The School Counseling concentration prepares educators to:
The M.Ed. 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 counseling 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.
If you are using a Degree Completion Plan (DCP) prior to the academic year 2013-2014, view information for School Counseling Candidates on a DCP Prior to 2013-2014
Note: Appeals will NOT be accepted from M.Ed. in School Counseling students who were on a DCP prior to 2013-2014, broke enrollment, and want to go back on their former DCP. This cannot be allowed because DCP’s prior to 2013-2014 do not meet CACREP program requirements, and allowing it would jeopardize the program’s CACREP accreditation.
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.
The 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.
The 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 lifespan and their implications for professional school counseling.
Candidate applies an understanding of lifespan 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.
The candidate demonstrates an understanding of group theory, techniques, and group facilitation knowledge, skills, and processes that result 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).
The 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.
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.
Review the Orientation to the School Counseling Program for an overview about the School Counseling Program and the School Counseling Program Manual to find out information on admission requirements, faculty advising, discipline, remediation, appeal processes, internship, and practicum information, and other school and program policies on the School Counseling Advising Guide.
School Counseling candidates are required to complete a LiveText application before they are permitted to register for the EDCE 698: School Counseling Practicum. The prerequisites for EDCE 698 are EDCE 501, EDCE 505, background check clearance, professional liability insurance through the American Counseling Association (ACA), and an approved practicum application. View directions to complete the "EDCE 698 Practicum Application" in LiveText. View information on the practicum, including help securing a placement.
Candidates must be approved through Gate 3 in order to be approved for an internship. All Gate 3 deadlines and requirements must be met for each semester of internship. All EDCE courses and EDUC 600 must be completed prior to internship. View information on the required internships.
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.
Students on the 2013-2014 DCP and later are permitted to take the National Counselor Exam (NCE) or the National Clinical Mental Health Counseling (NCMHCE) during their final semester of the M.Ed. in School Counseling Program in April or October each year. Candidates in our CACREP-accredited program are permitted to take one of these exams while still a student. For graduate students, the exam is offered at a discount. You must sign up for the exam while still a student in the M.Ed. in School Counseling program to receive the discount. Taking the exam as a student of our CACREP-accredited program also waives the requirement of 3,000 hours of work experience for certification. For current national testing site locations and for information pertaining to the NCE, please visit nbcc.org.
Students will receive the opportunity to sign up to take the NCE during each of their internship semesters. Students need to email NCEregistration@liberty.edu to be placed on a list to take the NCE.
The NCE is only offered in October and April on the 3rd Saturday of each of these months. You must successfully complete the program and pass the NCE to obtain certification as National Certified Counselor (NCC). If you are considering taking the NCMHCE, please reconsider and take the NCE instead, since our current 48-hour program does not offer the depth of training in the DSM and abnormal psychology that is needed to pass the NCMHCE.
The M.Ed. in School Counseling program requires four intensives completed residentially on Liberty's campus.
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 for Practicum or Internship to learn more.
The M.Ed. in School Counseling program has received an eight-year accreditation from CACREP as of July 9, 2015. CACREP is an independent accreditation agency recognized by the Council for Higher Education Accreditation. The vision of CACREP is to provide leadership and to promote excellence in professional preparation through the accreditation of counseling and related educational programs. CACREP is committed to the development of standards and procedures that reflect the needs of a dynamic, diverse, and complex society.
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).
Outcomes from the comprehensive program assessment are documented in the attached executive summaries for review by interested persons.
The M.Ed. in School Counseling program Assessment Process Manual is available for review.
Vital Statistics Survey Data is available for review.