Master of Science in Educational Counseling with Internship Option (California)
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Program Overview
The Master of Science in Educational Counseling with PPS Credential degree provides the academic pathways for students who are committed to the professional practice of counseling in schools. The program is designed to prepare educational counselors to be reflective social justice leaders that advocate for positive institutional transformation that promotes anti-racist, just and equitable outcomes for all students. Students will be prepared to deliver culturally responsive services to a pluralistic society and will develop comprehensive counseling skills informed by theory, research and practice.
Pupil Personnel Service School Counseling
The Pupil Personnel Services Credential – School Counseling (PPS-SC) provides the students with the acquired skills to become social justice leaders and competent school-based mental health professionals through a program of study aligned with the American School Counselor Association’s (ASCA) National Standards. This pathway provides PPS candidates with the acquired skills, knowledge, and abilities to become a professional school counselor and involves a combination of coursework, practicum, and fieldwork.
Successful completion of this program of study leads to a master’s degree with the Pupil Personnel Services Credential in School Counseling and a Child Welfare and Attendance (CWA) authorization. Credentials and authorizations are awarded through the California Commission on Teacher Credentialing (CCTC).
Students enrolled in the credential pathway are awarded the master’s degree once they have successfully completed all the coursework, a capstone project, and the PRAXIS exam. All coursework must be completed prior to the PPS-SC credential recommendation. Course equivalence will not be granted for life experiences. This program is only available to California residents.
For additional information on credential requirements, please see the Sanford College of Education Credential Information section of the catalog.
The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
Course Details
Course Listing
Core Requirements
- 13 courses: 63 quarter units
Prerequisite: 5 year CA Certificate of Clearance (CL-900) is needed before enrolling in the course.
This course examines the history of educational counseling and provides context for the current state of the profession, within a Diversity, Equity and Inclusion (DEI) lens. Core counseling theories will be presented and explored within the context of schools and colleges. American School Counselor Association (ASCA) and American Counseling Association (ACA) models will be introduced and examined.
Prerequisite: EDC 600
The educational counselor’s role as a leader, advocate, and systems change agent is explored. Theories and principles of equity within educational contexts is critiqued. The content identifies and addresses prejudice, power, personal biases, attitudes, oppression, and privilege that affect self and school communities, with the purpose of creating more safe, secure and nurturing learning environments.
Prerequisite: EDC 601
Provides an introduction to the ethical and legal obligations to students, parents, administrators, and teachers. Provides knowledge of federal and state laws, county ordinances, and district policies related to the rights of historically marginalized populations. Professional and ethical boundaries in school counseling relationships are examined per guidelines created by American School American School Counselor Association, American Counseling Association.
Prerequisite: EDC 602
Understanding of historical and contemporary theories across the lifespan. Utilizing a systemic perspective, the course examines academic, physical, cognitive, language, and moral development. Cultural assets and family configuration patterns, emphasizing social emotional learning as it relates to racial, ethnic, gender, sexual orientation and socio-economic status.
Prerequisite: EDC 603
Analysis and reflection of personal knowledge, bias, attitudes and beliefs about counseling diverse populations. This course highlights race, culture, gender and intersectionality and theoretical cultural responsive concepts are examined. Students will build and enhance culturally conscious competence and will gain an understanding of the impact poverty, social class, community, culture, and family have upon diverse groups of students. Students practice culture-centered counseling perspectives. Cultural wealth is recognized along with the attributes that facilitate a culturally responsive PK-16 school climate welcoming and appreciating the assets, strengths, and gifts that diverse students have.
Prerequisite: EDC 604
Course reviews and evaluates the core counseling theories that work most effectively in schools, such as but not limited to: Adlerian Theory, Choice Theory, Cognitive Behavioral Therapy (CBT), Family Systems, Mindfulness-Based Stress Reduction (MBSR), Motivational Interviewing, Person-Centered Counseling, Rational Emotive Behavior Therapy (REBT), and Solution-Focused Brief Counseling (SFBC).
Prerequisite: EDC 605A
Introduce and further develop the core counseling theories that work most effectively in schools, such as but not limited to: Adlerian Theory, Choice Theory, Cognitive Behavioral Therapy (CBT), Family Systems, Mindfulness-Based Stress Reduction (MBSR), Motivational Interviewing, Person-Centered Counseling, Rational Emotive Behavior Therapy (REBT), and Solution-Focused Brief Counseling (SFBC).
Prerequisite: EDC 605B
Learn to provide treatment strategies to school populations who have experienced trauma-related issues. Through defining and understanding trauma-informed care, SC’s will help students cope with a variety of high stress situations.
Prerequisite: EDC 606
Theories and principles of equity are examined for the purpose of creating more safe, secure and nurturing learning environments. Exploration of the current role of the school counselor in PreK-14 academic tiered systems of support, developing strategies to intervene academically through appraisal, advisement, individual student planning and goal-setting. The course builds upon students’ strengths and assets to support all students, especially historically underserved students. Current social issues are identified, such as cyber bullying, social media literacy, alcohol, tobacco, and other drugs, suicide, truancy, LGBTQ+ awareness and empowerment, prevention and intervention strategies within school communities.
Prerequisite: EDC 607
Articulate the role of the school counselor in PreK-14 college/career tiered systems of support utilizing knowledge and understanding of state and local graduation requirements, and provisions for marginalized populations. Apply educational transitional strategies, including career development and exploration, throughout the lifespan including using multiple career assessments and planning tools applying knowledge and understanding of local and national career and job market trends.
Prerequisite: EDC 608
The course provides the foundation of educational inquiry and data analysis processes that help develop, implement, and evaluate comprehensive educational counseling programs. The course provides candidates with the skills and knowledge related to the evaluation and assessment of data that ensures access and equitable educational outcomes and the examination of comprehensive educational counseling programs that drive policy and create systematic change, including academic, college/career and social emotional development for PK-14 educational systems will be articulated.
Prerequisite: EDC 609
The course provides an introduction to the basic principles of research design in schools and program evaluation as applied to educational counseling. Fundamental concepts and practices in educational research, methods, design, analysis, and conclusions, will be covered with the utilization of the current American Psychological Association (APA) research writing style . The course is designed to prepare candidates for the research project that will be completed during the capstone course, EDC 611 Research in Schools.
Prerequisite: EDC 610
The course provides an overview of the basic principles of research design in schools and program evaluation as applied to school counseling. The course addresses fundamental concepts and practices of educational inquiry, research, methods, design, and analysis. The course is designed as the capstone course in which candidates will select a topic of interest and demonstrate research and evaluation competencies by completing an educational research project.
Pupil Personnel Service School Counseling Credential Requirements
- 2 courses; 9 quarter units
For the Pupil Personnel Service School Counseling Credential, the completion of two fieldwork courses are required EDC612A and EDC612B.
Prerequisite: EDC 600; EDC 601; EDC 602; EDC 603; EDC 604; EDC 605A; EDC 605B
This course focuses upon the experiences school counseling students are engaged in during program-approved field placements. Students participate in supervision in PK-12 public school settings in conjunction with the course instructor, which includes group supervision with their peers and a self-care plan. This course is for students in their first term of fieldwork.
Prerequisite: EDC 612A
This course focuses upon the experiences school counseling students are engaged in during program-approved field placements. Students participate in supervision in PK-12 public school settings in conjunction with the course instructor, which includes group supervision with their peers and a self-care plan. This course is for students in their second term of fieldwork.
OR
*INTERNSHIP OPTION* ONLY available to candidates who have been hired by a Public School District as a School Counselor. These two courses will need to be pre-approved for enrollment into the Internship courses (EDC613A & EDC613B).
Prerequisite: EDC 600; EDC 601; EDC 602; EDC 603; EDC 604; EDC 605A; EDC 605B; EDC 606; EDC 607; EDC 608; EDC 609; EDC 610; EDC 611
Engagement in school counseling fieldwork experiences during a program-approved paid internship. Students participate in supervision in a PK-12 public school setting in conjunction with the course instructor, which includes group supervision with their peers and a self-care plan. This course is for students with program-approved School Counselor paid internships only.
Prerequisite: EDC 613A
Engagement in school counseling fieldwork experiences during a program-approved paid internship. Students participate in supervision in a PK-12 public school setting in conjunction with the course instructor, which includes group supervision with their peers and a self-care plan. This course is for students with program-approved School Counselor paid internships only.
Degree and Course Requirements
To receive a Master of Science in Educational Counseling, students must complete at least 72 quarter units of graduate work. A total of 13.5 quarter units of graduate credit may be granted for equivalent graduate work completed at another accredited institution, as it applies to this degree if the units were not used in earning another advanced degree.
*State Credential Disclosure Information
The Master of Science in Educational Counseling Program (PPS-SC) is currently operating using credential guidelines for California only. Students who wish to use this program for credentials in other states must contact the appropriate regulatory board for more information.
For up-to-date information on program licensure eligibility requirements for a state, please visit: Licensure Disclosures
Program Learning Outcomes
Upon successful completion of this program, students will be able to:
- Advocate for all PK-14 students by employing anti-racist practice within educational foundations, growth and development, learning theory, and academic achievement.
- Implement the basic foundations of school counseling professional standards.
- Perform as equitable driven leaders and promote social justice efforts to enhance inclusivity and access for all.
- Distinguish among major developmental theories of practice (personality, social, physical, emotional, and cognitive development) and chronological stages of human development that impact student academic development and life- long learning.
- Examine, assess, and construct academic, social, and emotional comprehensive development programs with research-based practices.
- Evaluate legal and ethical practices of professional school counseling.
- Evaluate and assess program development for equitable outcomes.
- Demonstrate competence in the application of research methods.
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Program Disclosure
Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.
Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.
NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.
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