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Course Description-MEd School Counselling

Courses

Check here for the full list and description of courses

MEd Graduate Foundation Core

ECC 501 Introduction to Research Skills (2) Candidates will apply critical reading and analysis skills in reviewing scholarly journals and other resources. They will develop a research problem, research questions and learn how to build an annotated bibliography using referencing software in their desired areas of research.

ECC 512 Research Methods for School Counsellors  (3) In this course, candidates are introduced to the key research methodologies applicable to K-12: action research; quantitative (survey); and qualitative methods. Candidates are taken through the literature review process, Institutional Review Board requirements, and will complete the first draft of a research plan that includes a problem statement, research questions and a short literature review.

School Counselling Core
  • ECC 520 Ethical and Legal Issues in School Counselling (3) This course provides the knowledge and skills in Canadian law and ethical codes of practice for school counsellors. Utilizing the Canadian Counselling and Psychotherapy Association’s Code of Ethical Conduct, as well as the Provincial Education Ministry Codes and the Provincial School Counselling Association’s Codes of Ethics, candidates, develop the knowledge and tools required to make good judgments on legal and ethical matters within the school setting.  Case studies on ethical decision making relating to school counselling legal issues in schools are evaluated.
  • ECC 522 Skills and Approaches in School Counselling (3) This course gives the future school counsellor an introduction to brief psychology therapies applicable to the school environment. Topics include advanced interviewing skills, deepening the therapeutic alliance and professional documentation for intake and referral.  Candidates review regional policies and guidelines related to the scope of practice for school counsellors in a multicultural context. This course gives the future school counsellor an overview of how a well-organized counselling program contributes to children’s growth and a positive school climate.
  • ECC 640 Advanced Issues in School Counselling (3) In order to meet the needs of K-12 students, candidates in this course will engage in self-reflective practice and develop critical self-awareness in three key areas of school counselling: trauma; grief and loss; and, addiction.   Candidates will take part in reflective discussions related to key topics in these areas, counselling practice dyads and complete self-assessment measures.  Candidates will also create a Professional Growth Plan that will act as a guide throughout the second year in the program.
  • ECC 646 Critical Approaches to Diversity in School Counselling (3) This course offers an introduction to the theory, ethics and practice of counselling diverse populations in schools. Candidates critically analyze the sociocultural context of counselling and the influence of both counsellor and systemic bias on case conceptualization and treatment planning. Therapeutic cultural competence is developed through rigorous exploration of candidates’ culture-bound identities, experiences, values, and beliefs.  Topics examined include culture, ethnicity, gender, sexuality, intersectionality, power, privilege, and ethics.
  • ECC 648 Family Systems Theory and Practice  (3) Candidates examine how aspects of family therapy theory and practice address the needs of students and their families while also establishing and maintaining a positive school climate. Topics include the roles played by members in hierarchical systems (family and organizations); therapeutic practices for addressing family problems; and methods for analyzing the relationship between family systems. Upon completion of this course, candidates are able to use a variety of Family Therapy theories and interventions including genograms for assessment and treatment in family systems.
School Theoretical and Practical
  • EGC 530 Individual Counselling Theory and Practice (3) Candidates explore the major theories of individual counseling, their characteristics, and the 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 a school setting. Ethical approaches are discussed and investigated.
  • EGC 533 Child-Adolescent Growth and Development (3) This course is designed for students in school counselling as 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 in this course provides a platform for observation and case study work carried out in the ECC 602 Counselling Practicum course that occurs in tandem with this course in the program schedule. 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 542 Assessment and Evaluation in Counselling (3) Students explore comprehensive assessment practices and gain knowledge of assessment in areas of school-based mental health, behaviour, academic performance, high-risk situations, and identifying strengths/resources. Holistic assessment models, semi-structured interview protocols, the use of screening tools and their limitations, and collaboration in assessment practices will be covered in addition to ethical, legal, and cultural diversity considerations. Students will also examine essential components of suicide risk assessments along with accompanying attitudes, values, and beliefs pertaining to suicide awareness.  
  • EGC 545 Career Counselling and Information Services (3) Students identify how knowledge of the world of work, career opportunities, and information services are relevant to academic and social counselling in public schools. Students study educational and career decision-making, values, and information services as applied equitably to diverse groups.

Internship Courses
  • EGC 601 Counselling Field Experience (1) The practicum field experience is the first of two mentored, integrated, sequential field experience courses planned by the student, the university instructor, and a mentoring school counsellor, to meet Program Standards and individual learning goals. Students observe on-site school counsellors at elementary and/ or secondary levels to become familiar with the breadth and variation of the school counsellor role, with reference to the School Counselling Program Benchmarks. Students document their time and activities in the field for official record.
  • EGC 602 Counselling Practicum (2) The practicum field experience is the second of two field experience courses and extends the practicum students’ plan to meet Program Standards and individual learning goals. Students observe on-site school counsellors at elementary and/ or secondary levels and participate in relevant school activities to become familiar with the breadth and variation of the school counsellor role, with reference to the School Counselling Program Benchmarks. Ideally, practicum students participate in introductory active helping activities with students under supervision of their School Mentor before the end of the term. Students document their time and activities in the field for official record.
  • EGC 605 School Counselling Internship I (2) The School Counselling Internship I, II, and III support the increasingly advanced practice development with supervision and guidance from the University Instructor and a School Counselling Mentor. Interns provide active support to students and school staff in accordance with the role as it is defined in the school and district. The intern demonstrates teamwork, ethical practice, advocacy, guidance, and advanced counselling skills. Clinical work with students is formally supervised by an eligible clinical supervisor. Students lead a standard evaluation process with the Instructor and Mentor during this term. Students document their time and activities in the field for official records.
  • EGC 607 School Counselling Internship II (3) The School Counselling Internship I, II, and III support the increasingly advanced practice development with supervision and guidance from the University Instructor and a School Counselling Mentor. Some students may choose to intern in a community placement. Interns provide active support to students and school staff in accordance with the role as it is defined in the school and district. The intern demonstrates teamwork, ethical practice, advocacy, guidance, and advanced counselling skills. Clinical work with students is formally supervised by an eligible clinical supervisor. Students document their time and activities in the field for official records.
  • EGC 609 School Counselling Internship III (3) The School Counselling Internship I, II, and III support the increasingly advanced practice development with supervision and guidance from the University Instructor and a School Counselling Mentor. Some students may choose to intern in a community placement. Interns provide active support to students and school staff in accordance with the role as it is defined in the school and district. The intern demonstrates teamwork, ethical practice, advocacy, guidance, and advanced counselling skills. Clinical work with students is formally supervised by an eligible clinical supervisor. Students lead a standard evaluation process with the Instructor and Mentor during this term. Students document their time and activities in the field for official records.

MEd Project

Choose one of the following:

EGC 640 Project in School Counselling (3) Graduate students study a problem in relation to school-based counselling. The study begins with a formal proposal in ECC 512 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 in School Counselling (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

Choose one of the following:

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.

EGC 650 Comprehensive Examination  (0) A requirement for program completion, the (3-hour long written and 1-hour oral) comprehensive examination broadly covers the program outcomes for the whole program requiring students to integrate their knowledge and synthesize that in pragmatic ways.

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