Currently accepting applications for 2021 in the following locations:
Spring – April 2021
Fall – October 2021
- Vancouver (downtown)
- Victoria (Langford area)
- Online Synchronous
The MEd in School Counselling Program at CityU in Canada assists students in developing knowledge, skills and values necessary for school counselling, as well as child/adolescent counselling in non-school settings. Offered in classroom-based or online synchronous mode on Saturdays (plus first 2 weeks in July), it allows students the flexibility to keep teaching while completing their degree program.
CityU in Canada 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
- career counselling
For more information check our brochure.
IS THIS PROGRAM FOR ME?
If you are considering CityU graduate programs in either Master of Education (MEd) in School Counselling, or a Master in Counselling (MC), and would like to compare the programs to find the best fit for you, download this sheet to make the task easier. We review the program component features, who typically is enrolled, the delivery formats and financial aid options for both graduate programs. This is a great place to start if you are investigating options offered within British Columbia.
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 BC Association of Clinical Counsellors registration as a registered clinical counsellor (RCC) and Canadian Counselling and Psychotherapy Association registration as a Canadian Certified Counsellor (CCC).
Effective In-Class Learning
The MEd in School Counselling program is comprised of 22 courses over a two-year period, including three internship courses and a capstone paper. Students will complete their studies in a cohort comprised of learners working together under the leadership of faculty members. The program includes three internships, where students are mentored by both a CityU faculty member and a mentor based in a school or district office. Contact an advisor to learn about City University’s Master of Education Programs.
Where CityU Can Take You
Graduates of CityU’s MEd in 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 MEd in School Counselling degree for educators could be for you. Upgrade your learning, your salary and your job prospects by contacting Michael Grienke, our Enrollement Advisor at BCInquiries@CityU.edu to learn more about CityU’s MEd in School Counselling program in British Columbia.
Ready to Apply?
Click on the course name for a brief description.
M.Ed. Graduate Foundation Core (5)
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 (15)
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, 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 Counselling Theoretical and Practical (18)
EGC 530 Individual Counselling Theory and Practice (3)
Candidates explore the major theories of individual counseling, 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 theory covered on this course provides a platform for observation and case study work carried out in the ECC 602 Counselling Practicum course that occurs in tandem 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 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. the Diagnostic and Statistical Manual of Mental Disorders 5th edition) 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 psychosocial and academic screening and assessment within the Response to Intervention (RTI) model, discussion of theory and philosophy behind norm-referenced assessments, and knowledge of assessment in areas of achievement, intelligence, behaviour, and mental health. The interpretation of tests, their limitations as well as behavioral observations and case studies will be covered in this course in addition to ethical and legal considerations. Students will discuss individual education planning for students with special needs along with essential elements in formulating Individual Education Plans (IEP). 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. Students study educational and career decision-making, values, and information services as applied equitably to diverse groups.
Internship Courses (11)
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 team work, 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 record.
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 team work, 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 record.
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 team work, 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 record.
M.Ed. Project or Thesis (3)
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 (0)
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.