Department of - Counseling & Clinical Psychology
The Program in Psychological Counseling is dedicated to the preparation of psychological counselors who facilitate the normal and optimal development of individuals, groups, and organizations that is culturally relevant and psychologically appropriate across the lifespan. Our students are taught to use strategies of prevention, intervention, and remediation to assist others in developing effective coping skills and responses to their environments. (See Psychological Counseling Program Handbook for more information.)
The objectives of the program are to prepare students to:
- Be self-aware, reflective, and sensitive to social constructions and issues related to identity group membership and to participate in a variety of settings with diverse populations;
- Intervene in appropriate arenas through their commitment to education, evaluation, research, and program development;
- Focus on the development of individuals and groups, their educations and careers, assets and strengths, the importance of person-environment interactions, psycho-education and preventive needs, as well as their pathologies;
- Integrate theory, practice, and research; and
- Develop identities as ethical counselors who are socialized into the profession and contribute to the discipline and to society. Students are expected to adhere to ethical and professional standards of practice and conduct. Academic dishonesty and unethical behavior may be grounds for immediate dismissal from the program (master’s or doctoral). These competencies prepare students to work in a variety of settings with emphasis on educational (e.g., schools, colleges, and universities, etc.), health (e.g., outpatient clinics, hospitals, nursing homes, etc.) and related agencies. In roles as psychological counselors, master’s graduates will be able to apply their skills in school counseling, clinical practice, administration, assessment, and research.
With the help of a faculty advisor, students register for required and elective courses relevant to their special needs and career objectives. Depending on their areas of interest and levels of training, graduates have found employment in colleges, adult education centers, industry, various health centers, and community and government agencies.
Students in the program are expected, by the end of their training, to have the following in common (regardless of their eventual work settings):
- They are concerned with assessing, facilitating, and guiding individual development. Their focus is on enhancing those conditions which further human development and on ameliorating those that hamper it. They help individuals discover and take advantage of possibilities in the environment and in themselves. They are skilled in working with individuals from diverse ethnic, racial, cultural, and socioeconomic backgrounds.
- They are concerned with the social, situational, and psychological determinants of behavior. They use their theoretical knowledge to bring about growth in individuals and their environments. They are concerned with providing individuals and groups with experiences that will help them achieve their full potential.
- They are skilled in several modes of facilitating human development, such as short-term individual and group counseling, environmental intervention, and planned exploratory and developmental experiences. They are concerned with translating concepts and theories into strategies and programs of intervention. They not only engage in designing innovative programs and planned interventions; they also evaluate the outcomes of such undertakings.
PSYCHOLOGICAL COUNSELING-MENTAL HEALTH COUNSELING (COUM)
- Master of Education (Ed.M.)
PSYCHOLOGICAL COUNSELING-SCHOOL COUNSELOR (COUS)
- Master of Education (Ed.M.)
- Master of Arts (M.A.)- en passant
For a complete listing of degree requirements, please click the "Degrees" tab above
For a complete listing of degree requirements, please continue on to this program's "Degrees" section in this document
Master of Education (Ed.M.)
The Ed.M. is granted after successful completion of a comprehensive examination, a special project, and 60 points of planned, sequential study beyond the bachelor’s degree, of which at least 48 points must be taken at Teachers College. Approval of transfer credits to the Ed.M. program must be conducted upon admission into the program; transfer credits will not be accepted thereafter. The Ed.M. degree could lead to the doctorate at Teachers College and elsewhere but usually with some loss of time and credits because of differences in emphases between master’s and doctoral programs. Students who apply to the program during or after taking classes at Teachers College as a non-matriculated student can transfer up to 9 points (with a maximum of 8 points in the major) if accepted as a matriculated degree student. Additional information may be found in the Psychological Counseling Program Handbook.
School counseling is one of several areas of specialization within the Ed.M. program in Psychological Counseling (COUS). It is a specialty that allows students to develop appropriate skills to deliver services that are specific to school settings, in addition to learning the essential functions generally found in the counseling profession. A graduate of this specialization is eligible for provisional certification as a School Counselor in New York State after completing the program, including a series of specified courses. Consult the Master’s Student Handbook for more information about the School Counselor specialization. For permanent certification, New York State requires two years of employment as a school counselor and 30 additional credits of graduate work. The credits from the Ed.M. beyond the M.A. will be applied toward the 30. Students planning to obtain New York State Certification in School Counseling use the en passant M.A. to apply for provisional certification. Students should complete the application for certification upon graduation from the M.A. program.
In 2005, Teachers College received approval from New York State to offer a License-Qualifying Mental Health Counseling Program (COUM). Along with completion of required coursework, students can become eligible for licensure when they complete 3000 hours of post-master’s supervised experience in the practice of mental health counseling and pass a national examination. For information regarding licensure, please contact the Office of the Professions, New York State Education Department (http://www.op.nysed.gov/mhp.ht).
All students in the Psychological Counseling Ed.M. program (COUM and COUS) must take specific required courses in the following content areas:
- Human growth and development: HUDK 4022, Developmental psychology: Childhood (3); HUDK 4023, Developmental psychology: Adolescence (3); HUDK 4024, Developmental psychology: Adulthood and the lifespan (3); or HUDK 5029, Personality development and socialization across the lifespan (3)
- Social cultural foundations of counseling: CCPJ 4873, The Winter Roundtable on Cultural Psychology and Education (1) and two of the following: CCPJ 5165, Racial-Cultural Counseling Laboratory (4); CCPJ 5020, Racism and Racial Identity in Psychology and Education (3) CCPJ 5164, Multicultural Counseling and Psychology (3) (4) CCPJ 4050 Microaggressions in Instituitional Climates (3) or CCPJ 4180 LGBT (Q) Issues in Psychology (3). Please note: one of the two courses must be CCPJ 5020, CCPJ 5164, or CCPJ 5165
- Counseling theory and practice: CCPJ 4064, Theories of counseling (3) and CCPJ 5371,Foundations of counseling (3)
- Psychopathology: CCPJ 4000, Multicultural psychopathology (3); CCPX 5032, Adult psychopathology (3); or CCPX 5034, Child psychopathology (3)
- Group counseling: CCPJ 5025, Group counseling (3)
- Lifestyle and career development: CCPJ 5062, Career counseling and development (3)
- Assessment and appraisal: CCPJ 5060, Assessment in counseling psychology (3), and one of the following: HUDM 5059, Psychological measurement (3); HUDM 4050, Introduction to measurement (3); or CCPJ 4066, Foundations of testing and accountability (3)
- Research and program evaluation: ORLJ 4009, Understanding behavioral research (3) and ORL 5522, Evaluation methods I (3)
or CCPJ 5070 Evaluation methods in counseling psychology (3)
- Professional orientation and ethics: CCPJ 4560, Professional and ethical issues in psychological counseling (3)
- Foundations of mental health counseling and consultation: CCPJ 5371, Foundations of counseling (3) (also listed under Counseling Theory and Practice) and CCPJ 4165, Consultation in community agencies and resources (3)
- Clinical instruction: CCPJ 5360, Practicum in career and personal counseling (4)
- One year of supervised fieldwork: CCPJ 5260, Fieldwork in psychological counseling and rehabilitation (6 points total spread over two or three semesters); CCPJ 5263, Supervised fieldwork in elementary school counseling (6 points total spread over two or three semesters); or CCPJ 5265, Supervised fieldwork in secondary school counseling (6 points total spread over two or three semesters).
School counselors (COUS) also are required to take the following:
- HUDK 4022, Developmental psychology: Childhood
- CCPJ 5263, Supervised fieldwork in elementary school counseling
- CCPJ 4160, School counseling for children or adolescents, or
- Child abuse and maltreatment identification, reporting and intervention
- Violence prevention and intervention
- HUDK 4023, Developmental psychology: Adolescence
- CCPJ 5265, Supervised fieldwork in secondary school counseling
- CCPJ 4160, School counseling for children and adolescents, or
- Child abuse and maltreatment identification, reporting and intervention
- Violence prevention and intervention
Required courses often are scheduled in the afternoon and evening, so it is possible for students with flexible schedules to attend on a part-time basis and complete the program; however, it should be noted that at times, required courses may be offered during the day and students must be prepared to make needed accommodations. Full-time students generally complete the program in about five semesters. The length of program completion for part-time students varies with the number of points in which they enroll each semester.
In addition to required core courses, students will be expected to select electives from the various areas of psychology and other appropriate disciplines that will provide breadth and depth to their preparation as counselors. Consult the Master’s Student Handbook for further information about Ed.M. program requirements.
New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
A special project is required in addition to the 60 points of coursework. Students should plan to complete their project in the same semester that they apply for the Ed.M. degree.
The Comprehensive Exam, which is a mandatory requirement for obtaining the en passant M.A. and the Ed.M., is generally taken in the semester in which 45 credits are completed.
An undergraduate major in psychology or one of the other social or behavioral sciences is desirable but not essential. It is expected that the personal statement which accompanies the student’s application will show a realistic assessment of the student’s professional interests and goals, as well as how she/he fits with the masters program’s training objectives.
Applicants for the master’s program are considered for Fall admission. For master's applicants, all admissions materials must be received by the application deadlines as advertised by the College. See the Admissions section of this bulletin for more information. Please contact the Admission Office for further information about admission to the Ed.M. program.
For up to date information about course offerings including faculty information, please visit the online course schedule.
Microaggressions in Institutional Climates: Race, Gender and Sexual Orientation is aimed at presenting cutting-edge research and perspectives on the manifestation, psychological dynamics, impact of microaggressions on the well-being of marginalized groups, and how they are manifested in organizations (health care agencies, educational institutions, and places of employment). Special challenges and solutions for individual and organizational change will be the focus of the course.
Emphasis on the factors that influence the familial and intrapsychic issues of women. The integration of theories provides a framework for understanding the implications of women's development for counseling and psychotherapy.
This course will focus on gaining knowledge of the diverse demographic make-up of Latinos, including multiple races, ethnicities, cultures, values, beliefs, traditions, social classes, and reasons for immigration. Students will learn the psychosocial issues impacting Latinos in the US and culturally linked factors known to influence the therapeutic treatment process, including immigration, racism, poverty, and acculturation. The course will also cover the recent counseling research on culturally relevant psychological assessment instruments and empirically supported treatments for Latinos.
The purpose of this course is to introduce some of the major issues surrounding sexual orientation and gender identity and how these issues historically and presently interact with psychological and educational topics. This course will examine factors impacting individuals who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ) and explore the potential role of mental health and educational professionals, teachers, and researchers in working with this population.
General concepts of career development and methods of assessment in career counseling. This course also highlights various issues related to the career development of diverse client populations in light of contemporary socio-political phenomena.
This course will provide an overview of major evaluation models and social research methods useful in designing evaluations of programs, policies, services, institutions, and products, such as educational curricula. The course is intended for researchers, graduate students, counselors, and educational administrators preparing for professional careers in which a major responsibility will be to appraise and use results of evaluations for various kinds of decision-making. A main aim of the course is to develop critical consumers of evaluation research.
Limited enrollment. Required: written application by June 1 for either semester of the next academic year, permission of the instructor. Prerequisites: CCPJ 4064, CCPJ 5062, CCPJ 5371, CCPJ 5025; and either HUDK 4022, 4023, 4024 or HUDK 5029 (or their equivalents). Limited to second-year students (30 or more points) admitted to the Ed.M. program in Psychological Counseling or doctoral students in counseling psychology. Supervised practice in vocational appraisal and short-term educational and personal/career counseling. Students work with clients of the Dean Hope Center.
Permission required. Limited Enrollment. Continuing laboratory experience for helping professionals in further development of basic counseling skills with emphasis on increasing one's self-awareness and self-reflective ability. Practice and experience in attending, influencing and helping skills through in-class discussions, experiential activities, weekly journals, and counseling/clinical integration. Exploring assets and defenses that may facilitate or hinder therapeutic transactions.