselor emphasis in the Department of Counselor Education leads to an MS in Education-Counseling. The emphasis is designed to prepare competent professional counselors for a community setting. Students must complete the following program:

School Counselor Emphasis

School Counselor: MS in Education-Counseling (NYS Provisional School Counseling Certification)

School Counselor: Certificate of Advanced Study (NYS Permanent School Counselor Certification)

The 48-credit School Counselor Emphasis leads to a MS in Education-Counseling and New York State Provisional School Counselor Certification. Students must complete the following program:

*Individuals who have completed a similar course and have teacher certification or experience may substitute another course which must have advisor approval.

Graduates from SUNY Brockport's Master of Science in Education-School Counseling program, who possess a Certificate of Qualification or a provisional certificate for New York State School Counselor, are eligible for the CAS program. Additionally, applicants who have graduated from other institutions who have a valid New York State School Counselor certificate are encouraged to apply and have their credentials evaluated. Retroactive credit for degrees and/or courses may be given if the degrees and/or courses fit into the current program and if they are similar in content to those courses currently required.

To apply for matriculation into the CAS program, the student must include the following in the self-managed application submitted to the Office of Graduate Admissions:

1. Official transcripts of all undergraduate and graduate college work completed.
2. Three letters of recommendation from individuals competent to comment on the applicant's academic and professionally demonstrated ability.
3. Copy of NYS School Provisional Certificate or Certificate of Qualification (if appropriate).

College Counselor Emphasis

Students should complete the following program:

Counselor Education Courses

EDC 501 Self in Society: School Counselor. Examines the development of self-understanding and the influences of interpersonal relations in school counseling. Investigates the social, psychological and philosophical foundations of counseling. Introduces students to professional, ethical, theoretical and practical aspects of school counseling. Examines aspects of various academic disciplines pertinent to the development of the counselor, providing a broad base for individual speculations regarding issues in school counseling. 6 Cr. Every Semester.

EDC 502 Self in Society: College Counselor. Examines the development of self-understanding and influences of interpersonal relations in college personnel services, and investigates the social, psychological and philosophical foundations of counseling. Introduces students to professional, ethical, theoretical and practical aspects of counseling. Examines various academic disciplines pertinent to the development of the college personnel worker providing a broad base for individual speculations regarding issues in college personnel work. 6 Cr. Every Semester.

EDC 503 Self in Society: Community Counselor. Examines the development of self-understanding and influences of interpersonal relations in counseling. Investigates the social, psychological, and philosophical foundations of counseling. Introduces students to professional, ethical, theoretical, and practical aspects of community counseling. Examines various academic disciplines pertinent to the development of the community counselor, to provide a broad functional base. 6 Cr. Every Semester.

EDC 518 Conferencing Skills. Explores the knowledge and skills related to conferencing with students, parents and others. Includes communication models with an emphasis on applying the knowledge to conferencing skills. Entails demonstrations, simulations and role-playing activities. Not applicable as an elective in this program. 3 Cr.

EDC 602 Individual Counseling Concepts. Prerequisites: EDC 501, 502, or 503 or instructor's permission. Studies the general categories of counseling theories, including rational, learning, psychoanalytic, perceptual-phenomenological and existential approaches. Covers examples of specific theories, including rationale emotive, behavioral, psychoanalytic, client centered, logo-therapy, Adlerian, Gestalt, transactional analysis, and systemic. Discusses theories in terms of background, development, concepts and research. Explores the dynamics and techniques of therapy. Evaluates each theory in terms of its appropriateness to societal groups (i.e. ethnic, socioeconomic, drug, gender, age, disability, etc.). Allows students to examine the theories in terms of their own philosophical thinking and personal orientation so that they may formulate an effective personal counseling theory. 3 Cr. Every Semester.

EDC 603 Group Counseling Concepts. Prerequisite: EDC 501, or 502, or 503; or instructor's permission. Studies the evolution, rationale, goals and basic dynamics of the individual in group interactions; facilitative and non-facilitative forces in groups; observation of and participation in the group process; initiation, maintenance and termination of groups; and supervision and analysis of small groups. Integrates self-understanding and the understanding of others into an effective style of group leadership. 3 Cr. Every Semester.

EDC 604 Career Development Concepts. Explores career development theories espoused by authorities such as Hoppock, Roe, Ginzberg, Super, Tiedeman and others. Undertakes some philosophical issues related to career development as they apply to counseling on an individual or group basis. Helps counselors develop their own theory of career development and attempt to implement it, and to understand the dynamics of the information and decision-making processes and the counseling process. Prepares counselors to use their skills in a consultative capacity and to influence curriculum development. 3 Cr. Every Semester.

EDC 605 Measurement and Evaluation Concepts. Prerequisite: EDI 685. Provides students with the necessary measurement and evaluation concepts needed by the counselor. Covers elementary statistics, followed by an in-depth study of validity, reliability norms and scores. Explores the study and evaluation of tests of intelligence, achievement, aptitude, interest and personality, and the purposes, administration, selection, evaluation and interpretation of tests and testing programs. Discusses minorities and standardized testing, and the limitations and strengths of intelligence testing. 3 Cr. Every Semester.

EDC 612 The Human Experience. Provides a broad understanding of the nature and needs of individuals at all development levels, including: major theories of personality, physiological development, psychological adjustment, and sociological influences. Incorporates all significant aspects of growth that make up the human experience. 3 Cr. Every Semester.

EDC 613 Psychopathology. Studies the development of the concept of psychopathology, the evolution of diagnostic terminology, varying applications of diagnosis in the development of treatment plans, and differing perspectives of the use of psychopathology for individuals involved in mental health therapy. Familiarizes students with terminology and its use in diagnosis, and the use of diagnostic models. Uses actual case examples during the course. Community Counselor Emphasis students should take prior to EDC 709: Implementation I. 3 Cr.

EDC 614 Contemporary Issues. Provides current social and personal issues for practicing counselors who have a basic understanding of the social sciences. Because effective practitioners must maintain a sense of contemporariness in the daily implementation of their skills, the course explores current issues such as human liberation movements, aging, sexuality, drugs, accountability, etc. Entails lectures, class discussions, field trips, guest speakers in class and extra-class projects so that students can combine knowledge from many disciplines with self-understanding and perceptive abilities when focusing on a particular issue. Enables students to operate more effectively when dealing with new and changing social issues based on the application of understandings and methods of analysis used in the course. 3 Cr. Every Semester.

EDC 626 Organization and Administration of Higher Education. Examines the organization and administration of higher education. Includes history, growth, and functions of higher education, articulation and coordination between secondary education and higher education, and organizational theory. 3 Cr.

EDC 690 Marriage and Family Counseling. Enhances the counselor's knowledge and skills in marriage and family counseling. Provides an opportunity for exposure to summary theories in marriage and family therapy and for supervised experiences. 3 Cr. Spring.

EDC 695 Child-Centered Play Therapy in School and Agency Settings. Prerequisite: EDC 501 or 502 or 503 and 602; or instructor's permission. Covers the history and theoretical background of play therapy, and focuses on the use of Child-Centered Play Therapy (CCPT) as a powerful, effective method for helping children overcome a wide range of behavioral and emotional problems. Employs lecture, discussion, videotapes, and participant role-plays of mock play sessions to help students gain skills necessary to build strong therapeutic relationships with children. 3 Cr.

EDC 706 Integration and Application of Basic Concepts. Prerequisites: EDC 501 or 502 or 503; 602, 603, 604*, 605*, 612*, 614*; environmental emphasis course of EDI 530* or EDC 613* or EDC 626* or and matriculation. Prerequisites must be completed with a grade of "B" or better. No student with an "I" for any previous course in this core will be admitted to 706. *Any one or two of these courses may be taken concurrently with EDC 706. Emphasizes integrating the concepts learned in the preceding courses. Examines the extent to which practitioners can assimilate and internalize individual counseling, measurement and evaluation, group counseling and career development, and apply them in counseling situations. Expects students to demonstrate competence in integrating both the cognitive and affective processes which have been acquired and developed thus far. EDC 706 must be successfully completed before students may take EDC 707, 708 or 709. 6 Cr. Every Semester.

EDC 707 Implementation I: School Counselor. Prerequisite: EDC 706. Provides for implementation of the skills developed in EDC 706 at designated and approved field sites. Students intern at sites that will permit them to engage in all fundamental counseling tasks. Interns work under the supervision of a field supervisor and a Counselor Education faculty. Emphasizes practice and evaluation of a personal counseling style, implementing the concepts gained regarding the dynamics of the individual counseling process, self evaluation techniques and the dynamics of the group counseling process. Requires 20 hours per week throughout an entire semester at an approved school site. Also requires an on-campus seminar. 6 Cr. Every Semester.

EDC 708 Implementation I: College Counselor. Prerequisite: EDC 706. Provides for implementation of the skills developed in EDC 706 at designated and approved field sites. Permits students to engage in all fundamental counseling tasks as interns on site. Interns work under the supervision of a field supervisor and a counselor education faculty member. Emphasizes practice and evaluation of a personal counseling style, implementing the concepts gained regarding the dynamics of the individual counseling process, self-evaluation techniques and the dynamics of the group counseling process. Requires 20 hours per week throughout an entire semester at an approved higher education site. Also requires an on-campus seminar. 6 Cr. Every Semester.

EDC 709 Implementation I: Community Counselor. Prerequisite: EDC 706. Provides for implementation of the skills developed in EDC 706 at designated and approved field sites. Permits students to engage in all fundamental counseling tasks as interns on site. Interns work under the supervision of field supervisor and a counselor education faculty member. Emphasizes practice and evaluation of a personal counseling style, implementing the concepts gained regarding the dynamics of the group counseling process. Requires 20 hours per week throughout an entire semester at an approved community site. Also requires an on-campus seminar. 6 Cr. Every Semester.

EDC 710 Implementation II: School Counselor. Prerequisite: EDC 707. Constitutes the second of the supervised internships required for the school counselor emphasis and is a continuation of EDC 707. Requires expansion of skills and knowledge related to school counseling. Also requires 20 hours per week in the same internship placement served for EDC 707. Focuses on enhancement of individual and group counseling skills, consultation skills, and the role and function of the school counselor. 3 Cr. Every Semester.

EDC 711 Implementation II: Community Counselor. Prerequisite: EDC 709. Constitutes the second of the supervised internships required for the community counselor emphasis and is a continuation of EDC 709. Requires expansion of skills and knowledge related to community counseling. Also requires 20 hours per week in the same internship placement served for EDC 709. Focuses on enhancement of individual and group counseling skills, role and function of the community counselor. 3 Cr. Every Semester.

EDC 712 Implementation II: College Counselor. Prerequisite: EDC 708. Constitutes the second of the supervised internships required for the college counselor emphasis and is a continuation of EDC 708. Requires expansion of skills and knowledge related to college counseling. Also requires 20 hours per week in the same internship placement served for EDC 708. Focuses on enhancement of individual and group counseling skills, consultation skills, role and function of the college counselor. 3 Cr. Every Semester.

EDC 883 Counselor as Systems Consultant. Prerequisites: Instructor's permission and Implementation or equivalent. Focuses on developing students' awareness of the system in which they function and strategies that may help them facilitate changes, permitting them to function effectively in their roles. Provides a basic understanding of social systems theories, and the theoretical nature and practice of the consulting role of the counseling professional. 3 Cr. Summer.

EDC 884 Group Theory and Supervised Practice. Prerequisites: Instructor's permission, EDC 603, and Implementation or equivalent. Explores selected theories of personal and institutional change via small group interaction, and simultaneous discussion of practical problems arising in groups. Expects students to form and lead their own groups, and to participate in intensive individual and group supervision. Provides for further development and explication of one's own personal style of group leadership. 3 Cr. Fall.

EDC 885 Supervision of Counseling. Prerequisites: Instructor's permission, and Implementation or equivalent. Focuses on the acquisition of knowledge and the practice of counseling supervision. Includes study of various models of supervision within a multicultural context. Requires students to supervise students enrolled in EDC 706 Integration and Basic Concepts, and to demonstrate effective supervision. Requires students to complete a paper that demonstrates an understanding of the theory and practice of counseling supervision. 3 Cr.