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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) The course purpose is to introduce students to information literacy and the processes basic to educational research. Students use online technology to access scholarly journals and a variety of professional online sources for developing their research focus; they evaluate journal articles and prepare a bibliography to explore the topic of their research. Students apply critical reading and analysis skills in reviewing scholarly journals and other resources. They develop understanding of information technology and its use in research and in practical decision-making as an educational leader.  

ECC 512 Research Methods for School Counsellors  (3) This course is designed to support students’ understanding of the role and relevance of research in counselling and educational practice. In this course, students are introduced to the elements of research and research standards. Students are taken through the literature review process and Institutional Review Board requirements. Students evaluate research studies and explore their own research focus. They review and evaluate research literature and draft a research plan that includes a problem statement, research questions, and a preliminary 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 provincial education ministry codes and the provincial school counselling association’s codes of ethics, students 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 practices and processes applicable to the school environment. Topics include comprehensive school counselling, interviewing skills, deepening the therapeutic alliance and professional documentation for intake and referral. Students 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 system, students in this course will engage in self-reflective practice and apply research skills to develop a workshop. Students will identify, research, develop, and present a workshop on advanced issues in school counselling. Through evaluation of their own learning journey in the program and by creating a professional growth plan through reflective self-assessment, students emerge as reflective practitioners. 
  • 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. Students 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 students’ 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) Students examine how aspects of Family Therapy theory and practice address the needs of K-12 students and their families while also establishing and maintaining a positive school climate. Topics include the roles members play in hierarchical systems (family and organizations); therapeutic practices for highlighting family strengths and resilience and for addressing family problems; and methods for analyzing the relationship between family systems. Attention is given to cultural diversity in family patterns. Upon completion of this course, students 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) Students explore theories of individual counselling applicable to school-based practice, 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 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 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, cultural, diversity, equity, and inclusion approaches are discussed and investigated. 
  • EGC 539: Mental Health Issues in Schools (3 credits)  Students gain an introduction to mental health literacy, mental well-being, child and adolescent psychopathology and diagnostic classification systems (DSM-5). They become familiar with the role of the school counsellor and school district personnel, and ways to access and liaise with appropriate referral sources. Students reflect on their personal perspectives and experiences that influence their approaches when working with students, parents and colleagues. Self-care practices and their approaches are addressed. Students also consider the impact of social, gender, familiar, and cultural factors on the mental health of children and adolescents.   
  • 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 is relevant to academic and social counselling in the public schools. They study educational and career decision-making, values, and information services as applied equitably to diverse groups. Students apply career counselling theory and incorporate career planning and development into the counselling process. 

Internship Courses
  • ECC 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 where possible, a mentoring school counsellor to meet program standards and individual learning goals. Learners practice basic counselling microskills, confidentiality, reflective practice, and writing personalized learning objectives. Class activities include a focus on wellbeing and the experience of being a practicum student. Students are oriented to processes such as finding a mentor and completing required forms. In the field, students observe school counsellors at elementary and/ or secondary levels to become familiar with the breadth and variation of the school counsellor role.   
  • ECC 602 Counselling Practicum (2) The counselling practicum is the second of two mentored, integrated, sequential field experience courses planned by the student, the university instructor, and where possible, a mentoring school counsellor to meet program standards and individual learning goals. Learners develop basic counselling microskills, reflective practice, and personalized learning objectives. Class activities include a focus on wellbeing and the experience of being a practicum student. Students are introduced to collaboration, case conceptualization and a person-centered approach to working with children. Students are oriented to the evaluation process and the use of benchmark assessment. In the field, students observe school counsellors at elementary and/ or secondary levels to become familiar with the breadth and variation of the school counsellor role.   
  • EGC 605 School Counselling Internship I (2) In this course, learners transition from practicum to internship where they begin to use counselling skills with students in the school and undertake other aspects of the role of school counsellor identified as benchmarks. Learners develop more advanced practice skill with microskills and assess their efficacy in the counselling session. Students apply a case conceptualization framework to a case and explore the intended purpose of an approach. Learners further deepen their goal setting and reflection skills. The intern and mentor complete an evaluation form to assess the intern’s progress in applying the fundamental skills, knowledge and ethics required in the role and to identify learning new learning goals and tasks. 
  • EGC 607 School Counselling Internship II (3) In this course, learners continue in internship where they use counselling skills with students in the school and undertake other aspects of the role of school counsellor identified as benchmarks. Learners develop more advanced practice skill with microskills and assess their efficacy in the counselling session. Students apply a case conceptualization framework to a case and explore the intended purpose of an approach. Learners further deepen their goal setting and reflection skills. The intern and mentor may complete a formative evaluation to assess the intern’s progress in applying the fundamental skills, knowledge and ethics required in the role and to identify new learning goals and tasks. 
  • EGC 609 School Counselling Internship III (3) The School Counselling Internship III supports the increasingly advanced practice development and transition from student to the role of professional school counsellor, with supervision and guidance from the university instructor and a School Counselling mentor. Learners demonstrate advanced practice skill with microskills and consolidate learning throughout the program in the individual and group critique of a case conceptualization. The intern and mentor complete a final evaluation to assess the intern’s progress in applying the fundamental skills, knowledge and ethics required in the role. 

MEd Project

Choose one of the following:

EGC 640 Project in School Counselling (3) Students engage in research to study a problem in relation to school-based counselling. Students prepare a Capstone Project that explores a relevant research question, is based on current literature, and proposes practical recommendations for 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) Students present a portfolio of cumulative learning as well as their personal and professional growth. This presentation, in front of a panel of instructors and colleagues, 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 comprehensive examination broadly covers the program outcomes for the whole program requiring students to integrate their knowledge and skills and synthesize them in pragmatic ways. 

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