The School Counseling concentration prepares educators to:
- Understand and appreciate the importance of a counselor's professional identity.
- Assist classroom teachers and parents of K-12 students in understanding the needs of children and adolescents.
- Evaluate counseling information as it applies in a school setting.
- Integrate Christian faith and values with counseling theories and practice.
- Apply counseling techniques, skills, and assessment tools in a school setting.
The MEd in School Counseling may be used to obtain an advanced level license for preK-12 school personnel. Candidates must have completed two years of successful, full-time teaching experience or two years of successful experience in guidance and counseling to qualify for the School Counselor's license.
Coursework for the program is offered in multiple delivery formats with both on-campus and off-campus options. Program completion requires a minimum of 12 hours in the residential formats.
***View information for School Counseling Candidates on a DCP Prior to 2013-2014 if you are using a Degree Completion Plan (DCP) prior to academic year 2013-2014.
If you are completing the School Counseling Degree using the 2013-2014 DCP or later, then you should refer to the following documents and forms below.
The M.Ed. in School Counseling program supports a collaborative learning environment that prepares a culturally diverse, global student body to be competent, responsible, and ethical professional school counselors in public, private, and Christian elementary, middle, and high schools. The school counseling curriculum, taught from a Biblical perspective, prepares graduates to plan, develop, implement, and evaluate comprehensive school counseling programs that are culturally sensitive and promote the career, personal, social, and academic development of children and adolescents. Our graduates are prepared to meet the holistic needs of diverse bodies of students, attending to their cognitive, affective, spiritual, and physical development with a balanced approach that promotes universal and optimal academic achievement and student health and well-being.
- Candidate enhances K-12 student learning and student personal-social, career, and academic development through appropriate application of outcome research, professional, legal, and ethical standards and an understanding of multicultural counseling theory, the academic mission of schools, the ASCA Model, and school counselor roles/functions.
- Candidate demonstrates an understanding of the social and cultural foundations of counseling, obstacles to learning, advocacy for programming, policies, climate, instruction, and learning opportunities that result in K-12 student learning and personal-social, career, and academic development for all students.
- Candidate demonstrates the ability to improve K-12 student learning through an understanding of the principles and theories of human growth and development throughout the life span and their implications for professional school counseling.
- Candidate applies an understanding of life span career development theories, career awareness, career exploration, career planning and career assessment tools, developing and implementing career programs, resulting in K-12 student learning and career development.
- Candidate applies an understanding of counseling theory, techniques, best practices, and systems theory to enhance K-12 student learning and personal-social, career, and academic development through individual and group counseling in a multicultural society.
- Candidate applies an understanding of consultation models, referral processes, systems strategies, leadership principles, supervision practices, systems strategies, and works with parents and teachers, collaboratively, to design a comprehensive school counseling program that results in enhanced K-12 student learning and personal-social, career, and academic development.
- Candidate demonstrates an understanding of group theory, techniques, and group facilitation knowledge, skills, and processes that results in developmental group guidance, K-12 student learning, and personal-social, career, and academic development.
- Candidate demonstrates appropriate knowledge and skills related to counseling theory, techniques, developmental issues, and creating, implementing, and evaluating programs/strategies that enhance K-12 student learning and student well-being (e.g., resiliency, crisis management, transitioning, abuse and suicide assessment, peer helping, drop-out prevention, drug, alcohol, violence programming).
- Candidate uses the knowledge, skills, processes, and appropriate application of student assessment relative to school counseling practices, including individual and group assessment, resulting in K-12 student learning.
- Candidate enhances K-12 student learning and personal-social, career, and academic development as well as
accountability and the effectiveness of the counseling program through the appropriate application of technology, data, and research, and implementation of program evaluation.
Visit the School Counseling Advising Guide to find out more information on program requirements, handbooks, forms, practicum, internship, and licensure requirements.
Online Graduate Advising Guide
Visit the Graduate Online Advising Guide to find out more information on the School of Education programs, background checks, degree completion plans, licensure testing, and LiveText.
Program, Internship, and Practicum Manual
In addition to internship and practicum information, review the School Counseling Program, Internship, and Practicum Manual to find out information on admission requirements, faculty advising, discipline, remediation, appeal processes, and other school and program policies.
Visit the School Counseling Program Bulletin Board for information on upcoming events, activities, workshops, conferences, professional organizations/memberships, credentialing, and resources in the field of school counseling.
Visit the Gate Timeline to find out more information on the Gate process.
Counselor Supervision Training Module
School Counseling program candidates enrolled in practicum and internship are required to be supervised by an approved site supervisor with documented training in counselor supervision. Visit the Counselor Supervision Training Module to learn more.
Executive Summary of CACREP Self-Study
Liberty University’s School of Education, including the M.Ed. in School Counseling Program is nationally recognized by the National Council for Accreditation of Teacher Education (NCATE), now consolidated into the Council for the Accreditation of Educator Preparation (CAEP). Recently, program faculty completed the CACREP self-study and applied for accreditation for the M.Ed. in School Counseling Program. Although, the CACREP site-visit has not been completed, thus not part of this report, outcomes from the comprehensive program assessment are documented in the attached executive summary for review by interested persons.