Program Planning

Beginning With the Class of 2012-2013: Enrollment Options for Students in the Graduate Program in Counseling

Durham Campus

Option #1  Two Year Sequence (Full-Time Status)

Option #2  Three Year Sequence 

Option #3 Four Year Sequence 

Part-Time Students

Durham part-time students may consider Options #2 and #3 which involve summer courses in Manchester.  It is understood that some students may want to take credits - maximum of 8 (other campus) to 12 (UNH Campus) - prior to admission to degree status. These prospective degree students should discuss their enrollment plans with a GPC faculty member. 

It is also understood that the Graduate School gives students six years to complete the degree requirements. With that in mind it is possible, though not encouraged, for students to plan a course sequence that allows them more time to complete the GPC. Please be advised that this will require very careful planning and attention to prerequisites, date of course offerings, and the availability of openings in the highly restricted practicum and internship experiences. It may also result in an open semester(s) where students will not be enrolled in courses, thus necessitating that they pay the Graduate School's Continuing Enrollment fee.

It may be noted that UNHM provides two options. Careful attention has been devoted to providing a course of study that considers pre-requisites and the logical sequencing of practicum and internships numbered 919, 925, 926.  All UNHM students are to begin their Master of Education (MED) degree program during Summer Session. 

Internships

Reservation Requirements for EDUC 925, Counseling Internship I; EDUC 926, Counseling Internship II

Early in their program, students are required to meet with their advisor and be fully informed concerning their obligations with respect to reserving internships. The intern completes a reservation form for these seminars, and submits the form to Janet Thompson.

Prior to the requested semester, students on the reservation list will receive a written notice asking that they indicate their section preference for EDUC 926. Students generally select sections based on instructor preference or day/time of seminar. Efforts are made to match each intern with either their first or second preference. Prior to the beginning of the semester the student will receive a written notice of their assigned internship section and instructor.

Log Books: Documentation of Internship Hours for School Counselors

Interns are required to maintain a log book of their weekly activities while at their off-campus internship sites. A summary log is required at the culmination of each internship.  At least 600 total hours of supervised internship experience, of which at least 300 hours be direct service clock hours, are required for New Hampshire Certification as a school counselor.

M.Ed. Comprehensive Examination

A – ELIGIBILITY: Students may take the comprehensive examination no earlier than the semester in which they complete all course requirements for the Master of Education degree.

Prior to the examination the student completes her/his “Intent to Graduate Card” and meets with their faculty adviser. Having completed this orientation meeting the student will place his/her name on the “sign-up” sheet found in Room 109 Morrill Hall, Durham – or at UNHM.

B – SCHEDULING: Comprehensive examinations will be offered in the fall and spring in November and April. Examination period will extend from 8:00 AM – 5:00 PM.

C- EXAMINING COMMITTEE: There will be two readers for the examination, namely the student’s faculty adviser and one other counseling faculty member. In the event of a pass and a fail evaluation for the entire examination a third counseling faculty member will become a reader.

D- DESIGN OF THE EXAMINATION: The examination will include one question from each of the following courses: 919, 920, 921, 922, 923, 924, 932, 933.

E – EVALUATION: The general criteria utilized in evaluating the examination are as follows:

Knowledge--comprehensive and well articulated grasp of the topic
Application--adapts theory-into-practice with complex counseling problems
Documentation--drawing upon and references to professional literature on topic
Synthesis of Ideas--discerns connections between various ideas and concepts

COURSE DESCRIPTIONS                                           

EDUC 851C    Educating Exceptional Learners: Related Services

Provides an understanding of ADA, IDEIA, NCLB, and Section 504 and the relationship of related services personnel to those laws.  Develops an understanding of a variety of categories of exceptionality and the educational implications of those categories.  Provides an understanding of assessment and IEP processes and the role of related services personnel in those processes.  Develops a repertoire of research based strategies when providing services to students with exceptionalities.

EDUC 919:        Counseling Practicum: Professional and Ethical Orientation

Introduction to the field of counseling and development of foundational counseling skills. Includes a skills-based practicum, and seminars addressing contemporary professional issues. Legal and ethical responsibilities of counselors are emphasized

EDUC 920:        Counseling Theory and Practice

Provides a survey of major contemporary theories and techniques of counseling. The counseling process, various theoretical approaches, time-limited approaches, and an introduction to professional issues in counseling diverse population are examined.

EDUC 921:        Psychology of Career and Personal Development  

Examines the interrelationship between career and personal development. An overview of theories, tools and research that underlie career assessment is provided. Individual and group career counseling processes and skills are applied to career education models.

EDUC 922:         Assessment in Counseling

Surveys evaluative instruments and methods that have particular use in counseling. Explores systematic procedures for measuring human behavior and statistical concepts that underlie psychological testing. Assessment is viewed from the perspective of its use in the counseling process as well as in providing accountability for DSM diagnosis and treatment planning.

EDUC 923:        Group Counseling

Reviews theoretical and applied processes of group counseling. Class includes a laboratory experience to examine interactive behavior as a group member and facilitator.

Prerequisite/Concurrent: EDUC 920

EDUC 924:        Psychological Disorders: Variations in Human Development 

Examines the development of effective and ineffective human functioning. Behavior patterns that pose common problems encountered by counselors are reviewed.

Prerequisite/Concurrent: EDUC 920

EDUC 925:        Counseling Internship I

Seminar accompanies supervised field experience at approved field site. Orientation to the diverse roles and functions of counselors in school and agency settings. Discussion and educational supervision of students’ counseling and consultation activities at field site.  Prerequisite/Concurrent: EDUC 919,920,923,924

EDUC 926:        Counseling Internship II

Seminar accompanies supervised field experience at approved internship site. Small group format uses audio recorded samples of counseling sessions, providing critiques and educational supervision of counseling activities.

Prerequisite: EDUC 925

EDUC 932:        Society and Culture: Contemporary Issues in Counseling

Examines the current social and cultural contexts of counseling. Emphasis on preparing counselors to address the needs of a pluralistic population characterized by diverse racial and ethnic membership as well as gender, sexual orientation and physical ability.

EDUC 933:        Developmental Models of Comprehensive School Guidance

Course includes a supervised field experience. Provides a review of child and adolescent psychosocial development as a foundation for learning and high level functioning. Students are expected to develop awareness of their own psychosocial adaptations. State and national guidelines provide a framework for teaching pro-social skills models.

Prerequisite:      EDUC 919, 920, 925.