Education Specialist Degree in School Counseling with an Emphasis on School Based Mental Health with a Pupil Personnel Services Credential

Program Description/Overview

The mission of Alliant International University is to prepare students for professional careers of service and leadership while promoting the discovery and application of knowledge with the goal of improving the lives of people in diverse cultures and communities around the world. Further, The California School of Education’s mission and vision statements reaffirm our values and commitment to collaboration, diversity, and service to candidates, shared leadership, and the continuous support of the education profession.

With increasing frequency, schools must find ways to help students learn while coping with a broad array of challenges that include language and cultural barriers; exposure to violence, victimization, or substance abuse; attention deficit, and other neurological/ behavioral disorders.

This program prepares students to acquire the Pupil Personnel Services (PPS) credential in school counseling which allows makes them eligible to be employed in California K-12 schools as a school counselor. This program also prepares students to receive advanced training in School Based Mental Health which will give them the proficiency and confidence to provide Educationally Related Mental Health Services and Evaluations in the school or private setting. The program will be of interest to recent college graduates with bachelor’s degrees, current educators, school personnel and professionals in other related fields.

Students seeking the education specialist in school counseling with an emphasis in school based mental health and a pupil personnel services (PPS) credential, will receive their master’s degree (MAE in School Counseling) and education specialist degree upon completion of the total 70 units.

Program Learning Outcomes/Goals

Program Standards

Coursework for this program assures that each candidate has knowledge and displays leadership in the following areas:

1. Data-Based Decision-Making and Accountability: School counselors have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School counselors use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically based decisions about service delivery, and evaluate the outcomes of services. Data-based decision-making permeates every aspect of professional practice.
2. Consultation and Collaboration: School counselors have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to situations. School counselors collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.
3. Effective Instruction and Development of Cognitive/Academic Skills: School counselors have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School counselors, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.
4. Socialization and Development of Life Skills: School counselors have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School counselors, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.
5. Student Diversity in Development and Learning: School counselors have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School counselors demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.
6. School and Systems Organization, Policy Development, and Climate: School counselors have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems. School counselors work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.
7. Prevention, Crisis Intervention, and Mental Health: School counselors have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School counselors provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students.
8. Home/School/Community Collaboration: School counselors have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School counselors work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.
9. Research and Program Evaluation: School counselors have knowledge of research, statistics, and evaluation methods. School counselors evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
10. School Counseling Practice and Development: School counselors have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School counselors practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.
11. Information Technology: School counselors have knowledge of information sources and technology relevant to their work. School counselors assess, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.

Program Learning Outcomes

1. Through the expression and demonstration of educational systems, theories, standards and state competencies, school counselors utilize these influences to drive the implementation of their school counseling program that impacts every student, is integral to student success, and promotes academic, career, and personal/social development.
2. By providing direct and indirect services to meet students’ needs, school counselors utilize counseling theories and concepts for education with career planning and college admissions knowledge to promote a multi-tiered approach to their school counseling program with the foundation that school counseling is a part of a continuum of care that should be available to all students.
3. School counselors possess leadership qualities that lead to the facilitation of advocacy, collaborations, and change through self-evaluation, organization of advisory councils, collection of data, action planning, and program management through the belief of proactive collaboration and the understanding of their critical responsibilities to implement a comprehensive school counseling program.
4. School counselors understand the basic concepts of results-based and data-driven school counseling programs through sampling, methodology, and analysis to provide reports on school profiles and student outcomes.

The program is designed to meet the growing need for school counselors and school based mental health professionals to develop competencies in addressing mental health needs for students in the school community. Coursework in this program will focus on the following:

1. Developing multicultural competencies specific to social/emotional issues, and identify best practice procedures for addressing the myriad of mental health issues for students
2. Understanding the complexities of collaborating with other professionals working in and outside of school systems
3. Assisting in addressing the current critical needs of Crisis intervention, due to critical incidents, suicidality, and substance abuse, in addition to the many dimensions of PTSD that exist in our student population that effect their ability to learn and thrive
4. Developing a variety of intervention skills in order to best meet and address the needs of our school students and the school community.

Professional Organizations for School Counseling and School Psychology indicate that there should be greater access to mental health services, and that these services seek to address a wide spectrum of important issues and conditions, such as trauma and crisis intervention, as well as building such skills as mindfulness and resiliency. With these recommendations in mind, the courses in our program focus on four areas of mental health:

1. Multicultural and diversity issues and understanding Mental Health
2. Professional collaboration with others
3. Crisis response and intervention
4. Intervention

Licensure

The program prepares candidates to be eligible for the PPS Credential in School Counseling, approved by the California Commission on Teacher Credentialing (CTC). Graduation and program completion results in the recommendation to the California CTC for the PPS Credential in School Psychology. Students interested in this program and working in California K-12 school systems should review all CTC requirements as published on their website: https://www.ctc.ca.gov/credentials/req-services.

Students who desire to pursue licensure as a Licensed Professional Clinical Counselor will be required to seek additional coursework outside of this program. They will also be required to complete additional clinical practice hours and take licensing exams which are outlined in the Board of Behavioral Sciences Handbook which can be found on the California Board of Behavioral Sciences website: https://www.bbs.ca.gov/pdf/publications/lawsregs.pdf.

Programmatic Accreditation

California Commission on Teacher Credentialing (CCTC)

Internship, Practicum, and/or Dissertation Information

Students who are seeking the Pupil Personnel Services (PPS) Credential in School Counseling must complete a 100-hour practicum and an 800-hour internship (as detailed in the School Counseling Handbook). Internships may be paid or non-paid. Paid internships are dependent upon the budgets and policies associated with individual school districts.

Credit Units

Total Credit Units: 70

Total Core Credit Units: 70

Total Elective Credit Units: N/A

Total Concentration Credit Units: N/A

Degree Requirements

1. Applicants for admission to the master’s degree program in school counseling will need to have a grade point average of 3.0 on a 4.0 scale in their undergraduate work. Students must also maintain a 3.0 in their studies at Alliant International University. In a competency-based program, a course grade of “B-” is below the threshold for graduate work. Students who receive a B- grade or below and whom have not demonstrated competency in at least one critical are at risk of incurring a GPA below 3.0. Furthermore, students that receive a grade less than “B-” in any required coursework may be required to retake the course. Thus, students receiving a less than or equal to B- grade may be referred to the Student Evaluation and Review Committee (SERC) and expected to develop a remediation plan and demonstrate competency in a way that is approved by the program director (or equivalent). Course remediation does not result in a change of the original grade earned unless the student successfully repeats the course as part of the remediation plan.
2. A student must be a program completer with a minimum 3.0 overall GPA to be recommended for a preliminary credential.

Curriculum Plan