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School Counseling
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Grade Levels:
all levels
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Credits for Licensure:
48
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Degree:
Master of Education
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Program Approved:
Massachusetts Dept. of Elementary & Secondary Education
Program Description
The master’s in school counseling provides education and professional training to work with PreK-8 or 5-12 grade levels. Emphasizing the role of the school counselor as a facilitator of educational reform, the program features a variety of career development and experiential learning opportunities, including onsite school guidance counselor training. The degree in school counseling at Cambridge College is approved by the Massachusetts Department of Elementary and Secondary Education.
What Is School Counseling?
School counselors are vital members of school leadership teams who help students to access high quality educational and vocational experiences and make the best use of opportunities. School counseling also involves working with students to help guide social and emotional development, as well as college and career readiness. School counselors have a minimum of a master’s degree in school counseling, and must meet state certification and licensure standards.
Cambridge College School Counseling Program Highlights
Take the next step in your education and career. The School Counseling program at Cambridge College offers a flexible, affordable master’s degree option designed for working professionals.
- Experiential learning. The master’s in school counseling features extensive onsite, hands-on training experiences via school counseling internship fieldwork and seminar classes following Massachusetts State Standards for School Guidance Counseling.
- Day, evening, weekend, and online classes. Earn your master’s degree in school counseling while balancing work and family time with flexible, convenient class options designed to fit the needs of adult learners.
- Experienced faculty. Cambridge College faculty are experienced counseling professionals, accomplished researchers, and accessible teachers who are dedicated to helping you succeed.
- Exceptional value. Rated one of the most affordable four-year private nonprofit colleges in the nation, Cambridge College offers quality education and low tuition.
- Diverse students. Cambridge College welcomes over 300 students from more than 50 countries and was recently ranked as one of the most ethnically diverse colleges in America.
- Convenient locations. All of our classroom locations are close to public transportation and/or offer free parking for students.
Research shows that school counselors and school counseling programs have a positive impact on K-12 student outcomes. In particular, students of color and students from low-income families benefit from having more access to school counselors.
However, there is a growing need for qualified school counselors. Across all schools, the average student-to-school-counselor ratio is 464 to 1, and nearly 1 in 5 students do not have access to a counselor in their school.
Schools serving the most students of color or the most students from low-income families are especially shortchanged when it comes to school counselors.
(Source: American School Counselor Association (ASCA))
School Counseling Learning Outcomes
Knowledge and skills developed through the school counseling master’s curriculum include:
- Group counseling, leadership, and consulting techniques
- School counseling research and the psychology of learning
- Curriculum frameworks and student testing
- Understanding normal and abnormal intellectual, social, and emotional development
- Diagnosis and treatment of learning and behavior disorders
- Strategies for prevention and treatment of substance abuse, physical and sexual abuse, the spectrum of mental illnesses, and violence in PreK-12 students
- Post-secondary education and careers planning
- Federal, state, and municipal laws and regulations related to school counseling
What Can You Do With a Master’s in School Counseling?
Our graduates are group workers skilled in developmental guidance, and practitioners who know how to help students find their academic niche and achieve their best. They are also effective brokers of educational and community resources, skilled interpreters of assessment tools, and valuable consultants to students, parents, and staff.
Most graduates go on to careers as licensed school guidance counselors in public schools. Other career options you might pursue with a master’s degree in school counseling include working with community health organizations, going into private practice, or pursuing a doctoral degree in counseling or a related mental health field.
School Counseling Salary
According to the Bureau of Labor Statistics, school counselors earned an average of $55,410 per year in 2017.
Example School Counseling Courses
The master’s in school counseling at Cambridge College features classes such as:
- Group Work With Children and Adolescents
- Counseling and Consulting Techniques Laboratory
- Perspectives in Cross-Cultural Counseling
- School Counseling Internship Fieldwork and Seminar
Download the School Counseling program sheet.
School Counseling Scholarships and Financial Aid
Get help with tuition and other expenses. Grants, scholarships, loans, and work-study are available to help with tuition and education expenses. Learn more about applying for financial aid at Cambridge College.
Many companies also offer tuition assistance programs that can help to pay for education. Find information about getting your company to help.
Related Programs at Cambridge College
If you’re still exploring degree options, you might be interested in learning more about these programs at Cambridge College:
Curriculum
Courses should be taken in sequence:
Term 1 courses must be completed before term 2 courses. A maximum of 4 courses can be taken each term.
Non-Licensure option:
All program components are required except the Communication & Literacy Test (MTEL). Non-Licensure students must complete all pre-practicum hours embedded in the courses.
Term 1
12
Credits
Ethics & Professional Issues for School Counselors & Mental Health Practitioners
CCP 622 • 3 credit(s)
This course explores several models of school counseling and mental health counseling and the relationship to relevant ethics, federal, state, municipal, state laws, and standards and regulations. The course emphasizes best practices and strategies for dealing with ethical and legal dilemmas, including the ability to apply and practice ethical and legal standards in school counseling. School counseling and systems models are examined along with consultation, harm prevention and reduction, and the evaluation and utilization of community resources. Focal areas include professional roles and functions, ethical standards including accountability, responsibility, client/student welfare, emotional health, laws and regulations, institutional policies including crisis/disaster preparedness and response, cross cultural, cross social class practices and their impact on mental health and school counseling. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standard for School Adjustment Counselor/School Social Worker: h: Federal and state laws and regulations addressing the legal rights of students and families. This course addresses the following Massachusetts State Standard for School Guidance Counseling: i. Federal, state, municipal, and school laws and regulations.
Personality and Counseling Theory
CCP 540 • 3 credit(s)
This course explores personality and counseling theories from an eclectic standpoint, analyzing the strengths and weaknesses in each theory. Students are encouraged to identify an approach or approaches that are compatible with their history, current philosophy, clients, and counseling settings. Insight into modern notions of cultural and family identity enhances counseling skills and provides the ability to accommodate the needs of individuals in diverse settings.
Rogerian Person-Centered Therapy: Basic Counseling Skills
CCP 550 • 3 credit(s)
Successful completion required for mental health field experience I, CCP520. The basis of therapeutic relationships is seen in Carl Rogers’ theory of personality with its stress of self-actualization, development of the self, phenomenological field, validation, and conditions of worth is the basis for the techniques that are taught, practiced and modeled in this course. These techniques are empathic understanding, unconditional positive regard, and congruence. These techniques are central to any effective relationship from any theoretical perspective. The student will become practiced at these and related aspects of person-centered theory. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course addresses the following Massachusetts State Standards for School Adjustment Counselor/School Social Worker: Standard a: Principles of therapeutic relationships.
Human Development Across the Lifespan
CCP 630 • 3 credit(s)
This course will address the psychological and biological aspects of human development from conception through childhood, adolescence, early adulthood, mid-life and aging. Familial, environmental and cultural factors will be explored as they impact the development of people across the continuum of life. Theory will combine with application related to physical, emotional, intellectual, learning, social, normal and abnormal development; plus cognitive, moral, and vocational adjustment. The processes of physical and psychological development including ethnic and gender differences will be studied. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standard for School Adjustment Counselor/School Social Worker: b: Theories of normal and abnormal intellectual, social, and emotional development. This course addresses the following Massachusetts State Standards for School Guidance Counseling: c. psychology of learning, and e. theories of normal and abnormal, intellectual, social, and emotional development.
Term 2
12
Credits
Psychopathology
CCP 615 • 3 credit(s)
This course explores neurotic, abnormal, and psychotic behavior, emphasizing ego-defensive, adaptive, and socio-cultural aspects. Particular attention is given to ego-defensive, adaptive, and socio-cultural aspects of behavior and ways in which adaptive behavior becomes symptomatic. Students will delve into historical contexts, spanning early medical concepts to the current DSM-V TR diagnostic criteria, prevalent psychotherapies, and psychopharmacology.
Research Design and Evaluation
CCP 518 • 3 credit(s)
This course provides students the foundation to navigate the essentials of research design, emphasizing approaches and methodologies relevant to mental health counseling. Emphasis is on both the theoretical aspects of research design and how to apply these concepts in real-world counseling scenarios, contributing to evidence-based practice.
Career Development
CCP 639 • 3 credit(s)
This course provides an experiential approach to career development for mental health, school and rehabilitation counselors to support clients with and without disabilities across the lifespan in both individual and group settings. Orientation to key assessment instruments, online resources, labor market information, transferable skills analysis, job placement strategies and work-related supports will be made to support the career guidance process and to develop comprehensive plans of action for clients.
This course addresses the following Massachusetts State Standard for School Counseling: i. Career counseling.
Group Dynamics/Group Counseling & Human Systems
CCP 650 • 3 credit(s)
This course involves the study of the dynamics common to all small groups, through examining their structural and interactional properties and learning the bases for understanding groups as therapeutic, organizational, social, psychological, and collective phenomena. The class will be divided into two groups. All students will participate in an experiential, interactional group for one half of the term and observe another interactional group for one half of the term. Each experiential phase of a group will be followed by a didactic analysis of the process. The instructor will demonstrate various techniques as leader of all experiential sessions. Leadership styles will be examined as they influence group process. Students are required to write journal analyses of group sessions, complete assigned readings, and attend every session. Students are taught to develop self-awareness, sensitivity to others, and skills needed to relate to individuals and groups from diverse backgrounds. (No one will be admitted to the course in the event of failure to attend the first session.) Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course addresses the following Massachusetts State Standard for School Adjustment Counselor/School Social Worker: a: Principles of therapeutic relationships.
This course addresses the following Massachusetts State Standard for School Guidance Counseling: l. group counseling and group leadership.
Guidance Internship Prerequisites
- School Counseling Internship approval form signed by program chair or designee.
- Pass all teacher tests required by the state for this license: Massachusetts Communication & Literacy Test (MTEL).
- Complete and pass all term 1 and 2 courses.
Term 3
12
Credits
Those in the PreK-8 track may take an elective instead of CCP 672.
CCP 698 should be taken in the summer term prior to enrolling in CSG 792.
CSG 792 School Guidance Internship Fieldwork and Seminar I (offered in the fall term only):
- For PreK-8 register for CSG 792E
- For 5-12 register for CSG 792S
Counseling Adolescents Transitioning to Adulthood
CCP672 • 3 credit(s)
In this course students will develop strategies to effectively counsel adolescents. This course will address the stages of development in the adolescents’ transition into adulthood, with a focus on the tasks of differentiation, autonomy, relationships, family, work, post-secondary education, military service, and other developmental challenges. Collaboration and consultation with parents/guardians, community collaterals, school support staff, and employers, as well as access to resources will be addressed. For those adolescents considering entry to higher education, the college/post-secondary training program and its funding will also be discussed. Special emphasis will be placed on ways to help those who traditionally face substantial barriers to success, including low-income students, minority and ELL students, and students with disabilities. The fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction are emphasized throughout the course.
This course addresses the following Massachusetts State Standards for School Guidance Counseling: m. Development of skills for consultation with parents, teachers and administrators. n. College counseling and use of college and other post-secondary resource materials (grades 5-12).
Pre-Practicum Seminar for School Adjustment and School Counseling
CCP 698A
Registration in this course is a prerequisite to field experience. This 0-credit course triggers Tevera fee and student access.
School Counseling Internship Fieldwork and Seminar I (PreK-8) 600 clock hours
CSG 792E
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought.
Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling program chair, Associate Dean of Academic Advising and Field Experience, or designee.
This is the first of a two semester capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required.
The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
School Counseling Internship Fieldwork and Seminar I (5-12) 600 clock hours
CSG 792S • 3 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought.
Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling program chair, Associate Dean of Academic Advising and Field Experience, or designee.
This is the first of a two-term capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma-causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required.
The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
Group Work with Children and Adolescents
CCP 638 • 3 credit(s)
This course is designed to prepare students in the Mental Health, School Adjustment, and School Counseling programs to lead psychoeducational and/or counseling groups for children and adolescents. Class lectures and experiential activities will provide a theoretical and practical framework for organizing and leading theme-oriented counseling groups in school and community mental health settings. Readings will provide students with different theoretical perspectives on working with groups as well as the practical tasks in managing and working with school age youngsters in a group setting. Designing curriculum for the prevention and treatment of substance abuse, physical and sexual abuse, and violence as well as numerous other topics will be reviewed. The course explores counseling issues and provides specific techniques and strategies that are developmentally appropriate and applicable to the school/community settings. Application of ethical standards and legal requirements unique to counseling children and adolescents is included.
This course addresses the following Massachusetts state standards for school adjustment counseling: a. principles of therapeutic relationships. b. theories of normal and abnormal intellectual, social and emotional development. d: Prevention and treatment of substance abuse, physical and sexual abuse, and violence in PreK-12 students.
This course addresses the following Massachusetts state standards for school counseling: f. knowledge of strategies used for the prevention and treatment of substance abuse, physical and sexual abuse, the spectrum of mental illnesses, and violence in PreK-12 students. e. theories of normal and abnormal intellectual, social and emotional development. l. group counseling and group leadership.
Counseling and Consulting Techniques Laboratory
CSG 695 • 3 credit(s)
Counseling skills such as interviewing, reflection, use of empathy, summarization, concreteness, genuineness, magic questioning, and building relationships will be covered in this course. The course will also teach techniques for identifying and focusing on problem behaviors (substance abuse, physical abuse, suicide risk), body language, and underlying influences of problematic behavior. In addition, Solution Focused School Counseling, and other models of counseling will be explored. Students are taught to understand and develop multicultural awareness and competencies, and how to be an effective leader. The course will also address wellness programs for students, and methods of consulting to promote student academic, career and personal/social development in ways to help parents solve problems. Students will be introduced to principles of peer mediation, peer mentoring, and peer tutoring and engage in supervising peer interventions to solve problems. The course employs technology for student presentations, role taking, lecture, video, audio, presentations, readings and demonstrations, and fieldwork. This course addresses the following Massachusetts State Standards for School Guidance Counseling: m. development of skills for consultation with parents, teachers, and administrators.
Term 4
12
Credits
CSG 793 School Guidance Internship Fieldwork and Seminar I (offered in the spring term only):
- For PreK-8 register for CSG 793E
- For 5-12 register for CSG 793S
For 5-12 take CSG672, or for PreK-8 take an elective (see suggested electives below).
Counseling in the Schools
CSG 616 • 3 credit(s)
Pre Practicum: 15 hours of directed field-based training required for ESE licensure. This course explores history, philosophy and trends in school counseling. Topics include professional roles and practices, student counseling, multicultural issues, stereotyping, impact of socioeconomic status, gender and sexual identity, group work, assessment issues, behavioral observation, and a variety of traditional and developmental/ preventive classroom guidance approaches. The course is presented in a manner which includes individual and group counseling, and consultative perspectives. There is a strong emphasis on developing skills which allow interns to learn differentiated strategies to confront the achievement gap. Students learn to develop a professional identity as a person in the role as change agent, and to help students deal with crisis, emergencies, and disasters through intervening with important figures and organizations in their lives. A significant part of the course will deal with crisis intervention, learning to recognize symptoms of substance abuse in students and home-life where substance abuse occurs; consultation to teachers, parents and administrators with respect to promoting student well-being. Students will be taught to identify opportunities, especially from the community at large, than can enhance or impede growth and advancement academically and socially. Another focus will explore liaison opportunities with important individuals from the non-school community, and the roles of the peer group in the lives of children and adolescents. Students will also be taught to advocate for students and the policies in school and the community that are equitable for multicultural student populations. Through this course students will employ web searches to gather supporting data for presentations. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course addresses the following Massachusetts State Standards for School Guidance Counseling: a. Familiarity with the Curriculum Frameworks and their use in the advising responsibilities of the guidance counselor. b. Understanding and interpretation of Massachusetts Comprehensive Assessment System (MCAS) and other academic test results to students, teachers, and parents.
f. Knowledge of strategies used for the prevention and treatment of substance, physical and sexual abuse, the spectrum of mental illnesses, and violence in PreK-12 students. g. philosophy, principles and practices in school guidance counseling. j. resources within the school system or the community for referral. m. Development of skills for consultation with parents, teachers, and administrators.
Psychological Testing
CCP 636 • 3 credit(s)
This course provides an overview of psychological testing including a review of projective testing and techniques for individual and group administration for understanding personality development and pathology, basic administration, scoring and diagnostic skill development. This course reviews instruments including TAT, MMPI and Rorschach as well as language and alternative non-language-based intelligence tests, achievement tests including the WISC-IV, the Woodcock-Johnson III, tests of nonverbal intelligence, and other state-of-the-art diagnostic tools. Emphasis is on clinical integration of the testing materials, useful intervention strategies and recommendations for the counselor, treatment team and/or referral agent. Test reliability, validity, standard deviations, scaled scores, percentiles and interpretation of significant differences are taught. This course includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course addresses the following Massachusetts State Standards for School Adjustment Counselor/School Social Worker: c. Learning disorders, including emotional issues affecting student achievement, and their treatment. This course addresses the following Massachusetts State Standard for School Counseling: b. Understanding and interpretation of Massachusetts Comprehensive Assessment System (MCAS) and other academic test results to students, teachers, and peers.
Perspectives in Cross Cultural Counseling
CCP 754 • 3 credit(s)
This course focuses on the role of culture in the development of psychological health and in psychopathology. Variations among diverse cultures in defining mental health and deviant behavior are discussed. The importance of understanding the cultural context is emphasized, both in the prevention and in the resolution of psychological problems. Students become aware of their own cultural beliefs regarding mental health issues, and the impact of their perspective in working with culturally different people. Techniques for working with families and schools are also discussed. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
This course addresses the following Massachusetts State Standards for School Adjustment Counselor/School Social Worker: Standard f: Techniques for communicating and working with families and school and community personnel. b: Theories of normal and abnormal intellectual, social, and emotional development.
This course addresses the following Massachusetts State Standard for School Guidance Counseling: e: Theories of normal and abnormal intellectual, social, and emotional development.
School Counseling Internship Fieldwork and Seminar II (PreK-8) 600 clock hours
CSG 793E • 3 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought.
Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling program chair, Associate Dean of Academic Advising and Field Experience, or designee.
This is the second of a two semester capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required.
The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
School Counseling Internship Fieldwork and Seminar II (5-12) 600 clock hours
CSG 793S • 3 credit(s)
Class preparation and assignments reflect levels preK-8 or 5-12 depending on fieldwork level and license level sought.
Onsite training supervised by a state-approved licensed/certified school guidance counselor at the level sought is required; currently, 600 contact hours minimum, 240 of which must be in direct service with students, and 360 hours of indirect service (per CACREP National Standards). Entry requires approval from school guidance counseling program chair, Associate Dean of Academic Advising and Field Experience, or designee.
This is the second of a two semester capstone experience where interns engage in the role of school counselor and attend a seminar that runs concurrent with fieldwork. Interns work with children and adolescents under supervision of a licensed school guidance counselor. They participate in individual and group counseling; utilize technology in the counseling process; apply counseling principles to career, social, personal, and academic development of students, and students with normal and abnormal behavior. Students are taught to use measurable outcomes for school counseling programs and activities. They utilize behavioral observation and program evaluation in planning successful interventions for students. They work with special education teams in understanding diagnosis of learning and behavior disorders. Interns are introduced to resources within the school district and community for referral. They develop plans for the prevention, treatment and referral of students engaged in legal or illegal substance abuse, personal, physical, and sexual abuse, school violence, school crises and other trauma causing situations. Students engage in ethical and legal practices of school counseling; campaign for an identity as a school counselor; work in support service teams to identify opportunities that enhance or impede academic, personal/social and career development. They work with task and peer counseling groups; deploy multicultural strategies in relation to diversity, equity, and opportunity in student learning; involve parents to promote academic, personal/social, and career development. Students are taught to use data to make decisions regarding accountability; learn and practice concepts, principles, and strategies to help close the achievement gap and school drop-out; employ suicide risk procedures; and are involved with designing curriculum and instructional strategies to teach a developmental guidance curriculum. Students also apply consultation strategies with parents, staff, administration and community resources; plan and implement developmental classroom guidance programs; learn the special education referral processes; and are taught to recognize and discuss personal limitations in supervision. Students are expected to utilize leadership strategies in the planning and implementation of parent education programs, and advisor/advisee programs. And lastly, students become familiar with the state achievement tests and the state curriculum frameworks. One contact hour of weekly supervision with a licensed supervisor and attendance at a seminar that runs concurrent with fieldwork is required.
The fieldwork experiences in this course address all of the Massachusetts State Standards for School Guidance Counseling (except standard k).
Suggested Electives
Counseling Techniques with Multi-Problem Families in Changing Communities
CCP 561 • 3 credit(s)
This course focuses on effective techniques for communication and collaboration with families in school and community settings. Emphasizing practical skills, students systematically learn assessment, contracting, and counseling procedures, with a focus on evaluating resources and addressing family needs. Special attention is given to collaborating with external helpers and handling conflicts within family dynamics. The course covers sensitive topics like family violence and substance abuse, promoting an inclusive approach to address cultural diversities.
Multicultural Counseling: Children and Adolescents in Context
CCP 715 • 3 credit(s)
This course explores the counseling process with children and adolescents from two perspectives: first from the experiential world of the child or adolescent, and secondly, from an ecological/systems perspective, with strong emphasis on cultural strengths and concerns. Topics include: the world of the child in a multicultural society; exceptionality, techniques for communicating and working with diverse families, school and community personnel; play/activity techniques, multicultural group work. Also: assessment; diagnosis; gathering and communicating information; sensitivity to others; self awareness; culturally congruent educational programs; stereotyping; economic, social and political issues surrounding diversity; relevant state, municipal and school laws and regulations relating to ethnic, linguistic, racial, gender and religious diversity; interviewing; dealing with research; resources and referrals within schools and community; hazards and problems of normal and abnormal development; enhancing a positive school climate in a multicultural school setting. The course also addresses issues impacting learning, achievement, and diversity with a final presentation utilizing the online library and other online researched based sites. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standards for School Adjustment Counselor/School Social Worker: f: Techniques for communicating and working with families and school and community personnel. i: Federal and state laws and regulations addressing the legal rights of students and families. This course addresses the following Massachusetts State Standards for School Guidance Counseling: h. Federal, state, municipal, and school laws and regulations. j. Resources within the school system or the community for referral. m. Development of skills for consultation with parents, teachers, and administrators.
Trauma Interventions in Schools
CCP 729 • 3 credit(s)
This course will explore the impact of trauma on a child/adolescent’s neurobiological development, relationships, behavior, learning, and academic performance. It will review various strategies to help traumatized children in schools as well as explore the role of the School Adjustment Counselor (SAC) in supporting those children and the staff that instruct them.
Addiction Disorders
CCP 640 • 3 credit(s)
This course provides an introduction to substance abuse treatment. Students will delve into prevention and treatment strategies, the interconnectedness of substance use theories on the origins of addiction, the pharmacology of psychoactive drugs, cultural influences on substance use, and the assessment and intervention techniques for individuals and their families affected by substance abuse. Special emphasis is placed on developing skills in diagnosis, treatment planning, and facilitating referrals to appropriate resources.
This course addresses the following Massachusetts State Standard for School Counseling: f: Knowledge of strategies used for the prevention and treatment of substance abuse, physical and sexual abuse, and violence in PreK-12 students.
Family Treatment of Substance Abuse
CCP 606 • 3 credit(s)
This course focuses on the integration of various treatment models for substance use disorders (SUDs) within a family systems framework. Students will develop the skills necessary to assess, diagnose, and treat SUDs in the context of diverse cultural and minority populations. Emphasis is on the creation of SMART goals for clients and culturally sensitive treatment strategies that account for the multifaceted nature of SUDs within families.
Neurobiology: Basics and Beyond
CCP 637 • 3 credit(s)
In this three credit course, we will explore neurobiology as it relates to emotional, behavioral and cognitive development and expression. The last decade, with the benefits of technology and research, has witnessed a renewed convergence of psychiatry and neurology. Emotional factors are often expressed via neurological symptoms and neurological deficits often resulting in psychological symptoms. This course will identify key areas in the brain, nervous system, and the interrelationship with internal and external factors that shape who we are and what we do. Through presentations, discussion and experiential practice, students taking this course will leave with a greater understanding of the brain/body connection as it relates to stress, trauma and the myriad of neurological and emotional pathologies. This course includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction.
Core Faculty
(617) 873-0204john.carew@cambridgecollege.edu
(617) 873-0237massomeh.namavar@cambridgecollege.edu
Senior Instructor
(617) 873-0201Judith.Bralove@go.cambridgecollege.edu
(617) 873-0012Elena.Cherepanov@go.cambridgecollege.edu
413-787-7475Shannon.Dion@go.cambridgecollege.edu
(617) 873-0135Colleen.Goode@go.cambridgecollege.edu
(617) 873-0135paul.white@cambridgecollege.edu
Admissions
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Admission Test:
No standardized graduate school tests required for admission into non-licensure programs
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Admissions Office:
1-800-829-4723
- Application Form:
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Application Fee:
$50 ($100 for international students)
Health Requirements for Massachusetts Students
The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:
Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form
Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.
School Requirements
International Students
International students need to provide supplemental documentation:
- Official demonstration of English language proficiency
- Supplemental documentation for issuance of I-20
- International transcripts, evaluated by an accepted evaluation service
Transfer Credit
Please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more about transferring credits.
Tuition
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Credits for Licensure:
48
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Cost per credit hour:
$639
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Application Fee:
$50 ($100 for international students)
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Health Insurance Fee:
$3,940 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.)
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Internship/Practicum Fee:
$400
Note: Rates are as of July, 2022, and are subject to change without notice. Rates apply to all students, unless otherwise noted.
Financial Aid
Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more
Grants, Scholarships and Loans
Cambridge College welcomes the opportunity to support your efforts to pay for college. Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more
Getting Your Company to Help
Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more
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