Department of Counselor Education

Chairperson: Mark Young

Degrees:

Mission Statement for the Department of Counselor Education

The Counselor Education Department is grounded in a rich tradition and history. Aware of the potential for personal, professional and global transformation, we create and sustain relationships that facilitate excellence in the development of professionalism, service, and growth. Therefore, with intention, we embrace the strengths of all individuals; we invest in services that promote the greater good; we depend on and contribute to the research and practical foundations of the profession; we develop counselors who enter in human services and educational environments.

Department Theme Statement

We are practitioners who are intentional in the development of relationships that honor the strengths of all individuals and the promotion of transformational growth.

Admissions

Each applicant must submit the following materials to the School of Education Graduate Admissions office prior to one of the two admission period deadlines for campus classes— January 15th for early admission decision, March 15th, final deadline; or for Site Based Program in Canada, March 15th:

  1. 1. A completed application form (see the School of Education Website: http://www.gonzaga.edu/soe/grad) and non-refundable fee.
  2. 2. A written statement of purpose addressing the following two topics (one typed page, single spaced):
    1. a. a description of interests in graduate studies in counseling and relation to the desire to become a counselor; and
    2. b. an assessment of current strengths as a potential counselor and description of benefits in gaining a counseling master’s degree.
  3. 3. A minimum of two letters of recommendation to be sent directly from the recommending persons (your employer, professor, supervisor, or colleague) to the School of Education Graduate Admissions Office using the Confidential Recommendation forms (see the School of Education website: http://www.gonzaga.edu).
  4. 4. Two official transcripts from each college or university attended (international applicants must submit foreign transcripts in the original language and an English copy), final transcripts must bear a posted bachelor’s degree.  Only degrees and courses from a regionally accredited institution will be accepted.  Community and Site-Based: One official transcript from each college or university attended (international applicants must submit foreign transcripts in the original language and an English copy), final transcripts must bear a posted bachelor’s degree.  Only degrees and courses from a regionally accredited institution will be accepted.
  5. 5. Official scores from the Graduate Record Exam (GRE) or the Miller Analogies Test (must be less than five years old), a requirement which may be waived if the applicant has an advanced degree.
  6. 6. Submission of an official TOEFL score of at least 550 (minimum score of 80 if taken via Internet) by each international applicant who has graduated from a foreign college or university and whose native language is not English.
  7. 7. Submission of a financial declaration form and supporting documentation by each international applicant.
  8. 8. Final acceptance will be based on selected candidates’ interviews.

Credit Transfer Information
With departmental permission a student may be permitted to take graduate courses up to 12 semester credits in a non-matriculated manner before full admission to the program. No more than six graduate credits from another accredited university (less than five years old) are applicable toward the degree before admission. Ask your advisor for transfer credit information.

  1. 9. Site-Based: Although a bachelor’s degree in psychology is not a pre-requisite for admission to the site-based Master of Counseling program, it is highly recommended. For applicants without said degree, a reading list will be provided and students must pass a knowledge-based competency exam prior to advancement to candidacy.


Master of Arts in Clinical Mental Health Counseling

Clinical Mental Health Counseling Mission

The Clinical Mental Health Counseling Program models ethical, moral, and professional leadership as counselor educators to promote development of a solid knowledge base, a sound skills set, and an experienced understanding of the process of personal transformation. Clinical mental health counseling students are prepared to live as creative, productive, morally grounded, socially just, service-oriented leaders in the profession.

This program offers preparation for professional counselors within community agencies, hospitals, college settings, private practice, and clinics. All counselor candidates attain a core of competencies with individualization taking place through supervised internship settings. Emphasis is placed on translating theory and research from coursework into services for clients. A major focus of the program is the development and operationalization of the student’s personal theory of counseling.

Program Description

The Master of Arts in Clinical Mental Health Counseling is designed to train professional counselors for a variety of employment settings, including family counseling, social service and mental health agencies, college counseling centers, and private practice. Qualified candidates are screened, using standard graduate school admissions and comprehensive interviews. Candidates are introduced to theoretical and practical academic teachings, which are woven together throughout the program to ensure a rich educational experience. Upon completion of the program, they are reintroduced to the community as qualified counselors who will enhance their community through service and leadership.

A major focus of the program is in developing and operationalizing the student's personal theory of counseling. Emphasis is placed on translating theory and research from course work to services for clients. Counselor training utilizes personal as well as multi-media instruction, carefully balanced to include didactic and experiential teaching. Diverse internships are available in community agency settings with 100 hours of practicum (40 hours of direct service) and 600 hours (240 hours of direct service) of internship required. Approximately 200 hours of supervision are provided by onsite and University supervisors. Core competencies are individualized to each internship setting.

Another major focus of the program is personal growth and development. It is the belief of the faculty that students must possess insight and awareness and must be clear about the boundaries between personal issues and those of the client. To that end, students are presented with a number of opportunities for self-discovery and process and are referred outside the program for counseling when necessary. Solid mental health is the foundation to providing professional counseling services.

A primary goal of Gonzaga’s counseling program is to identify and select students who present the highest potential for success as counselors. Indicators of counselor success are demonstrations of skills, emotional intelligence, conflict resolution, consistent interpersonal behaviors, recognition of strengths and weaknesses, a clear grasp of goals, and increasing knowledge of one’s impact on others.

The following skills are essential for successful counseling:

  • Counselor-Client Communication
    Counselors must be able to demonstrate paraphrasing, reflection of feelings, clarification, silence, attending, minimal verbal response, and identification of affect. The counselor must recognize the congruence of the client’s communication as demonstrated by verbal, non-verbal, and extraverbal cues.
  • Recognition of Impact
    Counselors must be aware of how their actions may affect the client. This not only includes communication, but also confidentiality and professional standards. The counselor must take professional responsibility for providing the best possible counseling environment to assist a client’s progress.
  • Personal Growth
    Counselors should take responsibility for their own personal growth and must be able to deal with personal issues in healthy ways.
  • Conflict Resolution
    Counselors should be able to use productive methods for resolving conflicts with and between others.
  • Approach
    Client issues may be accessed cognitively, affectively, spiritually, and/or behaviorally. Counselors should be aware of traditional and innovative counseling methods.
  • Cultural Differences
    Counselors should be sensitive to the needs of multicultural populations in providing counseling intervention.
  • Consultation and Referral
    Counselors must be able to identify their areas of expertise and know when and how to consult and refer clients to specialized resources.

Program Outline: 60 credits
Core Required Courses
FIRST YEAR:
Fall Semester
EDCE 560 Critical Issues in Counseling 3 credits
EDCE 570 Special Issues in Counseling 1 credit
EDCE 639 Counseling Theories 3 credits
EDCE 695 Counseling Pre-Practicum 4 credits
EDCE 698 Research and Statistics 4 credits
EDCE 586 Introduction to Community Counseling 2 credits
Spring Semester
EDCE 588 Human Growth and Development 3 credits
EDCE 616 Psychopathology and Psychopharmacology 4 credits
EDCE 650 Group Process 2 credits
EDCE 696 Counseling Practicum 4 credits
One of the following: 3 credits
    EDCE 589 Marriage and Family Counseling
    EDCE 587 Child-Adolescent Counseling
Summer Semester
EDCE 565 Assessment in Community Counseling 3 credits
EDCE 605 Occupational Choice and Career Development in Counseling 2 credits
SECOND YEAR:
Fall Semester
EDCE 697A Counseling Internship 5 credits
EDCE 664 Group Facilitation 2 credits
EDCE 581 Chemical Dependency in Counseling 2 credits
Spring Semester
EDCE 697B Counseling Internship 5 credits
EDCE 550 Multicultural Counseling 3 credits
Summer Semester
EDCE 689 Professional Seminar 3 credits
EDCE 699 Comprehensive Oral Examination 0 credits
Elective Courses
EDCE 690 Directed Readings variable credit
EDCE 691 Directed Study variable credit
EDCE 692 Independent Study variable credit
EDCE 694 Special Project

variable credit

Students must complete an additional two elective credits to complete the required 60 credits. Electives to be taken in courses offered in Marriage and Family or School Counseling programs, summer practicum/internship course, optional electives offered throught the department, or directed study in an area pertinent to the student's needs. 

Master of Arts in Marriage and Family Counseling

Marriage and Family Mission

The Marriage and Family Counseling Program promotes excellence in the practice of couples and family counseling through specialized training in the development of professionalism, service, and growth. Marriage and family counseling students possess the knowledge, skills, and practices necessary to address a wide variety of issues in the context of relationships and families and are prepared to serve as advocates, educators, and leaders in strengthening individuals, families, and communities.

This program offers preparation for professional counselors within community agencies, hospitals, college settings, private practice, and clinics. All counselor candidates attain a core of competencies with individualization taking place through supervised internship settings. Emphasis is placed on translating theory and research from coursework into services for clients. A major focus of the program is the development and operationalization of the student's personal theory of counseling.

Program Description

The Master of Arts in Marriage and Family Counseling is designed to train professional counselors to specialize in providing marital, couple, and family counseling for a variety of settings, including family counseling, social service and mental health agencies, college counseling centers, and private practice. Qualified candidates are screened, using standard graduate school admissions and comprehensive interviews. Candidates are introduced to theoretical and practical academic teachings, which are woven together throughout the program to ensure a rich educational experience. Upon completion of the program, they are reintroduced to the communities as qualified counselors who will enhance their community through service and leadership.

A major focus of the program is developing and operationalizing the student's personal theory of counseling. Emphasis is placed on translating theory and research from course work to services for clients. Counselor training utilizes personal as well as multi-media instruction, carefully balanced to include didactic and experiential teaching. Diverse internships are available in community agency settings with 100 hours of practicum (40 hours of direct service) and 600 hours (240 hours of direct service) of internship are required. Approximately 200 hours of supervision are provided by onsite and University supervisors. Core competencies are individualized to each internship setting.

Another major focus of the program is personal growth and development. It is the belief of the faculty that students must possess insight and awareness and must be clear about the boundaries between personal issues and those of the client. To that end, students are presented with a number of opportunities for self-discovery and process and are referred outside the program for counseling when necessary. Solid mental health is the foundation to providing of professional counseling services.

A primary goal of Gonzaga's counseling program is to identify and select students who present the highest potential for success as counselors. Indicators of counselor success are demonstrations of skills, emotional intelligence, conflict resolution, consistent interpersonal behaviors, recognition of strengths and weaknesses, a clear grasp of goals, and increasing knowledge of one's impact on others.

The following skills are essential for successful counseling:

  • Counselor-Client Communication
    Counselors must be able to demonstrate paraphrasing, reflection of feelings, clarification, silence, attending, minimal verbal response, and identification of affect. The counselor must recognize the congruence of the client's communication as demonstrated by verbal, nonverbal, and extraverbal cues.
  • Recognition of Impact
    Counselors must be aware of how their actions may affect the client. This not only includes communication, but also confidentiality and professional standards. The counselor must take professional responsibility for providing the best possible counseling environment to assist a client's progress.
  • Personal Growth
    Counselors should take responsibility for their own personal growth and must be able to deal with personal issues in healthy ways.
  • Conflict Resolution
    Counselors should be able to use productive methods for resolving conflicts with and between others.
  • Approach
    Client issues may be accessed cognitively, affectively, spiritually, and/or behaviorally. Counselors should be aware of traditional and innovative counseling methods.
  • Cultural Differences
    Counselors should be sensitive to the needs of multicultural populations in providing counseling intervention.
  • Consultation and Referral
    Counselors must be able to identify their areas of expertise and know when and how to consult and refer clients to specialized resources.

Program Outline: 60 credits
Core Required Courses
FIRST YEAR:
Fall Semester
EDCE 560 Critical Issues in Counseling 3 credits
EDCE 639 Counseling Theories 3 credits
EDCE 695 Counseling Pre-Practicum 3 credits
EDCE 698 Research and Statistics 4 credits
EDCE 583 Introduction to Marriage and Family Counseling 2 credits
Spring Semester
EDCE 588 Human Growth and Development 3 credits
EDCE 616 Psychopathology and Psychopharmacology 4 credits
EDCE 650 Group Process 2 credits
EDCE 696 Counseling Practicum 3 credits
EDCE 589 Marriage and Family Counseling 3 credits
Summer Semester
EDCE 565 Assessment in Community Counseling 3 credits
EDCE 605 Occupational Choice and Career Development in Counseling 2 credits
EDCE 603 Human Sexuality 2 credits
SECOND YEAR:
Fall Semester
EDCE 697A Counseling Internship 5 credits
EDCE 664 Group Facilitation 2 credits
EDCE 592 Advanced Family Systems 3 credits
Spring Semester
EDCE 697B Counseling Internship 5 credits
EDCE 550 Multicultural Counseling 3 credits
EDCE 638 Theories of Couples Counseling 2 credits
Summer Semester
EDCE 689 Professional Seminar 3 credits
EDCE 699 Comprehensive Oral Examination 0 credits


Master of Arts in School Counseling

School Counseling Mission

The mission of the School Counseling Program is to facilitate development of excellence in professional competence and personal growth. School Counseling graduates are prepared for distinguished service particularly in the areas of leadership, advocacy, social justice and a respect for diversity in support of the educational achievement and life success skills of all students.

This program offers preparation for professional counselors who will serve in the K-12 school setting. School counselor candidates are competent in core knowledge, skills and practice based on Washington State and CACREP standards. They participate in a supervised practicum (100 hours) and internship (600 hours) in the schools. The uniqueness of the program is embodied in its cohort model, the development and application of the student’s personal theory of counseling, a transformational personal and professional growth process, and the teaching of comprehensive, state of the art school counseling best practices.

Program Description

The Master of Arts in School Counseling is designed to train professional counselors to work with students, staff, parents, and the community to support student achievement in the areas of personal, social, academic, and career development in K-12 schools. The successful school counseling graduate receives Washington State Residency Certification as an Educational Staff Associate (ESA).

Qualified candidates are screened using standard graduate school admissions and comprehensive interviews. Candidates are introduced to theoretical and practical academic teachings which are woven together throughout the program to ensure a rich educational experience. Upon completion of the program, they are reintroduced to the communities as qualified counselors who will enhance the educational community through service and leadership.

A major focus of the program is developing and operationalizing the student’s personal theory of counseling. Emphasis is placed on translating theory and research from course work to services for school students. Counselor training utilizes personal as well as multi-media instruction, carefully balanced to include didactic and experiential teaching. Internships are available in school settings with 100 hours of practicum (40 hours of direct service) and 600 hours (240 hours of direct service) of internship are required. Approximately 200 hours of supervision are provided by onsite and University supervisors. Core competencies are individualized to each internship setting.

Another major focus of the program is personal growth and development. It is the belief of the faculty that graduate students must possess insight and awareness and must be clear about the boundaries between personal issues and those of the school student. To that end, students are presented with a number of opportunities for self-discovery and process. Solid mental health is the foundation for providing professional counseling services in schools.

A primary goal of Gonzaga’s counseling program is to identify and select graduate students who present the highest potential for success as counselors. Indicators of counselor success are demonstration of skills in emotional intelligence, conflict resolution, leadership, consistent interpersonal behaviors, recognition of strengths and weaknesses, a clear grasp of goals, and increasing knowledge of one’s impact on others.

The following skills are essential for successful counseling:

  • Counselor-Student Communication
    Counselors must be able to demonstrate paraphrasing, reflection of feelings, clarification, silence, attending, minimal verbal response, and identification of affect. The counselor must recognize the congruence of the student’s communication as demonstrated by verbal, nonverbal, and extraverbal cues.
  • Recognition of Impact
    Counselors must be aware of how their actions may affect the student. This not only includes communication, but also confidentiality and professional standards. The counselor must take professional responsibility for providing the best possible counseling environment to assist a student’s progress and support academic achievement.
  • Personal Growth
    Counselors should take responsibility for their own personal growth and must be able to deal with personal issues in healthy ways.
  • Conflict Resolution
    Counselors should be able to use productive methods for resolving conflicts with and between others.
  • Approach
    School student issues may be accessed cognitively, affectively, and/or behaviorally. Counselors should be aware of traditional and innovative counseling methods.
  • Cultural Differences
    Counselors should be sensitive to the needs of multicultural populations in providing counseling intervention.
  • Consultation and Referral
    Counselors must be able to identify their areas of expertise and know when and how to consult and refer students for specialized resources.

Program Outline: 53 credits
Core Required Courses
FIRST YEAR:
Fall Semester
EDCE 559 Critical Issues in School Counseling 3 credits
EDCE 639 Counseling Theories 3 credits
EDCE 695 Counseling Pre-Practicum 3 credits
EDCE 698 Research and Statistics 4 credits
EDCE 585 Introduction to School Counseling 2 credits
Spring Semester
EDCE 588 Human Growth and Development 3 credits
EDCE 616 Psychopathology and Psychopharmacology 4 credits
EDCE 650 Group Process 2 credits
EDCE 696 Counseling Practicum 3 credits
EDCE 587 Child and Adolescent Counseling 3 credits
EDCE 595 Special Issues in School Counseling 1 credit
Summer Semester
EDCE 564 Assessment in School Counseling 2 credits
EDCE 605 Occupational Choice and Career Development in Counseling 2 credits
SECOND YEAR:
Fall Semester
EDCE 697A Counseling Internship 5 credits
EDCE 664 Group Facilitation 2 credits
Spring Semester
EDCE 697B Counseling Internship 5 credits
EDCE 550 Multicultural Counseling 3 credits
Summer Semester
EDCE 689 Professional Seminar 3 credits
EDCE 693 Comprehensive Orals for School Counselors 0 credits
EDCE 699 Comprehensive Oral Examination 0 credits
Elective Courses
EDCE 690 Directed Readings variable credit
EDCE 691 Directed Study variable credit
EDCE 692 Independent Study variable credit
EDCE 694 Special Project variable credit

Master of Counselling (Site Based)

Master of Counselling, Site-Based Program Mission Statement

The Master of Counselling program provides counsellor education for students reflecting ethical and cultural aspects of Canadian life with focus on province-related needs and trends. The program promotes the development of a solid knowledge base and strong clinical skills, while fostering personal growth and transformation. Students are prepared to be ethical, competent, service-oriented counselor practitioners.

This program offers preparation for professional counselors within community agencies, schools, and clinics in Canada. Candidates attain a core of competencies, with individualization taking place through supervised internship settings. Emphasis is placed on translating theory and research from course work to services for clients. A major focus of the program is the development and operationalization of the student's personal theory of counseling. This degree is a two-year program for students and is provided in a cohort model.

Information Specific to Alberta, Canada Cohort Students:

This program is offered pursuant to the written approval of the Minister of Advanced Education and Technology effective September 1, 2009 having undergone a quality assessment process and been found to meet the criteria established by the Minister. Nevertheless, prospective students are responsible for satisfying themselves that the program and the degree will be appropriate to their needs (for example, acceptable to potential employers, professional licensing bodies, or other educational institutions).

Program Outline: 43 credits
Core Required Courses:
EDCE 525 Introduction to Canadian Counselling 1 credit
EDCE 551 Diversity in Counselling 2 credits
EDCE 558 Canadian Counselling Issues and Ethics 3 credits
EDCE 567 Career Development and Assessment in Counselling 4 credits
EDCE 584 Counselling Across the Life Span 3 credits
EDCE 590 Marriage and Family Counselling 3 credits
EDCE 616 Psychopathology and Psychopharmacology 3 credits
EDCE 640 Counselling Theories 3 credits
EDCE 658 Group Process and Facilitation 3 credits
EDCE 684 Pre-Practicum A in Counselling 2 credits
EDCE 685 Pre-Practicum B in Counselling 4 credits
EDCE 686 Practicum in Counselling 5 credits
EDCE 689 Professional Seminar 3 credits
EDCE 698 Research and Statistics 4 credits
EDCE 699 Comprehensive Oral Examination 0 credits
Comprehensive Written Examination
Elective Courses
EDCE 690 Directed Readings variable credits
EDCE 691 Directed Study variable credits
EDCE 692 Independent Study variable credits
EDCE 694 Special Project variable credits