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Master of Education in School Counseling

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 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

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.


Program Information


Mission Statement

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.


Program Outcomes

  1. Enhance K-12 student learning and student social-emotional, 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 National Model, and school counselor roles/functions.
    2. Demonstrate 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 social, emotional, career, and academic development for all students.
    3. Demonstrate 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.
    4. Apply 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.
    5. Apply 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.
    6. Apply 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.
    7. Demonstrate an understanding of group theory, techniques, and group facilitation knowledge, skills, and processes that results in developmental group guidance, K12 student learning, and personal-social, career, and academic development.
    8. Demonstrate 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, dropout prevention, drug, alcohol, violence programming).
    9. Make use of 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.
    10. Enhance K-12 student learning and social-emotional, 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.career exploration, career planning and career assessment tools, developing and implementing career programs, resulting in K-12 student learning and career development.

Advising Guide

School Counseling Page

Visit the School Counseling Program Page to find out more information on program requirements, handbooks, forms, practicum, internship, and licensure requirements.

Visit the Graduate Online Advising Guide for information on the School of Education programs, background checks, degree completion plans, licensure testing, and LiveText.


Important Program Information

Review the School Counseling Program Handbook for an overview about the School Counseling Program and the School Counseling Program Handbook l 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 Program Page.


Practicum & Internship Information

Practicum

School Counseling candidates are required to complete an application before they are permitted to register for the COSC 698: School Counseling Practicum. The prerequisites for COSC 698 are COSC 501, COSC 505, COUC 502 and 504, background check clearance, professional liability insurance through the American School Counseling Association (ASCA), and an approved practicum application. Practicum (Gate 2.5) Applications are now being processed through a zero-credit Blackboard course, COSC 513. In order to be enrolled in this course you must request access. Please view more information on the practicum page, including  help securing a placement.

Internship

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. COUC 504, 522, 698 COSC 501, 505, 512, 611, 660, 661, METL/GAT2 test code must be completed prior to internship. View information on the required internships.

Gate 3 Applications are now being processed through a zero-credit Blackboard course, COSC 690. Please contact Academic Advising to register for this course to submit your Gate 3 Application and internship preparation requirements.

More information about the Gate 3 Application requirements can be found on the School Counseling Program Page.

If you have any questions, please email at scfieldplacement@liberty.edu .


National Certified Counselor

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.


Gate Process

  • Gate 1:

    1. Apply online or download application for admission and submit via mail.
    2. Fax/scan unofficial college transcripts.
      1. Please Note – Unofficial transcripts can be used for acceptance purposes with the submission of a transcript request form. 
    3. Mail official college transcripts (sealed, unopened copy).
      1. Regionally or Nationally accredited bachelor’s degree with at least a 2.7 GPA for good standing.
      2. Applicants who have earned a master’s degree or at least 12 graduate credits from an accredited institution may be assessed on the basis of the master’s-level degree work.
      3. NOTE – once accepted into the program, a 3.0 graduate GPA is needed to maintain good academic standing in the program.
    4. Candidates without the following coursework on their undergraduate transcript will be required to complete the following class upon admission to the program:
      1. 3 credit hours in Statistics (can be MATH 201)
    5. Admission to this program requires:
      1. Contact information for two recommenders (login required).
        1. As a part of the application process, we require contact information from two professional sources (i.e., not family/friends, but individuals who have supervisory or evaluative knowledge of your work, volunteer, church, or academic experience).
        2. These individuals should be qualified to address the applicant’s ability to complete graduate level coursework, their disposition and ability to become acounselor, and their maturity, motivation, and ethics.
        3. Some examples of individuals that may be suitable include professors, employers, or leaders in an organization where the applicant volunteers.
    6. Prompts for statement of purpose. Please address each of the following items:
      1. Please describe in 200-250 words why you desire to become a counselor and indicate the type of counselor certification you plan to seek after graduation.
      2. Describe in 200-250 words an occasion in which you have interacted with an individual or a group of individuals from another culture. Identify the cultural differences which were present and how you demonstrated respect for those differences.
      3. Describe in 200-250 words how you form effective interpersonal relationships with others in individual and group settings
    7. Candidates seeking to be admitted into this program and plan to finish it outside of the US will be required to sign an International Disclosure Agreement.[GBC(fC&FS1]

    Candidates must agree to the Department of Counselor Education and Family Studies’ Master of Education in School Counseling Mission Statement and Diversity Statement.

  • COSC 500/Gate 2

    The School Counseling Program Orientation (COSC 500) has several modules for you to explore. These modules will acclimate you to the program and give you the opportunity to meet with the program director from the School Counseling program. These brief orientation modules will introduce you to some important aspects of our program and must be completed as part of the School Counseling program. You may complete these modules at your own pace but they must be completed as part of your acceptance into the program.

    For any questions, please reach out to scgate2@liberty.edu.

  • Practicum Application: COSC 513 (Gate 2.5) 

    Once the COSC 698 application is approved, the candidate will be registered for the course by the school counseling field placement office. Candidates are not able to register for COSC 698 on their own.

  • Internship Application: COSC 690 (Gate 3)

    Once the COSC 699 application (COSC 690 application course) is approved, the candidate will be registered for the course by the School Counseling field placement office. Candidates are not able to register for COSC 699 on their own.

  • Gate 4

    Application for Graduation and Licensure

Intensives

The M.Ed. in School Counseling program requires four intensives completed residentially on Liberty’s campus.


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 for Practicum or Internship to learn more.


Accreditation

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).


Executive Summaries

Outcomes from the comprehensive program assessment are documented in the attached executive summaries for review by interested persons.


Comprehensive Assessment Handbook

The M.Ed. in School Counseling program Assessment Process Manual is available for review.


Vital Statistics Survey Data

Vital Statistics Survey Data is available for review.