School Counseling Curriculum

School Counseling Program of Study | Bilingual School Counseling Program of Study

 Counseling Labs |  Internships |  Terminal Experience |  Electives | Student Learning Outcomes

 PROGRAM IN COUNSELING AND GUIDANCE: SCHOOLS, Pre-K-12 (CNGU/CGS)
Course # Course Title Credits
Foundational Courses (21 Points)
APSY-GE 2650 Professional Orient. & Ethical Issues in School Counseling 3.0
APSY-GE 2662 Foundations of School Counseling 3.0
APSY-GE 2657 Counseling: Theory and Process 3.0
APSY-GE 2658 Individual Counseling: Practice I 3.0
APSY-GE 2070 Research & Evaluation in Behavioral Sciences 3.0
APSY-GE 2659 Individual Counseling: Practice II 3.0
APSY-GE 2682 Cross-Cultural Counseling 3.0
Intermediate Courses (9 Points)
APSY-GE 2138 Human Growth and Development 3.0
APSY-GE 2620 Group Dynamics: Theory and Practice 3.0
APSY-GE 2634 Dynamics of Vocational Development 3.0
Advanced Courses (12 Points)
APSY-GE 2663 Program Development and Evaluation 3.0
APSY-GE 2673 Assessment of Children and Adolescents 3.0
APSY-GE 2667 Internship in School Counseling I 3.0
APSY-GE 2668 Internship in School Counseling II 3.0
Other Requirements (6 Points)
  Special Population Course (See Course Offerings Below) 3.0
  Applied Content Course (See Course Offerings Below) 3.0
TCHL-GE 2999 Drug, Alcohol Education/School Violence Prevention/Child Abuse Recognition 0.0
  CPC Exam 0.0
Total Credits:   48.0

 PROGRAM IN COUNSELING & GUIDANCE: BILINGUAL SCHOOLS, K-12 (CNGU/CGB)
Course # Course Title Credits
Foundational Courses (21 Points)
APSY-GE 2650 Professional Orient. & Ethical Issues in School Counseling 3.0
APSY-GE 2662 Foundations of School Counseling 3.0
APSY-GE 2657 Counseling: Theory and Process 3.0
APSY-GE 2658 Individual Counseling: Practice I 3.0
APSY-GE 2070 Research & Evaluation in Behavioral Sciences 3.0
APSY-GE 2659 Individual Counseling: Practice II 3.0
APSY-GE 2682 Cross-Cultural Counseling 3.0
Intermediate Courses (9 Points)
APSY-GE 2138 Human Growth and Development 3.0
APSY-GE 2620 Group Dynamics: Theory and Practice 3.0
APSY-GE 2634 Dynamics of Vocational Development 3.0
Advanced Courses (12 Points)
APSY-GE 2663 Program Development and Evaluation 3.0
APSY-GE 2673 Assessment of Children and Adolescents 3.0
APSY-GE 2667 Internship in School Counseling I 3.0
APSY-GE 2668 Internship in School Counseling II 3.0
Other Requirements (6 Points)
BILED-GE 2001 Bilingual Multicultural Educ: Theory/Practice 3.0
BILED-GE 2103 The Bilingual Exceptional Child 3.0
TCHL-GE 2999 Drug, Alcohol Education/School Violence Prevention/Child Abuse Recognition 0.0
  CPC Exam 0.0
Total Credits:   48.0

Counseling Labs

The Counseling Labs (APSY-GE 2658 Individual Counseling Practice I and APSY-GE 2659 Individual Counseling Practice II) are designed to present students with an opportunity for experiential learning and practice in communication skills and counseling process. Based on a training program called Interpersonal Process Recall (IPR), the classes involve the use of training DVDs and audiovisual recording of counseling sessions to help students develop self-awareness, personal and professional insight, and basic counseling skills.

Enrollment is open to matriculated NYU graduate students in the following departments: Applied Psychology, Drama Therapy, Dance Therapy, and Speech Pathology.

Be advised that Lab I is a prerequisite for Lab II. Lab I and Lab II are prerequisites for Internship I and Internship II.

Grading for the course is Pass/Incomplete/Fail. Students who miss more than two classes are given an incomplete or failing grade, depending upon circumstances. Those students in Lab I who have not acquired the necessary insight or skill level required for advancement to Lab II will be required to repeat Lab I.

Counseling Lab I Competencies

  • Mastery of the four basic skill sets introduced in the IPR tapes.
  • Understanding of and ability to engage in the IPR approach, i.e. client recall, counselor recall, mutual recall and the inquirer role.
  • Full participation in all lab activities is demonstrated by attendance and involvement in simulated counselor/client interactions, ability to examine skills as a counselor and giving feedback to other in their role plays.
  • Demonstrate progress through comparison of three marker tapes: beginning, mid-term, and end of the semester.
  • Evaluate progress at mid-term and end of semester with lab instructor. The evaluation includes all of the above activities, and for counseling students, indicates readiness to go on to Lab II. An Incomplete or Failure grade will be given to students who, in the judgment of the Instructor, have not made adequate progress.

Any counseling student who receives an incomplete or failure grade in Lab I will be subject to review by the Counseling Program Faculty.

Counseling Lab II Competencies

  • Ability to utilize the basic skills acquired in Lab I in a counseling situation.
  • Can conduct a basic counseling intake interview.
  • Understands the basic counseling process and can integrate skills within this process.
  • Can begin to use skills in the context of their understanding of counseling and the specific needs of an individual client.
  • Full participation in all Lab activities as demonstrated by attendance and involvement in simulated counselor/client interactions, ability to examine skills as a counselor, and giving feedback to others in their role-plays.
  • Demonstrate progress through comparison of three marker tapes: beginning, mid-term and end of semester.
  • Evaluate progress at mid-term and end of semester with lab instructor. Evaluation includes all of the above activities, and for counseling students, indicates readiness to go on to fieldwork and practicum. An incomplete or failure grade will be given to students who, in the judgment of the instructor, have not made adequate progress.

Any counseling student who receives an incomplete or failure grade in Lab II will be subject to review by the Counseling Program Faculty.

The Internship Sequence

Field learning is considered by many to be the center point of any counselor education program. It is strongly believed that counselors-in-training need the opportunity to combine their didactic learning with experience in a fieldwork setting where they can observe, develop clinical skills and practice the tasks typically associated with a professional counselor.

This clinical component of the program helps the counselor-in-training acquire an understanding of the role of the professional counselor. The student also develops a sense of professional identity and gains proficiency and confidence by applying his or her overall learning and emerging skills under the supervision of experienced, qualified and approved supervisors. Typically students will spend both semesters at the same internship site. In addition to the required hours in the field, students are enrolled in an Internship seminar class. The internship experience is a preparation requirement for certification and /or licensure in all states.

Students in the School Counseling K-12 Program and the Bilingual School Counseling Program are required to complete a minimum of 3 full days or 21 hours per week, in each of two consecutive semesters in a school setting under the direct supervision of a licensed or certified school counselor (this is a state requirement). Bilingual School Counseling students must complete their internship under the supervision of an NY State Certified Bilingual School Counselor.

Non-Credit Course for Drug and Alcohol Education/School Violence Prevention/Identifying and Reporting Child Abuse, TCHL-GE 2999

Students in the School Counseling and Bilingual School Counseling programs must take a workshop on drug and alcohol education, school violence prevention, and child abuse recognition. This single session, non-credit course should be taken concurrently with an internship.

Terminal Experience

The Counselor Preparation Comprehensive Examination (CPCE) is currently the culminating experience for the MA program. The exam should be taken during the student's last semester of matriculation in the program. The fee for taking the CPCE is $45.00. It will be offered once in the fall and twice in the spring. Students have two opportunities to pass the examination. If they are unable to take or pass the exam, they can write an appeal outlining a proposed alternative educational experience to be presented to the M.A. Counseling Program Co-Directors for approval. 

Electives 

Special Population Courses

We define a special population as one in which the psychological development of the individual may be adversely affected by systematic societal factors related to the social class, gender, racial/ethnic status, age, disability, or other social positions. Please see below for course offerings.

Course No. Course Title
BILED-GE 2001 Bilingual Education: Theory and Practice
BILED-GE 2103 The Bilingual Exceptional Child
APSY-GE 2068 Issues in Counseling People With Disabilities
APSY-GE 2671 Current Perspectives on Women's Development
SOCED-GE 2935 Multicultural Bilingual Education and Minority Cultures
APSY-GE 2691 Special Topics in Counseling: Substance Abuse Counseling
APSY-GE 2041 Women and Mental Health

Applied Content Courses

These courses are intended to broaden the skills, knowledge, and breadth of understanding of counseling related topic. They should be selected with the approval of the student's advisor. Additional courses may be considered by advisement. Please see below for course offerings.

Course No. Course Title
APSY-GE 2683 Grief and Bereavement Counseling
ARTT-GE 2010 Introduction to Art Therapy
APSY-GE 2635 Career Counseling
APSY-GE 2091 Family Diagnosis and Therapy
APSY-GE 2022 Health and Human Development
APSY-GE 2450 HIV Prevention and Counseling: Psycho-educational Perspective
MPADT-GE 2114 Introduction to Drama Therapy
APSY-GE 2895 Counseling Gay, Lesbian, Bisexual, Transgender Adolescents
APSY-GE 2896 Counseling Gay, Lesbian, Bisexual, Transgender Adults
MPADT-GE 2115 Psychodrama and Sociometry
TCHL-GE 2512 Research in Urban and Minority Education
APSY-GE 2008 Sexual Decision-Making and Risk Taking Behavior in Adolescence
APSY-GE 2684 Special Topics in Counseling: Introduction to Marriage and Family Counseling
APSY-GE 2500 Trauma: Theoretical and Clinical Perspectives
APSY-GE 2093 Gestalt Therapy: Overview of Theory and Practice

Additional Psychology Courses

Course No. Course Title
APSY-GE 2038 Abnormal Psychology
APSY-GE 2272 Adolescent Development
APSY-GE 2345 Academic Achievement Gaps: Socio-Psychological Dynamics
TCHL-GE 2515 Adolescent Learners in Urban Contexts
MSWEL-GE 3054 Art and Activity-Based Therapies with Groups and Families
APSY-GE 2181 Child and Adolescent Psychopathology
APSY-GE 2832 Child Development and Social Policy
MSWEL-GE 2010 Clinical Practice with Children
MSWEL-GE 2028 Clinical Practice with Substance Abusers and their Families
APSY-GE 2025 Cognitive Behavior Therapy: Theory and Application
APSY-GE 2205 Conflict Analysis and Resolution
MSWEL-GE 3041 Contemporary Gestalt Approach to Social Work Practice
SPCED-GE 2162 Education of Students with Disability in Middle Childhood and Adolescent Settings
APSY-GE 2097 Emotional and Social Development
APSY-GE 2261 Emotional Development in Childhood: Organization
APSY-GE 2831 Families and Schools
LANED-GE 2005 Intercultural Perspectives in Multicultural Education
SOED-GE 2002 Introduction to Sociology of Education
APSY-GE 2068 Issues in Counseling People with Disabilities
SOED-GE 2097 Latinos in Urban Schools
APSY-GE 2684 Marriage, Couple, and Family Counseling
APSY-GE 2840 Play and Drama Therapy with Children and Adolescents
APSY-GE 2279 Risk and Resilience
APSY-GE 2097 Social Development of Children and Adolescents
APSY-GE 2003 Social Psychology
APSY-GE 2686 Special Topics in Applied Psychology
APSY-GE 2691 Substance-Related and Addictive Disorders
APSY-GE 2184 Temperament-Based Intervention
APSY-GE 2527 The Development of Immigrant Origin Youth
APSY-GE 2039 Theories of Personality
HPSE-GE 2061 The Transition from High School to College

Student Learning Outcomes

Upon conclusion of our program, students will be able to:

  • Apply developmentally sensitive counseling techniques specific to school-age children and their families in assessment, case conceptualization, intervention, and advocacy as highlighted in the national model.

  • Form helping relationships with K-12 youth, teachers, and parents, and demonstrate a commitment to adapting their work to the growth and development of the persons with whom they work.

  • Assess students within various socio-historical contexts with attention to issues of power and privilege, including but not limited to gender, race/ethnicity, class, and sexual orientation.

  • Students in the Bilingual School Counseling concentration will be able to identify issues relevant to student populations for whom English is a second language, and apply resolutions in their work.