School/College: School of Education
Degree(s) Offered: Master of Science
Graduate Coordinator: Shirlene Smith-Augustine Email: firstname.lastname@example.org Phone: (336)334-7916
Department Chair: Miriam L. Wagner Email: email@example.com Phone: (336)334-7916
The objective of the Department of Human Development and Services is to prepare individuals for professional roles in Adult Education, Counseling, and School Administration. Departmental studies include philosophical, theoretical, and methodological foundations for adult educational, administrative, and counseling practices; practical examination of human development and learning through the life span, supervised experience in practice settings, and leadership preparation for schools and other educational organizations in a diverse and technological society. Departmental graduates pursue professional careers within human services settings, including schools, post-secondary and higher education, public and private counseling centers, rehabilitation agencies, community education and development, services administration, corrections, human resource development/training, health education, and university extension programs. Classes are generally offered in the evenings to accommodate the professional the development needs of practicing adult educators, counselors, and school administrators.
Additional Admission Requirements
- Overall undergraduate GPA of 3.0 or higher on a 4-point system.
- Primary factors in the admissions decision include academic background, demonstrated professional and volunteer experience appropriate to Departmental programs of study, three letters of recommendation or reference forms, resume, and official transcripts of all prior academic work.
- The Graduate Record Examination (GRE) is recommended but not required for admission to the department. However, in certain instances, the Counseling Admissions Committee may recommend or request applicants take the GRE.
- In the event an applicant is asked to take the GRE, then his or her score will be submitted to the graduate school as a part of the application process, and the GRE score will be considered in the overall admissions decision. If approved, applicants who do not meet minimum GPA requirements may be admitted to Departmental programs on the weight of other factors. Test of English as a Foreign Language is required for international students.
- In addition to the recommendation forms required by The Graduate School, each applicant is required to submit a personal statement to the Counseling Admissions Committee describing career goals, research interests and a list of publications, experience, academic honors and organizations. Although it is not required by all academic departments, the Counseling Admissions Committee considers this statement to be a document that strongly supports the application for admission.
- Finally, applicants with greatest potential are also expected to participate in a pre-admission interview with departmental faculty. Pre-admission interviews can include: (a) individual interviews, (b) group interaction with observation, (c) on-site writing sample, and (d) technology survey.
- To provide a graduate program in school counseling designed for the preparation of counselors and other personnel service specialists.
- To provide within the framework of the total program, opportunities for the student to develop understandings and skills to function effectively as an entry-level counselor.
- To encourage the spirit of inquiry and the production and utilization of research data among both faculty and students.
- To provide opportunities for planned periodic self-evaluation and the development of greater self-understanding as well as the qualities of openness, tolerance, and acceptance for self and others.
- To make information concerning major aspects of the counselor education program and faculty available in a variety of media for prospective students.
- To make a continuing evaluation through systematic review of students as they progress through the program to ensure the professional qualification of each student.
- Research Evaluation: Students will demonstrate proficiency in evaluating empirical and non-empirical research. Students will be able to review the professional literature and glean from the review relevant information for both research and practice. Students will be able evaluate research and its application to field experiences. Students will develop a research paper that reflects their knowledge of this content. The specifics of the research paper along with the grading rubric are presented in the achievement summary.
- Research and Design: Graduate community counseling students will demonstrate proficiency in designing quantitative, qualitative, single case designs, action, and outcome based research, as well as co-occurring and support software packages (e.g., SPSS). Students will understand ethics surrounding Human Subjects Social and Behavioral Science research procedures and Responsible Conduct in Research.
- Statistics: Students will demonstrate proficiency in basic statistics methods including scales of measurement, measures of central tendency, indices of variability, shapes and type of distributions, correlations, reliability and validity. Students will understand the use and availability of supportive software packages (e.g., MS Excel, SPSS).
- Oral Communication Skills: Students will demonstrate proficiency in communicating in individual dyads and small and large group settings.
- Written Communication: Students will demonstrate proficiency in academic and scientific writing, professional documentation, and report writing: with emphasis on APA publishing guidelines.
- Cultural Awareness and Sensitivity: Students will demonstrate awareness of self, including knowledge of macro, micro, and meso ecological systems.
- Cultural Competence: Students will demonstrate an understanding of the cultural context of relationships, issues, and trends in a multicultural society.
- Ethical Practice: Students will demonstrate understanding and application of relevant professional ethical standards.
- Professionalism: Students will demonstrate professional maturity, integrity, and discipline consistent with professional standards of practice.
- Technological Competence: Students will demonstrate proficiency in implementing best technology practices.
The Master of Science degree in School Counseling requires a total of 60 semester hours of coursework.
Required Curriculum Effective Spring 2012: (60 Credit Hours)
• HDSV 701 Counseling Exceptional Children 3
• HDSV 702 Human Development 3
• HDSV 336 School Counseling 3
• HDSV 706 Organization and Administration of Counseling Programs 3
• HDSV 709 Statistics and Research Methodology 3
• HDSV 710 Professional Orientation and Ethics in Counseling 3
• HDSV 712 Counseling School Age Children 3
• HDSV 713 Theories of Counseling 3
• HDSV 735 Counseling Methods (Lab) 3
• HDSV 736 Multicultural Counseling 3
• HDSV 740 Appraisal 3
• HDSV 750 Group Counseling (Lab) 3
• HDSV 760 Career Counseling (Lab) 3
• HDSV 763 Family Counseling 3
• HDSV 765 Practicum (Lab) 3
• HDSV 770 Applied Research in Counseling 3
• HDSV 780 Internship I 3
• HDSV 788 Comprehensive Exam 0
• HDSV 790 Internship II 3
• OR HDSV 799 Internship I, and II 6
• Electives 6
Internships I and II or I&II involve supervised professional experiences in settings appropriate to the student’s vocational objectives. The internships will provide practical work in the student’s area of specialization. Internships include 600 hours of field experience. Students must complete a minimum of 240 hours of direct services with client students. Each week, counseling students receive one hour of individual supervision from their site supervisors and one and one-half hours group supervision from their university supervisors during seminar.
The following academic procedures and process will serve to assist graduate students as they matriculate through the counseling program. After acceptance into the Department of Human and Development Service’s Counseling Program, each student will be assigned an advisor. The academic advising process serves to:
- Assist students in planning a program of vocational interest and professional study.
- Identify student learning blocks and related obstacles to career or educational progress.
- Recognize students’ skills, abilities, aptitudes, and interests leading to appropriate career selection.
- Periodically assess student’s academic progress and career goals.
- Advise and place students in appropriate course selection taking into account appropriate sequence and required pre-requisites.
- Advise students of all requirements for graduation.
- Refer students to appropriate remedial developmental services.
- Provide students with any other assistance deemed necessary.
- Prepare students to register for courses each semester.
Once students are assigned an advisor, they will remain with that advisor throughout the program. Students will not change advisors unless so directed and approved by the department chairperson. All departmental advising is done in accordance with the University Academic Advisement Handbook.
The student who has completed all requirements for graduation will also be eligible to apply for state certification/licensure in School Counseling by taking the PRAXIS II Specialty test in School Guidance and Counseling. Students are also eligible to become Nationally Certified Counselors by taking the National Counselor Examination offered by the National Board of Certified Counselors prior to graduation. In addition, the North Carolina Board for Licensed Professional Counselors recognizes this exam as their licensure exam.
Examination Information. Student pursuing a licensure in School Counseling must take the PRAXIS II Specialty test in School Guidance and Counseling. Scores needed to pass: Specialty Area Exam (School Guidance and Counseling) 570. For further information consult the PRAXIS Booklet or the School of Education Dean’s Office, 380 Proctor Hall, (336) 334-7757 FREE (336) 334-7757 or visit the PRAXIS II website.
The School Counseling program is nationally accredited by the Council on the Accreditation of Counseling and Related Educational Programs (CACREP). Curricular experiences encompasses each of CACREP's eight core areas of professional counseling which include Professional Identity, Social and Cultural Diversity, Human Growth and Development, Career Development, Helping Relationships, Group Work, Assessment, and Research and Program Evaluation. Students are prepared to take the PRAXIS II Specialty test in School Guidance and Counseling and the National Counseling Examination (NCE) of the National Board for Certified Counselors (NBCC) which is administered twice annually at NCA&T and apply for licensure as a licensed professional counselor through the North Carolina Board of Licensed Professional Counselors upon completion of the program. Students who pass the NCE prior to graduation are recognized as board eligible by NBCC.
Directory of Faculty
- Patricia D. Bethea Whitfield, B.A., North Carolina Central University; M.Ed., University of North Carolina at Chapel Hill; Ed.D, University of North Carolina at Greensboro; Associate Professor
- Kacie Blalock , B.A., Grambling State University; M.S., Southern A&M University; PhD, University of Wisconsin; Assistant Professor
- Carolina Booth; B.A., Wake Forest University; M.S., PhD, University of North Carolina at Greensboro, Assistant Professor
- Robin G. Liles, B.A., University of North Carolina at Chapel Hill; M.S., Ed.S., Ph.D., University of North Carolina at Greensboro; Associate Professor
- David L. Lundberg, B.S., United States Air Force Academy; M.Ed., Boston University; Ph.D., University of North Carolina at Greensboro; Associate Professor
- Shirlene Smith-Augustine, B.S., M.S., Ph.D., Indiana State University; Assistant Professor
- Miriam L. Wagner, B.S., University of North Carolina at Greensboro; M.Ed., North Carolina A&T State University; Ed.D., University of North Carolina at Greensboro; Associate Professor and Interim Chairperson
- Tammy T. Webb, B.S., Coppin State College; M.S.W., Ohio State University; Ph.D., Mississippi State University; Assistant Professor