Skip over primary navigation
Counseling and Psychological Services Department
Counseling Services MS/CAS
Program Requirements

Counseling and Psychological Services


Master of Science, Major in Counseling Services, and Certificate of Advanced Study

48-60cr

Admission
The student must hold a baccalaureate degree from an accredited college or university. The student's undergraduate grade point average should be 3.0 or higher. The following materials must be submitted no later than February 1. It is recommended that materials be submitted well in advance of the deadline.

A. Prospective students should submit to the Graduate Office:
1. Evidence of scholarship and academic potential
a. Undergraduate academic record and completed graduate course work. An undergraduate statistics course is required.
b. GRE Aptitude Examination scores. Typically, Verbal and Quantitative scores are each at the 50th percentile or higher.
c. GRE Advanced Education or Advanced Psychology Examination scores or scores on the Miller Analogies Test may be submitted with application materials if the applicant believes these scores will enhance the applicant’s candidacy, but are not required.
2. Evidence of professional commitment and potential for developing effective relationships with children, youth and adults.
a. Three letters of reference, at least one from an academic source.
b. Student statement about goals, prior related experience and future plans. The statement should be typewritten or word processed on a page(s) separate from the application form itself.
B. An interview with faculty members of the Counseling and Psychological Services Department staff may be arranged, contingent upon the submission of competitive credentials.
C. All credentials must be submitted and then reviewed by the staff prior to the completion of nine hours of graduate study in the program.
D. Credentials are viewed in a holistic manner such that a strength in one area might offset a weakness in another. This holistic review of each individual’s materials helps avoid the exclusion of qualified students that may serve the field well but whose particular circumstances result in submission of admission credentials that fall below those of the typical entering student.

Degree Candidacy
It is the responsibility of the student to file for degree candidacy. For students in the 48 hour program, degree candidacy forms must be filed when 12 to 18 hours of course work have been completed. Hours over 18 are subject to forfeiture. For students in the 60 hour programs, degree candidacy forms must be filed between 12 and 30 hours. Hours over 30 are subject to forfeiture. A cumulative average of 3.0 or better, successful completion of CPS 511, and evidence of appropriate professional development is required to qualify for the awarding of degree candidacy status. Degree candidacy applications can be obtained from the Graduate Office.

School Counseling Track

Human Growth and Development6-12 cr
  • Cps 503 - Psychological Foundations: Personality
  • Cps 504 - Psychological Foundations: Development
  • Cps 505 - Psychological Foundations: Psychopathology
  • Cps 506 - Psychological Foundations: Learning
Social and Cultural Foundations6-9 cr
  • Cps 502 - Race, Gender, and Class Issues in Counseling
  • Cps 591 - Introduction to Family Systems
  • Cps 595 - Contemporary Topics in Counseling and Psychological Services
  • Cps 602
  • Electives under advisement
Helping Relationships15-18 cr
  • Cps 510 - Counseling Theory and Process
  • Cps 511 - Practicum in Counseling
  • Cps 514 - Cognitive Behavior Therapy
  • Cps 550
  • Cps 612 - Advanced Practicum in Counseling
  • Cps 642 - Practicum with Groups
  • Cps 686 - Consultation for Counselors and School Psychologists
Group3-6 cr
  • Cps 541 - Introduction to Group Process
  • Cps 642 - Practicum with Groups
Lifestyles and Career Development3-6 cr
  • Cps 574 - Vocational Development and Decision-Making
  • Cps 674 - Lifespan: Transitions in Career Development
Appraisal3 cr
  • Cps 585 - Foundations of Psychological and Educational Appraisal
Research and Evaluation3-6 cr
Professional Orientation3-6 cr
  • Cps 507 - Educationally Disabling Conditions and Other Learning Differences
  • Cps 530 - Orientation to the Counseling Profession
Field Experience3-6 cr
  • Cps 615 - Field Study in Counseling Services
  • Cps 618 - Internship in School Counseling*
  • Cps 619 - Internship in Counseling Services
  • *Required for School Counseling Certification

Student Affairs Track

Human Growth and Development6 cr
  • Cps 505 - Psychological Foundations: Patterns of Emotional Adjustment
  • Cps 532 - Student Development and the College Environment
Social and Cultural Foundations6 cr
  • Cps 502 - Race, Gender, and Class Issues in Counseling
  • Cps 531 - History and Practice of Student Affairs
Helping Relationships12 cr
  • Cps 510 - Counseling Theory and Process
  • Cps 511 - Practicum in Counseling
  • Cps 607 - Trends and Issues in Higher Education
  • Cps 686 - Consultation for Counselors and School Psychologists
Group3 cr
  • Cps 541 - Introduction to Group Process
Lifestyles and Career Development3 cr
  • Cps 574 - Vocational Development and Decision-Making
Appraisal3 cr
  • Cps 585 - Foundations of Psychological and Educational Appraisal
Research and Evaluation6 cr
Professional Orientation3 cr
  • Cps 530 - Orientation to the Counseling Profession
Field Experience3 cr
  • Cps 619 - Internship in Counseling Services
Elective3 cr
  • Cps 615 - Field Study in Counseling Services OR other course approved by advisor
Non-credit Requirement
  • Comprehensive Examination
Additional Information
The Counseling Services program builds upon a core of psychological and educational foundations and specialization areas including counseling theory, group process, appraisal, and vocational development and decision-making. Supervised practice in individual and group counseling and field work experiences in consultation and comprehensive professional services are provided in school, college and social agency settings. Students completing the training sequence are equipped to assume a variety of roles in the counseling profession.
Elective courses, practice and field experiences can be planned to focus on a desired institutional placement such as elementary, middle, junior high and/or senior high school, college settings and agencies.
Following admission, the student will discuss the total program with the student';s designated faculty advisor. Prerequisite courses, transfer credit of completed graduate courses and anticipated specialized and individualized needs of the student will be reviewed and assessed.
Model Curricular Sequence
Students frequently differ in terms of prerequisite and graduate courses completed, prior employment experience, present level of professional competence, and semester during which the program is entered. These, and other relevant factors, influence the sequential pattern of graduate study arranged for each student. In consultation with the student';s advisor, therefore, the student develops an individualized plan of courses and experiences to meet the student's unique needs.
 Last Updated: 7/9/07