Nov 20, 2019  
2016 - 2018 UTPB Graduate Studies Catalog 
    
2016 - 2018 UTPB Graduate Studies Catalog [ARCHIVED CATALOG]

Counseling, MA


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Administrative Unit

This degree is administered by the Office of Graduate Studies and Sponsored Research through the faculty of Education, Department of Educational Leadership and Counseling, College of Education.

Objectives

The program in counseling leading to the “Master of Arts in Counseling” degree offers specializations in either Clinical Mental Health or School Counseling. Graduates of the UTPB counseling program will acquire knowledge in the areas of ethical, legal and professional issues in counseling, as well as social and cultural foundations, human growth and development, career development, helping relationships, group work, appraisal, and research and program evaluation. Graduates will also obtain a strong understanding of diversity issues and be able to address the needs of a progressively growing diverse population.

Admission Requirements

Regular Admission Status

  • Bachelor’s Degree from an accredited college or university
  • GPA of 3.0 or better in the last 60 credit hours
  • Essay submitted and reviewed: “Describe how your experiences as an employee or volunteer will enhance your work as a graduate student in the Counseling program.”
  • Three letters of recommendation in support of student. (Evidence of honorable discharge following military service may be used in place of one letter of recommendation.)

Conditional Admission Status

  • Bachelor’s Degree from an accredited college or university
  • GPA below 3.0 – 2.5 in the last 60 credit hours
  • Essay submitted and reviewed: “Describe how your experiences as an employee or volunteer will enhance your work as a graduate student in the Counseling program.”
  • Three letters of recommendation in support of student. (Evidence of honorable discharge following military service may be used in place of one letter of recommendation.)
  • OTHER EVIDENCE: At least one of the following:
    • Minimum GRE score of 282 (verbal and quantitative combined);
    • May also consider cultural components including, but not limited to, English as a second language, weak academic preparation that can be remediated, student motivation and desire to succeed, evidence of success in career field (e.g., teaching or service awards), and/or candidate’s diverse experiences and perspectives.
  • ADDITIONAL: Written explanation describing extenuating circumstances that contributed to low GPA. Personal Interview (telephone or face-to-face).

Clinical Mental Health Counseling Specialization


Students completing the program with a specialization is clinical mental health counseling will demonstrate knowledge of:

  • The roles, functions, credentialing and professional identity of community counselors;
  • Policies, laws, legislation, and other issues relevant to community counselors in a culturally diverse society;
  • Roles of the counselor in various community settings; organizational and legal dimensions of those settings; and general principles of community intervention, consultation, education and outreach;
  • Principles for assessment, diagnosis and the use of current diagnostic tools, and case conceptualization in a culturally diverse society;
  • Program development and delivery to diverse populations, including prevention, support groups, parent education, career/occupational information and counseling, and self-help;
  • Effective strategies for promoting client understanding of and access to community resources, and modalities for initiating, maintaining, and terminating counseling services with diverse populations.

School Counseling Specialization


  • Those completing the program with a specialization in School Counseling will demonstrate:
  • Competencies required to work with all students K-12 individually or in groups to address their personal, social, academic, and career concerns.
  • Consultative and coordinating competencies required to work with parents, educators, other professionals, and community stakeholders collaboratively to address the developmental needs of all students.
  • Knowledge of the role and function of the professional school counselor, including competencies necessary to conduct research and use assessment in order to development, implement, and maintain a comprehensive developmental guidance program.
  • Knowledge of Texas Education Agency’s Comprehensive and Developmental Guidance and Counseling Program and the American School Counselor Association’s National Standards for School Counselors.

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