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M.Ed. School Counselling, BC

Program Details

City University of Seattle, offers a fully classroom-based Master of Education (M. Ed.) in School Counselling program in British Columbia, Canada. The program is approved by the Ministry of Advanced Education in British Columbia and is eligible for the Teacher Qualification Service (TQS) upgrades. The MEd in School Counselling meets the course requirements for B.C. Association of Clinical Counsellors registration as a Registered Clinical Counsellor (R.C.C)

CityU of Seattle’s MEd in School Counselling program provides coursework in the following areas:

  • counselling skills
  • research methodologies
  • ethics and law in school-based practice
  • counselling diverse cultures
  • mental health issues in schools
  • career, family and group counselling
  • assessment and evaluation
  • conflict resolution
  • career counselling

MEd in Leadership: CURRENTLY ACCEPTING APPLICATIONS FOR FALL 2017

MEd in School Counselling: CURRENTLY ACCEPTING APPLICATIONS FOR EARLY 2018

 

Effective In-Class Learning

This MEd School Counselling program utilizes weekend classes so you can combine your professional life with your studies. All 13 of your courses are taught by experienced school counselling practitioners over the course of two years with in-depth, personalized support throughout your schooling. Contact an advisor to learn about City University’s Master of Education Programs.

Where CityU Can Take You

Graduates of CityU’s school counselling program go on to become school counsellors, district counsellors or school administrative leaders. Other graduates choose to use their learning to increase their effectiveness in a classroom setting while benefitting from the approved Teacher Qualification Service salary upgrade our program provides.

Get Started Today!

If you are a certified teacher with a bachelor’s degree from an accredited university, CityU’s Master of Education in School Counselling degree for educators could be for you. Upgrade your learning, your salary and your job prospects by contacting Sim White at simwhite@cityu.edu,  to learn more about CityU’s Master of Education in School Counselling program in British Columbia

Ready to Apply?

Here is our application process.

City University of Seattle, offers a Master of Education (M. Ed.) in School Counselling program in British Columbia, Canada. The program is accredited by the Northwest Commission on Colleges and Universities, approved by the Ministry of Advanced Education in British Columbia. and is eligible for the Teacher Qualification Service (TQS) upgrades. The MEd in School Counselling meets the course requirements for B.C. Association of Clinical Counsellors registration as a registered clinical counsellor (R.C.C.)

Courses

M.Ed. Graduate Foundation Core (8)

ECC 509 Preparation for Professional Growth (3)
This course builds on the self-assessment carried out at the beginning of the program. Students conduct a second self-assessment of their knowledge and skills during this mid-point in the program course to create a Professional Growth Plan that will act as a guide throughout the second year on the program. Tools for professional improvement are introduced, including the skills of conducting successful research and internship experiences, reflecting on one’s professional practice, and using empirical, social, philosophical, and historical knowledge to inform daily praxis.
ECC 510 Technology Tools and Information Literacy (2)
This course introduces information literacy and the processes basic to educational research. Students will utilize accesses to scholarly journals and research, develop a problem statement, critique journal articles, and prepare an annotated bibliography to explore best practices in professional practice.
ECC 511 Research Methods in Education (3)
In this course candidates will study a variety of research methodologies including formal research, action research, data driven instruction, and assessment. All of these forms of research are tools of the reflective practitioner. Find, evaluate, and use relevant research materials to develop skills in critiquing published research and reviewing literature and methodologies to develop a research plan.

School Leadership and Counselling Core (15)

ECC 513 Ethics and Law for School-based Practice (3)
This course provides the knowledge and skills in Canadian law necessary for effective leadership in the role of school principal and school counsellor. Students develop the knowledge and tools required to make good judgments on legal matters within the school setting. A theory paper and action plan is developed for their area of emphasis in their program of study.
ECC 514 Introduction to School-based Counselling (3)
This course gives the future school counsellor and educational leader an overview of how a well-organized counselling program contributes to children’s growth and a positive school climate. It provides a foundational view of the roles and responsibilities of a school counsellor in a multicultural context.
ECC 515 Leadership and Counselling Diverse Cultures in Education (3)
The course will consider examples which increase the student’s understanding of the implications of cultural and diversity issues in the school environment. Candidates will learn to understand new cultures as they are encountered. Candidates will also develop strategies that can be used in the school to promote the emotional and physical well-being of all students and the climate of the school as a place for learning.
ECC 516 Family Systems and Conflict Management (3)
Students reflect on their internship and learning experiences to focus on the roles of the school leader and school counsellor in establishing and maintaining a positive school climate that is respectful of the school’s stakeholders. Particular attention is given to the dynamics of communication, ways to address interests of involved parties within the structure of the school, working in partnership with families, and strategies for building trust and confidence within the school community.
ECC 601 Counselling Field Experience (1)
The field experience is a mentored, integrated, sequential experience planned by the student, the university field supervisor, and a mentoring school counsellor with training in observation and counselling skills. Candidates observe on-site counsellors at elementary and secondary levels to become familiar with the counsellor role and the emphases at different levels. As part of their observation work, candidates will conduct a case study on an individual child or adolescent within a school setting. Typical experiences with staff, students, and others will be observed and assessed. Audio or videotaping of laboratory practice is required.
ECC 602 Counselling Practicum (2)
This is the second of two field experience courses prior to the internship. Candidates are supervised by their school-based mentor and university faculty in this pre-internship clinical experience. The focus is on the development of basic individual, age appropriate counselling skills and integration of professional knowledge. Candidates observe, gain understanding for, and practice listening skills, interviewing, conflict resolution, and de-escalation techniques in preparation for leadership and counselling roles and their internships. Audio or videotaping of laboratory practice is required.

School Counselling Emphasis (18)

EGC 530 Individual Counselling Theory and Practice (3)
Students will explore the major theories of individual counselling, their characteristics and application. They develop a standard approach to analyze established theories in light of the needs of a diverse K-12 student population and examine which aspects serve children best in the school setting. Ethical approaches are discussed and investigated.
EGC 533 Child-Adolescent Growth and Development (3)
This course provides an in-depth exploration of individual differences in normal child growth and development. How children learn differently and the characteristics of exceptional children will be explored through research readings, self-reflection and discussions. The theory covered on this course provides a platform for observation and case study work carried out in the ECC 602 Counselling Practicum (occurring in tandem with this course). The course identifies and compares the major theories of child and adolescent growth and development and aids the students in understanding how to apply them to the classroom. Effects of various ethnic, socioeconomic, cultural, and age considerations on development will be integrated into this course.
EGC 536 Group Counselling and Management (3)
Students gain an overview of group counselling theories, stages of group development, and the management of group processes. Research skills are developed in the identification and evaluation of group counselling needs within the school. Students study and write plans for small group counselling sessions related to specific identified need areas that are developmentally and culturally appropriate for participants. Ethical approaches are discussed and investigated.
EGC 539 Mental Health Issues in Schools (3)
Students gain an understanding of the developmental and ecological context of individual challenges as contrasted with models of normal development. Students study the psychopathology of children and adolescents, mental health, crisis issues and social deviancy. Diagnostic classification systems are introduced (e.g. Diagnostic and Statistical Manual of Mental Disorders) with the view of students becoming familiar with its application. Students will explore their personal perspectives that influence practical approaches when working with students, parents, and colleagues and consider the applicability of diagnostic tools for diverse populations.
EGC 542 Assessment and Evaluation in Counselling (3)
Students explore appraisal techniques and materials, knowledge of achievement, aptitude, interest, attitude, and career and vocational testing. The interpretation of tests and their limitations as well as behavioral observations and case studies will be covered in this course. Ethical considerations will be explored.
EGC 545 Career Counselling and Information Services (3)
Students identify how knowledge of the world of work, career opportunities, and information services is relevant to academic and social counselling in the public schools. Students study educational and career decision-making, values, and information services as applied equitably to diverse groups.

Internship Courses (8)

EGC 605 School Counselling Internship I (2)
The school counselling internship is a mentored, integrated, sequential field experience planned by the student, the university field supervisor, and district mentor. The internship involves applying theory to the real life of the school while learning the school counsellor’s roles and responsibilities. Each internship is mentored by skilled professionals and practitioners in the field. The internship requires a log of the candidate’s experiences with reflections and a professional portfolio of the candidate’s experience. The minimum number of hours of internship practice over the courses is 420 which include the pre-requisite observation courses. During the course of the total internships, the candidate conducts a research project. Each internship is accompanied by a one-day seminar, which is a guided reflection on the candidate’s learning. In the final seminar, the candidate presents the research projects for peer and faculty review and feedback.
EGC 607 School Counselling Internship II (3)
Students continue their mentored and supervised internship practice. The internship requires a log of the student’s experiences with reflections and a professional portfolio of the student’s experience. Please see description above in EGC605 Internship I for further details.
EGC 609 School Counselling Internship III (3)
The final of the three sequenced internship courses. Please see description of EGC605 and EGC607 above.
EGC 611 School Counselling Internship Portfolio (0)
At the end of their program, students present an electronic portfolio of cumulative learning, personal and professional growth. This presentation, in front of a panel of instructors and administrative faculty, is a celebration of the student’s progress throughout the program. They will also present their research or capstone project results.

M.Ed. Project or Thesis (3)
Choose one of the following:

EGC 640 Project and Presentation (3)
Graduate students study a problem in relation to school-based counselling. The study begins with a formal proposal in ECC 511 describing the intended research or project implementation and is approved by Senior Faculty and/or the Program Director. It culminates in a final report at the completion of the research implementation. For the “Project” option, the implementation is based on the creation of a product that applies the understandings gained in course work and throughout internships and is intended to improve learning for the stakeholders or working practices within the school setting.
EGC 641 Thesis and Presentation (3)
Graduate students study a problem in relation to school-based counselling. This option is available for graduate students who wish to pursue an original research methodology. It is an individual, scholarly investigation of a research topic approved by Senior Faculty and/or the Program Director and guided by a thesis committee. The research defines a question to be answered or a hypothesis to be tested. The research should be conducted throughout the student’s internships. It is founded on a student-selected and academically accepted methodology and culminates in a final report.

Exit Requirements (0)

EGC 650 Comprehensive Examination (0)
A requirement for program completion, the 2.5-3 hour long comprehensive examination broadly covers the program outcomes for the whole program requiring students to integrate their knowledge and synthesize that in pragmatic ways.