Catalog Version

Summer/Autumn 2013
Catalog update:
May 15, 2013

Access archived catalogs in the Catalog Archive section.​​​​​

Students are required to follow the Academic Handbook and Code of Student Responsibility​​

The Counseling program’s School Counseling concentration is an Illinois State Board of Education (ISBE) approved program for the School Counselor endorsement on an Illinois Professional Educator License.  ISBE states the following guidelines:
 
Individuals seeking the School Counselor endorsement must:

  1. complete an approved school counseling program at an Illinois institution
  2. hold a Master’s degree in school counseling; counseling or a related field; or an educational field
  3. pass the Basic Skills or Test of Academic Proficiency (TAP) and School Counselor content-area tests
  4. hold or be qualified to hold a teaching certificate OR complete coursework addressing required knowledge as part of an approved program   

Course Requirements

Counseling Courses: 52-56* quarter hours required, grade of C or better required

Clinical Experience 

Students complete their Clinical Experience during the last year in the program.  The Clinical Experience Courses include the Practicum, Internship in Counseling I, and Internship in Counseling II.  Students are enrolled in the Practicum course Autumn Quarter; Internship in Counseling I Winter Quarter; Internship in Counseling II Spring Quarter.  Students must complete a formal application process to participate in the Clinical Experience courses.  This includes attending a clinical orientation a full year before beginning the Clinical Experience, submitting an initial application, and securing a placement site.  Successful completion of the application requirements is noted on the Degree Progress Report. Consult academic advisor for additional information on application and course enrollment process.  

Clinical Experience Courses: 12 quarter hours required, grade of C or better required

Prerequisites: All courses with the exception of CSL 512 must be completed prior to being enrolled in the Practicum courses. 

Upon completion of the School Counseling concentration’s coursework and the additional State requirements, students must apply for their certificate. Students are to work with the College of Education’s Licensure Officer when applying for the license/endorsement. 

Licensure Tests

All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their professional license area.  
  
School Counseling students must complete the following tests: 

  • Test of Academic Proficiency (TAP) (test #400) - assesses knowledge of reading comprehension, language arts, writing, and math.  ​*Check with your advisor about qualifying for a waiver with acceptable ACT or SAT test scores.​
  • School Counseling Content Area (test #181) – assesses knowledge of student development, assessment, the school environment and the school conseling profession.

CSL 451

LEGAL AND ETHICAL ISSUES IN COUNSELING

Professional counseling involves an interplay of ethics, personal values and legal implications of practice. This course initially attempts to focus on personal values and allows for the student to reflect upon his/her personal value systems. Several ethical codes related to the profession are studied so that the students will have the knowledge of professional ethical practice. An examination of local and federal laws regarding the interplay of these three components will be examined. The students, in the course, will engage in small groups, value clarification exercises, role-playing with lectures, video technology and guest speakers.
Prerequisites:
Status as a student in a College of Education Advanced Master's program is a prerequisite for this class.

CSL 452

INTRODUCTION TO THE COUNSELING PROFESSION

Upon completion of this course each student will be able to: 1) analyze human service organizations in terms of their mission, vision, beliefs, currents goals and strategies, organizational culture, organizational structures and leadership; 2) utilize visionary, strategic and operational planning processes to develop and organize a human services organization; 3) design various assessments of service outcomes of human services organizations; and 4) judge his or her effectiveness as a member of both a learning community and planning team.
Prerequisites:
Status as a student in a College of Education Advanced Master's program is a prerequisite for this class.

CSL 467

COUNSELING THEORIES

The purpose of this course is to review counseling theories from affective, non-directive approaches to cognitive and behavioral approaches. The humanistic and existential frameworks in counseling will be reviewed. Techniques and process derived from these various counseling frameworks will be used in classroom laboratory experiences with use of follow-up videotaping assignments. Models of normalcy as well as knowledge and use of the DSM IV-R (2000) and review of psychopathology, highlighting neurotic personality disorders will be considered. In counseling children, play and art therapy processes will be applied.
Prerequisites:
CSL 451, CSL 452 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 461

TESTING AND APPRAISAL

Detailed analysis of intelligence, aptitude, personality, and achievement tests used with groups and individuals. The course is intended to familiarize students with various appraisal procedures and their utilization. Attention is given to the development of the institutional testing program.
Prerequisites:
SCG 410 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 475

CAREER COUNSELING FOR SCHOOL COUNSELORS

This course will provide an introduction to career counseling in a school context. Focus will be on increasing students' knowledge of the world of work, career theories, and related life influences. The ASCA model for K-12 programs and interventions will be integrated throughout this course.
Prerequisites:
CSL 501 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 489

PSYCHOPATHOLOGY

This course will focus on a continuum of mental health with an emphasis on neurotic and psychotic deviations. Specific models and methods for assessing mental status, identification of abnormal, deviant or psychopathological behavior will be presented. The use of DSMIV-R (2000) ad Zero to Three Diagnostic Classification with its diagnostic categories will be utilized for assessment methodology. Specific attention will be given to diverse cultural perspectives in diagnosis and assessment.
Prerequisites:
CSL 510 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 501

COUNSELING SKILLS

This course examines oral communication skills as a dynamic in human relations. Through videotapes, role-playing and a variety of activities and experiences, students will explore ways to improve their own communication and counseling skills using the Ivey intentional interviewing approach. Feedback is given to the students, both in laboratory classroom exercises and in viewing videotape sessions. Skills emphasized include perception, verbal and nonverbal language, accurate and empathetic listening skills, focusing, thematizations, confrontation, conflict resolution and a process of directionality for change.
Prerequisites:
CSL 451, CSL 452 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 510

MULTICULTURAL COUNSELING

This course will assist students in understanding the need for formulating and implementing counselor/consultant roles with diverse communities. Attention will be on the students' integration of awareness, knowledge, attitudes, insights, and cultural identities. Moreover, students will develop the skills and expertise necessary for effective counseling and collaboration in a multicultural milieu.
Prerequisites:
CSL 452 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 514

CRISIS INTERVENTION FOR SCHOOL COUNSELING

This course will provide students with an understanding of principles of crisis intervention and crisis management with a focus on the school setting. Working with individuals and groups in crisis is significantly different than typical counseling situations, both in the characteristics of the clients and in the types of intervention strategies employed. Graduates working in community, school, and higher education settings will encounter many situations where crisis intervention skills are necessary. This training will increase their knowledge and skills of crisis intervention strategies.
Prerequisites:
CSL 451, CSL 452, CSL 467 and CSL 501 and status as an Advanced Masters Education students are a prerequisite for this class.

CSL 519

SPECIAL EDUCATION: LEGAL AND PROFESSIONAL ISSUES FOR SCHOOL COUNSELORS

This course will introduce students to special education law including relevant statutes, cases, and regulations. Students will also learn about the development, monitoring, and implementation of IEPs. In addition, this course will address the student counselor's potential role in the evaluation, referral, monitoring, and consultation of student with special needs.
Prerequisites:
CSL 451, CSL 452 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 520

COUNSELING CHILDREN AND ADOLESCENTS

This course will consider the theoretical foundations of working with children and adolescents. It will address developmentally appropriate counseling perspectives and interventions. Emphasis will be on the child/adolescent in various systemic contexts, family as consultant and collaborator, multicultural factors, specific child/adolescent problems, and resiliency. In addition, professional issues will be addressed.
Prerequisites:
CSL 458 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 521

CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING

This course will address the role of the school counselor and provide an understanding of the coordination of counseling program components as they relate to the school and the wider communities. Students will explore the various the roles of the school counselor as advocate, coordinator, teacher, programmer, consultant, information and referral agent, and counselor. The ASCA developmental approach to school counseling will be introduced and integrated throughout.
Prerequisites:
CSL 451 and CSL 452 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 522

DELIVERY OF COMPREHENSIVE DEVELOPMENTAL SCHOOL COUNSELING PROGRAMS

This course will focus on the comprehensive development, delivery, and evaluation of school counseling programs based on the "Best Practices" model of the state and the three ASCA model domains: academic development, career development, and personal/social development. Students will learn strategies to integrate school counseling programs into the total school curriculum, to promote the use of counseling activities and programs, to plan for and present school counseling-related educational programs, and to gain knowledge of prevention and crisis intervention strategies.
Prerequisites:
CSL 521 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 523

LEARNING AND CLASSROOM MANAGEMENT FOR SCHOOL COUNSELORS

This course will explore learning frameworks in education such as constructivist approaches, social-cultural learning, and the zone of proximal development as well as behavioral learning contracts. The history of learning approaches will be covered particularly in the 19th and 20th centuries to assist the school counselor in relationship to educators in the school community. Classroom management models and theories of inner discipline and consistency management will be discussed so that the school counselor will be able to assist educators and parents in home-school management of youth.
Prerequisites:
Status as a student in a College of Education Advanced Master's program is a prerequisite for this class.

CSL 458

GROUP COUNSELING

Study and ethics of group process, group theories, problems such as conflict resolution, leadership and membership styles re-examined. The class engages in a regular group experience. Opportunity to observe and participate in group work is provided. Criteria and formulation for conducting workshops with group process is considered.
Prerequisites:
CSL 451, CSL 452, CSL 467, CSL 501, CSL 510 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 95

CLINICAL ORIENTATION

Students will be oriented to the expectations and requirements of the practicum and internship experiences in Human Services and Counseling

CSL 96

CLINICAL APPLICATION

This milestone course ensures that all students have met the requirements clinical placement.

CSL 97

CLINICAL PLACEMENT

This milestone course ensures that students have secured a clinical placement that fulfills all requirements for Human Services and Counseling Program.

CSL 552

PRACTICUM IN COUNSELING

The practicum course is the initial clinical experience for the CSL student. The student begins to see her- or himself as a counselor-in-training in an actual counseling setting and will develop and continue to work on mastery of counseling skills in a clinical setting. The practicum requires a minimum of 100 clock hours during the quarter.

CSL 553

INTERNSHIP IN COUNSELING I

After the completion of fifteen courses, and consultation with one's advisor, the student-intern is assigned to an early childhood setting including schools, agencies, centers for young children. The student-intern functions under the joint supervision of a professionally qualified setting supervisor and a University clinical experience director for 150-300 clock hours of internship experience. A structured contract will include structured experiences expected of the student from both the setting and the University, signed by all parties, and used as an evaluative tool for the internship. During the internship the student-intern will complete a thesis/research project as part of the requirement for the Master of Arts degree. The thesis/research project is approved jointly by the internship supervisor and clinical experiences director. Ongoing reflective seminars will be part of the internship experience related to early childhood topics and counseling skills and processes.
Prerequisites:
CSL 552 and status as an Advanced Masters Education student are a prerequisite for this class.

CSL 554

INTERNSHIP IN COUNSELING II

This course is a continuation of Internship I. The student-intern continues with 150-300 clock hours experience under supervision of the setting supervisor and University clinical experience director using a structured contract. The thesis/research project using action-oriented research processes is completed and orals are required for the student seeking an M.A. degree.
Prerequisites:
CSL 553 and status as an Advanced Masters Education student are a prerequisite for this class.