non thesis masters in guidance and counselling

Master of Education in School Counseling

At a Glance

Degree Type: Master of Education

Location: Bellingham

Total Credits: 90

Program Links

Curriculum: School Counselor, Non-Thesis, MEd

Department Website

Request More Information

Application Deadline

Fall: February 1; No longer accepting applications for Fall 2023

Program Director

Dr. Shaun Sowell

[email protected]

(360)650-6328

Program Manager

Cindy Savage

[email protected]

(360) 650-3184

Upcoming Info Sessions

Prospective applicants are invited to join us to learn more about Western Washington University's Master's of Education in School Counseling program, its structure, accreditation, expectations, coursework, and the application process. Come with questions—we look forward to seeing you there!

Program Information

The MEd school counseling program prepares professional counselors for employment in educational settings and is designed for those students intending to apply for the state educational staff associate certificate endorsed in school counseling at the elementary and secondary levels. Certification as a public school teacher is not required for admission to the program. The school counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and the National Council for Accreditation of Teacher Education (NCATE).

The program contains a thesis option for those students interested in pursuing a research project related to the degree program.

The program prepares knowledgeable, skilled, culturally sensitive, and ethical professional counselors who meet the relevant licensing or credentialing standards for practice in mental health and public and private educational settings in the State of Washington.

Application Requirements

• The following specific courses are required for those who do not have a degree in psychology: introductory psychology, statistics, abnormal psychology, and child/adolescent development. Deficiencies in prerequisites may be completed after program admission but must be completed prior to first enrollment.
• All applicants must complete the Graduate School's ApplyWeb  application  and pay the $100 application fee.
• Within the application you will be prompted to  upload an unofficial transcript  from each institution attended. If admitted, you will be asked to provide official transcripts.
• Additional application materials are specified below. Applications will not be forwarded to the department for review until  all required materials  have been received by the Graduate School.
• International Applicants: Please  review the requirements  for information regarding Degree Equivalency, English Language Proficiency and student VISA requirements.

Additional Application Requirements

• Each reference should be no more than 1 year old. Must include at least one from a professor who can comment on academic abilities.
• Professional resume: include all work and volunteer experiences relevant to counseling with children/youth
• Describe the academic, professional, personal, and volunteer experiences that make you a strong candidate for graduate training in the WWU Counseling Program. 
• Describe an experience you had working to promote equity, social justice, and/or access in your personal or professional life. 
• Explain why you have chosen school counseling as a professional path. 

Master of Education in School Counseling with 30 credits Graduation Requirement

The Master of Education (M.Ed.) in School Counseling program is designed to develop counseling skills and school counselor preparation for individuals who are seeking a graduate degree in school counseling. The program is a non-thesis, 30 credit hours including a practicum for graduation. Coursework features individual and group counseling theories to help, support and advocate for all students, applying research for data- driven decisions, research methods in support of school counseling programs, legal issues and ethical principles, and developing the design implementation, management, and evaluation of a comprehensive developmental school counseling program. The program prepares students to become a skilled school counselor for K-12 schools, helping students in group and individual counseling.

Program Goals

Program student learning outcomes (slo).

The Master of Education (M.Ed.) in Counseling program enables students to:

• Appreciate the need for observing legal and ethical practices in counseling
• Provide students with knowledge of learning theories and human development across lifespan.
• Recognize the relationship between human growth and development and options for counseling interventions
• Use individual and group counseling techniques to facilitate treatment planning and implementation for diverse student populations
• Research career development options and create a personal career plan.
• Understand the various roles of the school counselor, including standards and behaviors as defined in Texas Education Agency’s Comprehensive and Developmental Guidance and Counseling Program.

Degree Requirements

This program requires 30 credit hours of coursework to earn the degree including a practicum course, COUN 5317. All financial obligations to the university must be satisfied before the university can issue a diploma or an official transcript to a student.

Keep in mind that this program with a 30 credits graduation requirement does not qualify the graduates to get the school counseling certification in Texas. For the school counseling certification in Texas, Texas Education Agency requires a master’s degree with 48 credit hours.

COURSE SEQUENCE

Admission Requirements

Admission Requirements for online School Counseling Master Program:

• A completed application form
• An application fee
• Letter of intent (Statement of Purpose)
• At least one year of classroom teaching experience
• Curriculum Vitae
• Two letters of recommendation
• Copy of current ID
• Official Transcripts of all academic work completed at the bachelor level or beyond
• Minimum 2.5 GPA*
• For international students: Proof of English Language proficiency**

*Students whose GPA is less than 2.5 must have an overall graduate grade point average (GPA) of 3.00 or higher after completing 9 graduate hours. Failure to achieve the minimum 3.0 GPA after completing 9 graduate hours will result in suspension from the program. **English Proficiency must be met if undergraduate degree was received outside the U.S. from a non-English speaking country. Option 1: 2 years of teaching experience in an English speaking country Option 2: TOEFL (IBT 79) or equivalent nationally recognized standardized tests

Accesibility

100% Online Flexible, Affordable & Quality Education

Resident Total Tuition

$9,293 $310 per credit hr

International Total Tuition

$14,595 $487 per credit hr

11929 W Airport Blvd Houston, Texas 77477 (832) 230 5555

ADP Portal Accreditation Calendar Catalog Course Schedule Language School

Housing HR Library Marketing Privacy Policies Virtual Tour

Do more with Edukasyon.ph!

Get more college and career guidance by signing up to Edukasyon.ph! Gain access to free and premium career assessment tests, useful content to help you navigate college and helpful internship guides to start your career journey.

Join 500,000 students in the Edukasyon.ph community!

Create a FREE account to discover opportunities

and get personalized advice for your education to career path.

(We'll help you get there the easiest way possible.)

Come for the rewards , stay for the learning .

You must agree to the Terms of Service and Privacy Policy before proceeding

I accept the terms of service and privacy policy.

Schools offering Guidance and Counselling courses in the Philippines

Results (118), university of the assumption.

• Private University, San Fernando City, Pampanga
• Apply to this School via Edukasyon.ph
•  MA in Guidance and Counseling
•   Master's ₱ 15,500-27,000 per year

""

 studied  ,  graduated 

Ateneo de Naga University

• Private University, Naga City, Camarines Sur
•  MA in Education major in Guidance and Counseling
•   Master's ₱ 35,000 per year

Southern Mindanao Colleges

• Private College, Pagadian City, Zamboanga del Sur
•  MAEd in Guidance and Counseling
•   Master's ₱ 9,200-11,500 per year

University of the Philippines Diliman

• State University, Quezon City, Metro Manila
•  MA in Education Area of Concentration in Guidance
•   Master's ₱ 3,800-51,000 per year

St. Louis University

• Private University, Baguio City, Benguet
•  MS in Guidance and Counseling

Central Philippine University

• Private University, Iloilo City, Iloilo
•   Master's ₱ 26,000-28,000 per year

Assumption College

• Private College, Makati, Metro Manila

Palawan State University

• State University, Puerto Princesa City, Palawan
•   Master's ₱ 9,600 per year

Holy Infant College

• Private College, Tacloban, Leyte
•  Master in Education major in Guidance and Counseling

Villaflores College

• Private College, Tanjay, Negros Oriental

University of the Philippines Visayas

• State University, Miagao, Iloilo
•  Master of Education major in Guidance

Laguna State Polytechnic University - Siniloan Campus

• State University, Siniloan, Laguna
•   Master's ₱ 7,800-11,500 per year

Saint Columban College

•   Master's ₱ 8,200-11,500 per year

Eastern Visayas State University Tacloban

• State University, Tacloban, Leyte
•   Master's ₱ 4,000-8,000 per year

Cavite State University - Indang Campus

• State University, Indang, Cavite
•   Master's ₱ 10,000-14,000 per year

Mariano Marcos State University

• State University, Batac City, Ilocos Norte
•  Master of Education major in Guidance and Counseling

San Pedro College

• Private College, Davao City, Davao
•   Master's ₱ 14,000-25,000 per year

Northwest Samar State University - Calbayog City

• State University, Calbayog City, Samar
•   Master's ₱ 4,500-6,000 per year

Core Gateway College

• Private College, San Jose City, Nueva Ecija
•   Master's ₱ 10,500-13,000 per year

Cavite State University - Imus Campus

• State University, Imus, Cavite
•  MA in Education major in Guidance Counseling

FEU Roosevelt Marikina

• Private College, Marikina City, Metro Manila

Ramon Magsaysay Memorial Colleges

• Private College, General Santos City, South Cotabato

Notre Dame of Marbel University

• Private University, Koronadal City, South Cotabato
•   Master's ₱ 18,000-23,000 per year

Adventist University of the Philippines

• Private University, Silang, Cavite

Cor Jesu College

• Private College, Digos City, Davao del Sur
•   Master's ₱ 14,500-26,000 per year

Cagayan State University - Carig Campus

• State University, Tuguegarao City, Cagayan

Miriam College

• Private College, Quezon City, Metro Manila
•   Master's ₱ 36,000-62,000 per year

Lyceum of the Philippines University

• Private University, Manila, Metro Manila

De La Salle University Dasmariñas

• Private University, Dasmarinas City, Cavite
•  MAEd major in Guidance and Counseling

Olivarez College Tagaytay

• Private College, Tagaytay City, Cavite

Main navigation

• Graduate programs
• How to apply
• Research & supervision
• Student experience
• Connect with us

Counselling Psychology (M.A.)

Program description.

The Master of Arts (M.A.) in Counselling Psychology (Non-Thesis): Project offered by the Department of Educational & Counselling Psychology in the Faculty of Education is a course-based program that emphasizes career-focused and engaging learning opportunities. The program's objective is to equip students with skills in information literacy, resourceful thinking, and communication to pursue professional opportunities (or potentially continue their studies).

Keywords: psychology, research, counselling, intervention, assessment, diversity.

Unique Program Features

• The program produces graduates who are trained in the major academic areas of counselling psychology and have sufficient research ability to evaluate and conduct research in counselling. This program provides them with the foundation for doctoral studies that have an emphasis on research.
• Training is provided in the research domain through coursework in data analysis and a research project. Clinical preparation is initiated in the program through coursework in ethics, intervention, assessment, psychological testing, and multicultural issues, and through a practicum.
• Note : The degree alone does not fulfill the requirements of the Quebec Professional Order of Guidance Counsellors ( OCCOQ ) or the Quebec Order of Psychologists ( OPQ ). Graduates of this program will need a supplementary internship experience if they wish to fulfill the requirements for membership in the OCCOQ. Students are admitted to an internship only with approval of the program and contingent on the availability of supervisory staff.

University-Level Admission Requirements

• An eligible Bachelor's degree with a minimum 3.0 GPA out of a possible 4.0 GPA
• English-language proficiency

Each program has specific admission requirements including required application documents. Please visit the program website for more details.

Visit our Educational credentials and grade equivalencies and English language proficiency webpages for additional information.

Program Website

MA in Counselling Psychology website

Department Contact

Graduate Program ecpinfo.education [at] mcgill.ca (subject: MA%20in%20Counselling%20Psychology%20(Project)) (email)

Available Intakes

Application deadlines.

Note : Application deadlines are subject to change without notice. Please check the application portal for the most up-to-date information.

Application Resources

• Application Steps webpage
• Submit Your Application webpage

Application Workshops

Consult our full list of our virtual application-focused workshops on the Events webpage.

Department and University Information

Graduate and postdoctoral studies.

• October 15, 2023
• Academic Advice

Thesis vs. Non-Thesis Master’s Programs: Which is Right for You?

UOTP Marketing

Continuing your educational journey within your chosen field is an experience that fosters personal and professional growth. The next milestone in your academic path often involves pursuing a Master’s degree , with options ranging from thesis-based programs to non-thesis alternatives.  Deciding between these two paths is significant as it shapes your academic and career paths.

But how can you decide which is right for you before getting decision fatigue?

Let’s explore the difference between thesis vs. non-thesis Master’s programs, their unique characteristics, and reasons for choosing one or the other. 

Do You Have to Write a Thesis for Your Master’s Program?

Whether you have to write a thesis for your Master’s program depends on the specific requirements of the program you’re enrolled in. It’s important to note that while not all Master’s programs require writing a thesis, a significant number of them do.

What is a Thesis vs. Non-Thesis Master’s Program?

A thesis Master’s program involves completing a large research project spanning over several semesters. Students are expected to conduct original research on a specific topic under a faculty advisor’s guidance, culminating in a thesis likely to be published. Completing and defending the thesis is a crucial part of the degree requirement.

A non-thesis Master’s program doesn’t involve a specific research focus but rather a more coursework and practical experience, allowing students to gain specific skills and knowledge applicable to their field of study. After completing their program’s core course requirements, students can choose any of the electives to meet their degree requirements. Depending on the institution, you may be required to do a Master’s Degree Capstone project, including reviewing previous courses, a comprehensive exam, or a summary project. 

Why Choose a Thesis Master’s Program?

Thesis Master’s programs offer several advantages, be that contributing to new findings in your field, close collaboration with professors and researchers, and standing out to potential employers with your abilities to work independently and analyze complex issues. However, the primary advantages are:

Research Experience

Thesis programs allow you to conduct extensive research on a specific topic that piques your interest.  This way, you’ll gain expertise and a comprehensive understanding of the subject matter. 

Academic Growth 

Writing a thesis helps sharpen your critical thinking, analytical, and writing skills. It also challenges you to think independently, analyze a large amount of data, and draw meaningful conclusions. Furthermore, it prepares you for doctoral studies, familiarizing you with the rigor of independent research and equips you with the necessary skills to succeed.

Why Choose a Non-Thesis Master’s Program?

Non-thesis master’s programs also come with numerous advantages for students, including flexibility in scheduling, a range of career opportunities, shorter competition time, etc. Here are the main advantages: 

Non-thesis programs prioritize coursework, fostering the development of practical skills and their real-world application. This approach enables you to actively engage in hands-on learning experiences highly sought after in today’s job market. Critical thinking, communication, problem-solving, and leadership abilities are some of those skills.

Suitability for Professionals

Another advantage to pursuing a non-thesis Master’s program is that it doesn’t take as much time as the thesis Master’s programs. That way you can enter the workforce faster. It’s also well-suited for professionals already established in their field who are seeking to further their education and advance in their careers. 

The Academic and Career Outcomes of Thesis vs. Non-Thesis Master’s Programs

The academic outcomes for the thesis Master’s program graduates involve preparation for Ph.D. programs , opening doors to advanced research and specialized roles in research institutions. This provides solid research skills and helps them publish their work. Common career paths for graduates include research positions in academia, government, or private sectors. Some also pursue teaching careers in colleges and universities. Degree programs that usually require a thesis include sciences, social sciences, engineering, and humanities (history, philosophy, and language studies).

Non-thesis Master’s program graduates typically achieve academic outcomes focused on mastering practical, directly applicable skills within their field. While these programs are more career-oriented, graduates can still pursue a Ph.D. They can benefit from diverse career options in different settings and find employment in managerial, administrative, or specialized roles in their field. Degree programs that don’t usually require a thesis are business, education, healthcare administration, IT management, etc.

Thesis vs. Non-Thesis Master’s Programs, That is the Question 

With their abundance of advantages, choosing between the two can be pretty tricky. So, let’s compare thesis vs. non-thesis Master’s programs and help you make an informed decision. 

Personal and Career Goals

A thesis Master’s program is ideal if you’re interested in furthering in academia and want to pursue a Ph.D ., as these programs can provide the necessary tools to enhance your credentials for research-based careers. Meanwhile, a non-thesis Master’s program will suit you better if you’re seeking to gain practical skills to integrate into the industry immediately, as they can include practical projects or internships according to industry demands. 

Time and Financial Considerations

Thesis Master’s programs can extend the duration of your studies, as researching, writing, and defending the thesis can take several semesters to complete and can cause financial strain due to additional costs like lab fees and materials. In contrast, non-thesis ones can help you enter the job market promptly as they are shorter, allowing you to save time and money.

Interested in pursuing a degree?

Fill out the form and get all admission information you need regarding your chosen program.

This will only take a moment.

Message Received!

Thank you for reaching out to us. we will review your message and get right back to you within 24 hours. if there is an urgent matter and you need to speak to someone immediately you can call at the following phone number:.

By clicking the Send me more information button above, I represent that I am 18+ years of age, that I have read and agreed to the Terms & Conditions and Privacy Policy , and agree to receive email marketing and phone calls from UOTP. I understand that my consent is not required to apply for online degree enrollment. To speak with a representative without providing consent, please call +1 (202) 274-2300

• We value your privacy.

Field of Study and Program Requirements

When deciding between a thesis and a non-thesis Master’s program, a crucial element to take into account is the field of study and the program’s specific requirements. A thesis Master’s program is better suited for those pursuing research-oriented fields, while a non-thesis program is a more fitting choice for individuals with a strong focus on their career. Furthermore, program requirements for thesis programs require substantial research to culminate in a thesis, whereas non-thesis ones require capstone projects, internships, or comprehensive exams. 

Switching from a Non-Thesis to a Thesis Master’s Program, or Vice Versa

Switching from a non-thesis to a thesis Master’s program, or vice versa, is possible in many institutions, although the process and requirements may vary. Switching from a non-thesis to a thesis program generally requires getting approval from the academic advisor or department, completing additional research methodology classes, finding a thesis advisor, and applying to the thesis program. 

Switching from a thesis to a non-thesis Master’s program requires having at least a 3.0 GPA, getting approval from the academic advisor, transferring credits of research methodology classes, and formally applying to the thesis program.

Choosing between a thesis and a non-thesis Master’s program ultimately depends on your career goals, research interests, and personal preferences. Thesis programs provide a robust foundation for research-oriented careers and advanced studies, while non-thesis programs offer practical skills tailored for immediate industry integration. Regardless of your choice, both paths offer unique advantages, ensuring you gain the knowledge and skills needed to thrive in your chosen field. 

Frequently Asked Questions (FAQs):

What is the difference between a thesis vs. non-thesis master’s program.

The key difference between a thesis and a non-thesis Master’s program is that thesis Master’s programs require original research and completion of a thesis, whereas non-thesis ones focus on coursework and practical experiences. 

Do I have to write a thesis for a Master’s program?

If you’re pursuing a research-oriented Master’s degree in sciences, engineering, social sciences, humanities, etc., you’ll probably have to write a thesis. Whereas, if you’re pursuing a Master’s degree in education, business healthcare administration, or IT management, you’re more likely not to have to complete a thesis. 

Is a thesis required for all Master’s degree programs?

Although a thesis isn’t required for all master’s degree programs, many programs require one.

What should I consider when deciding between a thesis and non-thesis program?

There are several factors to consider when choosing between a thesis and a non-thesis Master’s program, including your career goals, interest in research, duration of studies, personal strengths and preferences, cost, and program requirements.

Are there any financial and duration differences between thesis and non-thesis Master’s programs?

There can be financial and duration differences between thesis and non-thesis Master’s programs. Thesis programs can be more expensive as you’ll have to spend additional resources on materials, lab fees, and data collection. In contrast, the main cost for non-thesis programs is tuition fees, which can be slightly lower. Furthermore, thesis programs require additional time to conduct research, write, and defend the thesis. In contrast, non-thesis programs allow students to earn the degree in a shorter period. 

Why should I choose a thesis Master’s program?

You should choose a thesis Master’s program if you’re interested in a research-heavy discipline and want to showcase your knowledge and expertise in an evidence-based, thorough thesis. 

Why should I choose a non-thesis Master’s program?

You should choose a non-thesis Master’s program if you want to enter the workforce earlier, don’t want to spend several semesters collecting data, and want to focus more on application than research.

Can non-thesis Master’s graduates still pursue doctoral studies later?

Yes, non-thesis Master’s graduates can still get accepted into a doctoral program. However, thesis Master’s graduates can go through the process more efficiently, as admissions panels want to gain insight into your academic interests and ability to engage in nuanced thought.

Share it with your friends!

Explore more.

Accounting vs. Finance Degree: Which Major to Choose?

12 Important Bookkeeping Skills You Need for a Successful Career

Recent resources.

Professional Degree vs. Academic Degree: What Is the Difference?

How Hard Is It to Learn Cyber Security?

20 BEST BUSINESS MAJORS IN 2024 

Reference Letter vs. Recommendation Letter: What’s the Difference?

INTERESTED IN LEARNING MORE?

Chat with an Admissions Officer Now!

• Associates Degree
• Bachelors Degrees
• Masters Degrees
• Doctoral Degrees
• Faculty & Staff
• Accreditation
• Student Experience

QUICK LINKS

• Admission Requirements
• Military Students
• Financial Aid

Request More Information

• Skip to Content
• Catalog Home
• Institution Home
• Pay Tuition
• Online Toolkit
• Shuttle Tracker

• Undergraduate Degree Programs
• Graduate Degree Programs
• Undergraduate

Print Options

• College of Education
• Department of Counseling, Leadership, Adult Education, and School Psychology
• M.A. Major in Professional Counseling (Clinical Mental Health Counseling Concentration Thesis Option)
• General Information
• Admission Information
• Admission Documents
• Registration and Course Credit
• Academic and Grading Policies
• Degree Information
• Graduate Degrees
• Graduate Majors
• Graduate Minors
• Graduate Certificates
• Tuition and Fees
• Additional Fees and Expenses
• Refund of Fees
• College of Applied Arts
• Emmett and Miriam McCoy College of Business
• Ph.D. Major in Adult, Professional, and Community Education
• Ph.D. Major in School Improvement
• S.S.P. Major in School Psychology
• M.A. Major in Adult, Professional, and Community Education (Adult English as a Second Language Concentration Non-​thesis Option)
• M.A. Major in Adult, Professional, and Community Education (Adult English as a Second Language Concentration Thesis Option)
• M.A. Major in Adult, Professional, and Community Education (Workplace, Community, and Continuing Education Concentration Non-​thesis Option)
• M.A. Major in Adult, Professional, and Community Education (Workplace, Community, and Continuing Education Concentration Thesis Option)
• M.A. Major in Educational Leadership (Instructional Leadership Concentration)
• M.A. Major in Professional Counseling (Clinical Mental Health Counseling Concentration Non-​thesis Option)
• M.A. Major in Professional Counseling (Marriage and Family Counseling Concentration Non-​thesis Option)
• M.A. Major in Professional Counseling (Marriage and Family Counseling Concentration Thesis Option)
• M.A. Major in Professional Counseling (School Counseling Concentration)
• M.A. Major in Professional Counseling (School Counselor Concentration, Early Childhood through Grade Twelve Professional Certification)
• M.Ed. Major in Educational Leadership (Principal Certification Concentration)
• M.Ed. Major in Student Affairs in Higher Education
• Minor in Adult Education
• Minor in Educational Leadership
• Certificate in Adult English as a Second/​Foreign Language
• Department of Curriculum and Instruction
• Department of Health and Human Performance
• College of Fine Arts and Communication
• College of Health Professions
• College of Liberal Arts
• College of Science and Engineering
• Graduate Faculty

Master of Arts (M.A.) Major in Professional Counseling (Clinical Mental Health Counseling Concentration Thesis Option)

Program overview.

The Master of Arts (M.A.) with a major in Professional Counseling consists of four concentrations:

• clinical mental health counseling,
• marital, couple and family counseling, and
• school counseling
• school counselor - Texas Certificate

These four areas of concentration in the professional counseling major have required course sequences that build skills through three levels, from basic to advanced, via didactic and experiential activities. The curriculum includes core foundations in theories, interventions, assessment, and research. In addition, core tenets that are emphasized throughout the program include diversity, ethics, professional development, and self-awareness. There is a strong emphasis on experiential learning integrated with the application of didactic, research-based knowledge. Internship is required as the capstone experience. The concentration in clinical mental health counseling; marriage, couple, and family counseling; and school counseling are nationally accredited by the Council for Accreditation of Counseling and Related Programs (CACREP).

The concentration of School Counselor - Texas Certificate, has similar courses and sequencing as the areas above. This concentration is focused on developing strong clinical skills and meeting the requirements of the Texas State Board of Educator Certification.

Application Requirements

The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements.

• completed online application
• $55 nonrefundable application fee

          or

• $90 nonrefundable application fee for applications with international credentials
• baccalaureate degree from a regionally accredited university (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our  International FAQs  for more information.)
• official transcripts from  each institution  where course credit was granted
• a 3.0 overall GPA or a 3.0 GPA in the last 60 hours of undergraduate course work (plus any completed graduate courses)
• The GRE may be waived if the student holds a master's or doctoral degree from a regionally accredited U.S. institution. If the student holds a master's or doctoral degree (or the equivalent thereof) from an accredited international institution, the GRE may be waived on an individual basis.
• informed consent form
• resume/CV detailing unique competencies that contribute to an aptitude for graduate study; personal experiences, such as volunteer work, that have aided in preparations for a career in counseling; additional language skills; technological competence and computer literacy
• professional goals and rational for pursuing education and training in professional counseling as opposed to another mental health discipline such as psychology, social work, or counseling psychology
• rationale for choosing the clinical mental health counseling concentration
• major strengths and weaknesses with respect to being admitted into the program
• personal contributions to and benefits from the richness of the professional counseling program
• ways to increase inclusion of diversity in the counseling profession
• three forms of recommendation (not general reference letters)

Approved English Proficiency Exam Scores

Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our  exempt countries list .

• official TOEFL iBT scores required with a 78 overall
• official PTE scores required with a 52
• official IELTS (academic) scores required with a 6.5 overall and minimum individual module scores of 6.0
• official Duolingo Scores required with a 110 overall
• official TOEFL Essentials scores required with an 8.5 overall

This program does  not  offer admission if the scores above are not met.

* Additional Information

The statement of purpose will be evaluated for content, style, and quality. While the applicant may seek consultation and editing suggestions, this statement must be representative of the student’s current level and style of writing and representative of what could be expected if admitted into the program.

Degree Requirements

The Master of Arts (M.A.) degree with a major in Professional Counseling concentration in Clinical Mental Health Counseling requires 66 semester credit hours, including a thesis. This concentration meets academic requirements for the Texas Licensed Professional Counselor credential. A grade of “B” or better must be earned in all course work counting toward a professional counseling degree

Course Requirements

Comprehensive Examination Requirement

Students are required to take and pass  the Counselor Preparation Comprehensive Examination (CPCE) in order to register for the Clinical Practicum. Students are allowed three opportunities to pass the exam.   All candidates for graduate degrees must  pass  the Counselor Preparation Comprehensive Examination (CPCE) in order to register for the Clinical Practicum. Students are allowed three opportunities to pass the exam.   Students who fail the CPCE after the first attempt must set up an appointment with their faculty advisor to develop a study plan prior to completing the program's application for a second CPCE administration.   Students who fail the CPCE after the second attempt will meet with a Program Standards Committee (PSC) to discuss additional needs and support for the third administration.   Upon the third failed attempt and PSC application of program policy, students are not allowed to register for classes and are not allowed further attempts at the comprehensive examination.

Students who do not successfully complete the requirements for the degree within the timelines specified will be dismissed from the program.

If a student elects to follow the thesis option for the degree, a committee to direct the written thesis will be established. The thesis must demonstrate the student’s capability for research and independent thought. Preparation of the thesis must be in conformity with the  Graduate College Guide to Preparing and Submitting a Thesis or Dissertation .

Thesis Proposal

The student must submit an official  Thesis Proposal Form  and proposal to his or her thesis committee. Thesis proposals vary by department and discipline. Please see your department for proposal guidelines and requirements. After signing the form and obtaining committee members’ signatures, the graduate advisor’s signature if required by the program and the department chair’s signature, the student must submit the Thesis Proposal Form with one copy of the proposal attached to the dean of The Graduate College for approval before proceeding with research on the thesis. If the thesis research involves human subjects, the student must obtain exemption or approval from the Texas State Institutional Review Board prior to submitting the proposal form to The Graduate College. The IRB approval letter should be included with the proposal form. If the thesis research involves vertebrate animals, the proposal form must include the Texas State IACUC approval code. It is recommended that the thesis proposal form be submitted to the dean of The Graduate College by the end of the student’s enrollment in 5399A. Failure to submit the thesis proposal in a timely fashion may result in delayed graduation.

Thesis Committee

The thesis committee must be composed of a minimum of three approved graduate faculty members.

Thesis Enrollment and Credit

The completion of a minimum of six hours of thesis enrollment is required. For a student's initial thesis course enrollment, the student will need to register for thesis course number 5399A.  After that, the student will enroll in thesis B courses, in each subsequent semester until the thesis is defended with the department and approved by The Graduate College. Preliminary discussions regarding the selection of a topic and assignment to a research supervisor will not require enrollment for the thesis course.

Students must be enrolled in thesis credits if they are receiving supervision and/or are using university resources related to their thesis work.  The number of thesis credit hours students enroll in must reflect the amount of work being done on the thesis that semester.  It is the responsibility of the committee chair to ensure that students are making adequate progress toward their degree throughout the thesis process.  Failure to register for the thesis course during a term in which supervision is received may result in postponement of graduation. After initial enrollment in 5399A, the student will continue to enroll in a thesis B course as long as it takes to complete the thesis. Thesis projects are by definition original and individualized projects.  As such, depending on the topic, methodology, and other factors, some projects may take longer than others to complete.  If the thesis requires work beyond the minimum number of thesis credits needed for the degree, the student may enroll in additional thesis credits at the committee chair's discretion. In the rare case when a student has not previously enrolled in thesis and plans to work on and complete the thesis in one term, the student will enroll in both 5399A and 5399B.

The only grades assigned for thesis courses are PR (progress), CR (credit), W (withdrew), and F (failing). If acceptable progress is not being made in a thesis course, the instructor may issue a grade of F. If the student is making acceptable progress, a grade of PR is assigned until the thesis is completed. The minimum number of hours of thesis credit (“CR”) will be awarded only after the thesis has been both approved by The Graduate College and released to Alkek Library.

A student who has selected the thesis option must be registered for the thesis course during the term or Summer I (during the summer, the thesis course runs ten weeks for both sessions) in which the degree will be conferred.

Thesis Deadlines and Approval Process

Thesis deadlines are posted on  The Graduate College  website under "Current Students." The completed thesis must be submitted to the chair of the thesis committee on or before the deadlines listed on The Graduate College website.

The following must be submitted to The Graduate College by the thesis deadline listed on The Graduate College website:

• The Thesis Submission Approval Form bearing original (wet) and/or electronic signatures of the student and all committee members.
• One (1) PDF of the thesis in final form, approved by all committee members, uploaded in the online Vireo submission system.  

After the dean of The Graduate College approves the thesis, Alkek Library will harvest the document from the Vireo submission system for publishing in the Digital Collections database (according to the student's embargo selection).  NOTE: MFA Creative Writing theses will have a permanent embargo and will never be published to Digital Collections.  

While original (wet) signatures are preferred, there may be situations as determined by the chair of the committee in which obtaining original signatures is inefficient or has the potential to delay the student's progress. In those situations, the following methods of signing are acceptable:

• signing and faxing the form
• signing, scanning, and emailing the form
• notifying the department in an email from their university's or institution's email account that the committee chair can sign the form on their behalf
• electronically signing the form using the university's licensed signature platform.

If this process results in more than one document with signatures, all documents need to be submitted to The Graduate College together.

No copies are required to be submitted to Alkek Library. However, the library will bind copies submitted that the student wants bound for personal use. Personal copies are not required to be printed on archival quality paper. The student will take the personal copies to Alkek Library and pay the binding fee for personal copies.

Master's level courses in Counseling, Leadership, Adult Education, and School Psychology: COUN

Courses Offered

Counseling (coun).

COUN 5178. Independent Study.

Individual problems or research topics designed to place emphasis on selected areas of study. May be repeated twice for additional credit at the discretion of the department chair.

COUN 5199B. Thesis.

This course represents a student’s continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding.

COUN 5299B. Thesis.

COUN 5301. Professional Counseling Orientation.

This course is presented as a basis for future counselors to understand community counseling agencies, standards of preparation, and the role identity of persons providing direct counseling treatment interventions. This course includes information on the licensure process, professional organizations, ethical and legal aspects of practice, advocacy processes, and theoretical/applied information.

COUN 5305. Assessment in Counseling.

This course will include problems and principles of administration, scoring and interpreting group and individually administered tests; utilization of test data for diagnostic, placement, predictive, and evaluative purposes; elementary statistical procedures; laboratory activities in test administration, scoring, and interpretation.

COUN 5307. Theories of Counseling and Personality.

This course surveys systematically derived theories of counseling and personality from their origins in social discourse, philosophy, and psychology to the present time. Each theorist is presented biographically and the theory considered with regard to its clinical, cultural, and ethical relevance and application to diverse populations.

COUN 5316. Counseling Diverse Populations.

This seminar is designed to sensitize students to the roles societal power disparities, counselor’s racial identity and awareness, and client racial/cultural identity play in counseling persons of diverse backgrounds. The dynamics of counseling clients who are African-American, Asian-American, female, gay/lesbian, Latino/a, Native-American, and persons with disabilities, will be examined. (MULT).

COUN 5328. Professional Orientation in School Counseling: Leadership, Advocacy, and Accountability.

This course provides an orientation to identity and role of professional school counselors, and introduction to the study of comprehensive developmental guidance programs. Course reflects the Texas and ASCA Models with related standards. Topics include: program planning, implementation, and evaluation; use of data and accountability; leadership role; and ethical and legal practices in schools.

COUN 5338. Advanced Issues in School Counseling: Counseling, Consultation, and Coordination of Services.

This course includes advanced topics in counseling children and adolescents in schools. Emphasis will be placed on developmentally appropriate preventative and responsive counseling services. Consultation and collaboration with parents, school personnel, community partners and contextual issues in school counseling will be addressed. Prerequisites: COUN 5316 and COUN 5328 and COUN 5368 all with grades of "B" or better.

COUN 5344. Introduction to Addictions Counseling.

This course provides an introduction to best practices in counseling clients dealing with substance and process addictions. Students gain a historical context and current understanding of the etiology, course, and progression of addictive disorders. Students learn to conceptualize addiction from contextual, systemic, relational, and holistic perspectives, with an emphasis on theory and research-driven counseling practice.

COUN 5346. Filial Therapy.

Theoretical and practical application of the filial model will be addressed as well as techniques in training parents in the overall principles and methodology of child-centered play therapy. Prerequisite: COUN 5358 and COUN 5373 both with grades of "B" or better. Corequisite: COUN 5389 or COUN 5689 either with a grade of "B" or better or instructor approval.

COUN 5350. Advanced Counselor Ethics.

This course focuses on ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling settings. Emphasis is placed on national and current state board rules, records management, strategies for personal and professional self-evaluation, implications for practice, and client and professional advocacy.

COUN 5351. Current Issues in Marriage, Couple and Family Therapy.

This course provides students with information regarding special issues in marital, couple and family counseling, including: grief and loss; domestic violence; substance abuse in the family; lesbian, gay, bisexual, and transgender issues; divorce; and re-parenting. Prerequisite: COUN 5316 and COUN 5367 both with grades of "B" or better.

COUN 5354. Basic Counseling Skills and Abnormal Behavior.

This course is designed to introduce the student to basic counseling skills via role-play and practice session recording. The course also provides a general model for assessing abnormal behavior of clients and effective skills to elicit identifying behavior. Prerequisites: COUN 5307 and COUN 5350 both with grades of "B" or better. Corequisite: COUN 5301 or COUN 5328 either with a grade of "B" or better.

COUN 5355. Career Counseling.

This course considers career choice and development as critical aspects of persons in material cultures where occupation is a major component of one’s identity. Career concerns often addressed in counseling are presented and discussed along with the area of vocational guidance, occupational information, and preference inventories.

COUN 5358. Dynamics & Processes in Group Counseling.

In this course, students will develop knowledge and skills in the basic principles of the dynamics that are characteristic of therapeutic groups. This course is an academic and clinical experience requiring highly active student participation in the form of honest, direct, and open communication combined with authentic self-exploration within the group setting. Corequisite: COUN 5354 with a grade of "B" or better.

COUN 5359. Psychopathology in Clinical Mental Health Counseling.

This course explores the principles of dysfunction in human behavior and systemic organization. This course includes diagnostic, preventive, and remedial methods and interventions.

COUN 5360. Intermediate Methods in Marital, Couple and Family Counseling.

Marital, couple, and family theory and techniques are discussed, selected, applied, and refined through lecture and supervised clinical practice. Specific skills include joining, diagnosis, goal formulation, treatment planning, termination, referral, and record keeping. Graded on a credit (CR), no credit (F) basis. Prerequisite: COUN 5316 and COUN 5354 and COUN 5367 all with grades of "B" or better. Corequisite: COUN 5359 and COUN 5369 both with grades of "B" or better.

COUN 5362. Practicum in Professional Supervision: Theories and Applications.

Provides experience in supervising practicum or intern students and integrating the theoretical foundations and current issues of professional supervision. Emphasis includes ethical, multicultural, gender, age, and lifestyle concerns in supervisory relationships, and academic requirements for supervisory status for Texas Licensed Professional Counselor and Licensed Specialist in School Psychology credentials. Course can be repeated once for credit.

COUN 5366. Intermediate Methods in Adult Counseling.

Counseling theories and techniques are discussed, selected, applied and refined through lecture and supervised practice. Specific skills include initiating the helping relationship process, diagnosis, goal formulation, treatment planning, termination, referral, and record keeping. Prerequisite: COUN 5316 and COUN 5354 both with grades of "B" or better. Corequisite: COUN 5359 with a grade of "B" or better.

COUN 5367. Marital and Family Counseling: Current Theories.

This course is designed to examine the principles of communication and the goals of marital, couple and family counseling. Selected theories, approaches and techniques used in marital, couple and family counseling will be examined.

COUN 5368. Developmental Issues in Counseling Children, Adolescents, and Adults.

Emphasis will be on understanding the interactions between the developmental needs of each of these age groups and counseling techniques and procedures used to deliver mental health services to each of these groups.

COUN 5369. Child and Adolescent Counseling Methods.

This course focus is an overview of counseling interventions with children and adolescents in agency, school, and private practice. Group, individual, and systems techniques will be covered. Assessment of child psychopathology and techniques for consulting with parents will be included. Prerequisites: COUN 5368 with a grade of "B" or better. Corequisites: COUN 5354 with a grade of "B" or better.

COUN 5370. Intermediate Methods in Counseling Adolescents.

This course will provide an overview of the physical, social, psychological, and behavioral characteristics of the adolescent. This course has a supervised practice experience. Emphasis will be placed on counseling interventions utilizing current research. Prerequisites: COUN 5316 and COUN 5369 both with grades of "B" or better. Corequisites: COUN 5359 with a grade of "B" or better.

COUN 5372. Assessment and Treatment in Marriage and Family Counseling.

This course addresses the assessment of individual, couple, and family functioning and the planning and implementation of marital, couple and family treatment methods. Prerequisite: COUN 5367 with a grade of "B" or better.

COUN 5373. Intermediate Methods in Play Therapy.

This course explores the philosophical basis for play therapy, the history of play therapy, theoretical applications, techniques, stages, ethical issues, and application to a variety of populations and diagnostic categories. This course has a supervised practice experience. Prerequisite: COUN 5316 and COUN 5369 both with grades of "B" or better. Corequisite: COUN 5359 with a grade of "B" or better.

COUN 5378. Problems in Counseling.

Individual problems not related to thesis. Designed to place emphasis on selected areas of study. May be repeated once for additional credit at the discretion of the department chair.

COUN 5380. Introduction to Animal-Assisted Counseling.

Animal-assisted counseling (AAC) is a goal-directed process in which a trained therapy animal works in partnership with a counselor to help clients resolve psychosocial challenges and achieve growth. This course will provide an introduction to the AAC field, the human-animal bond, evidence-based research in AAC, and positive training approaches.

COUN 5381. Sandtray Therapy Methods.

This course provides students with the philosophical basis for sandtray therapy as a therapeutic intervention for children and families, including a review of its history, applications, techniques, stages, and ethical issues. Didactic and experiential methods are used. Prerequisite: COUN 5369 with a grade of "B" or better. Corequisite: COUN 5389 or COUN 5689 either with a grade of "B" or better.

COUN 5389. Site-Based Internship.

This course is an on-site practicum-internship occurring in a school or agency setting with supervision by on-site and university supervisors. It may be repeated based on the recommendation of the counseling faculty. Prerequisites: COUN 5689 with a grade of "CR" and instructor approval.

COUN 5391. Research Methods.

This course provides an understanding of research methods and design, statistical analysis, needs assessment, and program evaluation relevant to the field of professional counseling.

COUN 5394. Counseling Women.

This elective course involves student exploration of gender in historical, social, and global contexts with emphasis on counseling approaches and interventions specific to the concerns of women and girls. Topics include gender development, gender socialization, sexuality, career and family, violence against women, body image concerns, and overall women's mental health. (MULT).

COUN 5395. Foundations of Trauma and Crisis Counseling.

The course offers an introduction to principles of trauma counseling and crisis interventions. Topics include the neurobiology of trauma, diagnosis of trauma-related mental health concerns, and best practices related to trauma-informed counseling and crisis intervention addressing symptomatology of individuals, families, and communities directly or secondarily affected by crisis and trauma.

COUN 5399A. Thesis.

This course represents a student’s initial thesis enrollment. No thesis credit is awarded until student has completed the thesis in COUN 5399B .

COUN 5399B. Thesis.

COUN 5599B. Thesis.

COUN 5689. Clinical Practicum.

This practicum involves providing supervised counseling services to clients in university-affiliated counseling clinics and a staffing seminar. It may be taken up to three times (18 credit hours) based on the recommendation of the counseling faculty. Prerequisites: COUN 5358 and COUN 5369 and [ COUN 5360 or COUN 5366 or COUN 5370 or COUN 5373 ] all with grades of "B" or better and instructor approval.

COUN 5999B. Thesis.

2024-2025 Catalogs

• About Texas State
• About This Site
• Emergency Info
• Job Opportunities
• Search Texas State

Print this page.

The PDF will include all information unique to this page.

A PDF of the entire 2022-2023 catalog.

Home > Colleges and Schools > Education > Counseling & Human Services > ETDs

Counseling & Human Services Theses & Dissertations

Theses and dissertations published by graduate students in the Department of Counseling and Human Services, College of Education, Old Dominion University, since Fall 2016 are available in this collection. Backfiles of all dissertations (and some theses) have also been added.

In late Fall 2023 or Spring 2024, all theses will be digitized and available here. In the meantime, consult the Library Catalog to find older items in print.

Theses/Dissertations from 2024 2024

Dissertation: The Lived Experiences of Counselors-in-Training Completing Practicum and Internship During COVID-19 , Shelby Lauren Dillingham

Dissertation: Climbing the Academic Ladder While Black: Exploring the Experiences of Institutional Belongingness for Black Counselor Education and Supervision Doctoral Students at Predominantly White Institutions , Jasmine Alicia Hawa Griffith

Dissertation: Understanding the Role of Adverse Childhood Experiences on Resilience in Police Officers , Wayne F. Handley

Thesis: The Experiences of Multilingual Learning-Focused School Counselors: A Phenomenological Investigation , Chelsea Jo Hilliard

Dissertation: Partners in Crisis: A Phenomenological Exploration of Collaboration Between Crisis Intervention Team Officers and Mental Health Professionals , Jessica L. Huffman

Dissertation: Exploring the Experiences of School Counselors Advocating for Social Justice Within Urban PK-12 Charter Schools , Betsy Marina Perez

Dissertation: Supervision Needs of Novice Behavioral Health Providers in Integrated Primary Care Settings: A Delphi Study , Nicholas D. Schmoyer

Dissertation: Wellness as a Predictor of Turnover Intention in the Active Duty Military , Thomas Clifford Seguin

Dissertation: Consensus on Best Practices in Neuroscience-Informed Treatment of Combat-Related Posttraumatic Stress in Military Veterans: A Delphi Study of Experts in the Field of Mental Health , Danielle Lauren Winters

Theses/Dissertations from 2023 2023

Dissertation: Providing Family Centered Care Within Pediatric Integrated Care Settings , Emily D. Bebber

Dissertation: The Lived Experiences of 911 Dispatchers With Compassion Fatigue: An Interpretive Phenomenology , Angela Johnson

Dissertation: Exploring the Lived Experiences of Self-Identified Politically Conservative Students in Graduate Counseling Programs in Public Universities , Elizabeth A. Orrison

Theses/Dissertations from 2022 2022

Dissertation: Mental Health Counselors’ Perceptions of Professional Identity as Correctional Counselors in an Integrated Behavioral Health Care Setting , Jeanel L. Franklin

Dissertation: Complex Thought for Complex Work: Preparing Cognitively Complex Counselors for Work in Diverse Settings , Alexandra C. Gantt

Dissertation: Trauma and Crisis Counselor Preparation: The Relationship of an Online Trauma and Crisis Course and Counseling Self-Efficacy , Julia Leigh Lancaster

Dissertation: An Investigation of Healthcare Professionals’ Perspectives on the Tasks of Mental Health Counselors in Hospital Settings , Suelle Micallef Marmara

Dissertation: Broaching Race and Race-Related Issues: Phenomenological Inquiry of Doctoral Student Supervisors of Counselor Trainees , Judith Wambui Preston

Dissertation: A Phenomenological Investigation of School Counselor Antiracist Social Justice Practices , Stephanie Deonca Smith-Durkin

Dissertation: Counselor Perceived Competence Diagnosing Disorders from DSM-5 Diagnostic Categories Survey Results and the Development and Validation of Scores on the Diagnostic Self-Efficacy Scale , Erin Elizabeth Woods

Dissertation: The Experiences of School Counselors Providing Virtual Services During Covid-19: A Phenomenological Investigation , Allison Kathryn Worth

Dissertation: A Comparison of Sorority Women and Non-Sorority Women’s Alcohol Use: Perception, Rate of Use, and Consequences , Betsy Zimmerman

Theses/Dissertations from 2021 2021

Dissertation: Effectiveness of College Counseling Interventions in International Student Adjustment to United States Higher Education Systems: A Meta-Analysis , Joshua Ebby Abraham

Dissertation: What Are We Missing?: A Comparison of Experiences of Race-Based Trauma by Black Americans and Black Jamaicans , Bianca R. Augustine

Dissertation: Site Supervisors' Perspectives on Supervision of Counselor Trainees in Integrated Behavioral Health (IBH) Settings: A Q Methodology Approach , Yeşim Giresunlu

Dissertation: The Impact of a Crisis Intervention Team Program on Psychiatric Boarding , Kurtis Hooks

Dissertation: A Case Study on the Application and Implementation of Positive Behavioral Interventions and Supports for Students with Emotional Disabilities in Alternative Education , Kira Candelieri Marcari

Dissertation: Initial Development of the Escala de Fortaleza en Jóvenes para Padres , David Moran

Dissertation: Incivility of Coworker Behaviors and Minority Firefighters’ Belongingness in the Workplace , Alyssa Reiter

Dissertation: A Meta-Analysis of Three Years of Data on Outcomes of Therapy Groups for Inmates in the Virginia Department of Corrections , Abie Carroll Tremblay

Theses/Dissertations from 2020 2020

Dissertation: Improving Veterans’ Psychological Well-Being with a Positive Psychology Gratitude Exercise , Clara Im Adkins

Dissertation: An Examination of the Relationship Among Social Services Support, Race, Ethnicity and Recidivism in Justice Involved Mothers , Ne’Shaun Janay Borden

Dissertation: Development and Validation of the Students With Learning Disabilities School Counselor Self- Efficacy Scale: A Psychometric Study , Rawn Alfredo Boulden, Jr.

Dissertation: Minority Counselor Multicultural Competence in the Current Sociopolitical Climate , Kathleen Brown

Dissertation: A Meta-Analysis of Group Treatment Outcomes for Veterans with Substance Use Disorders , Robert “Tony” Dice

Dissertation: Investigating the Impact of the FAVA Well-Being Protocol on Perceived Stress and Psychological Well-Being With At-Promise High School Students , Renee L. Fensom

Dissertation: Mental Health Counselors' Perceptions on Preparedness in Integrated Behavioral Healthcare in Underserved Areas , Kyulee Park

Dissertation: Group Treatment Effectiveness for Substance Use Disorders: Abstinence vs. Harm Reduction , Jill D. Parramore

Dissertation: Best Practices in Clinical Supervision: What Must Supervisees Do? , Johana Rocha

Dissertation: A Phenomenological Investigation of Counselors’ Experiences With Clients Affected by Problematic Internet Pornography Use , Kendall R. Sparks

Dissertation: Counselor Education Doctoral Students’ Research Self-Efficacy: A Concept Mapping Approach , Zahide Sunal

Dissertation: A Systemic Review and Meta-Analysis of Psychoeducational Groups for the Treatment of Psychopathology Resulting from Child Sexual Abuse , Alexis Lynnette Wilkerson

Dissertation: School Counseling Professionals’ Experiences Using ASCA’s Mindsets & Behaviors for Student Success to Achieve College and Career Readiness , George Wilson

Theses/Dissertations from 2019 2019

Dissertation: Exploring the Lived Experiences of Career Oriented Military Spouses Pursuing Education for Career Advancement , Melody D. Agbisit

Dissertation: Reshaping Counselor Education: The Identification of Influential Factors on Multisystemic Therapy , T'Airra C. Belcher

Dissertation: An Investigation of Posttraumatic Growth Experienced By Parents After a Miscarriage , Barbara Elizabeth Powell Boyd

Dissertation: The Psychometric Properties of the School Counseling Internship Competency Scale , Melanie Ann Burgess

Dissertation: Intersectional Identities and Microaggressions: The Experience of Transgender Females , Cory Daniel Gerwe

Dissertation: Comparing Higher Order Value Differences By Religious and Spiritual Association and Implications for Counseling: An Exploratory Study , Gregory C. Lemich

Dissertation: The Effects of Supervisory Style and Supervisory Working Alliance on Supervisee Disclosure in Supervision: A Moderated Mediation Analysis , Chi Li

Dissertation: A Comparison of College Student-Athletes With Attention-Deficit Hyperactivity Disorder (ADHD) and Nonathletes With ADHD: Academic Adjustment, Severity of Mental Health Concerns, and Complexity of Life Concerns , Sonja Lund

Dissertation: An Experimental Study of Research Self-Efficacy In Master’s Students , Nicola Aelish Meade

Theses/Dissertations from 2018 2018

Dissertation: Multilevel Confirmatory Factor Analysis of the Family Adjustment Measure with Lower-Income, Ethnic Minority Parents of Children with Disabilities , Vanessa Nicole Dominguez-O'Hare

Dissertation: Risk and Resiliency Factors Affecting the College Adjustment of Students with Intersectional Ethnocultural Minority and LGBTQ Identities , Stacey Christina Fernandes

Dissertation: The Relationship Between Childhood Adversity and Adult Relationship Health for Economically Marginalized, Racially and Ethnically Diverse Individuals , Sandy-Ann M. Griffith

Dissertation: An Exploration of Practicum Students' Experiences of Meaning-Making Through Altruism , Debra Paige Lewis

Dissertation: Addiction Counselors' Perceptions of Clinical Supervision Practices , Marla Harrison Newby

Dissertation: Exploring the Variant Experiences Through Which Racial/Ethnic Minorities Select Art Therapy as a Career , Mary Ritchie Roberts

Dissertation: Psychosocial Determinants of Medication Adherence among HIV-Positive Individuals in Mexico City , Anthony Vajda

Theses/Dissertations from 2017 2017

Dissertation: Cross-Racial Trust Factors: Exploring the Experiences of Blacks Who Have Had White Mentors in the Counseling Profession , Eric Montrece Brown

Dissertation: Personality, Motivation, and Internet Gaming Disorder: Understanding the Addiction , Kristy L. Carlisle

Dissertation: The Relationship Between Trauma Exposure and College Student Adjustment: Factors of Resilience as a Mediator , Amber Leih Jolley

Dissertation: Establishing the Psychometric Properties of the Understanding Mental Health Scale: A Dissertation Study , Michael Thomas Kalkbrenner

Dissertation: Attitudes and Actions that Adoptive Parents Perceive as Helpful in the Process of Raising Their Internationally Adopted Adolescent , Marina V. Kuzmina

Dissertation: Towards a New Profession: Counselor Professional Identity in Italy. A Delphi Study , Davide Mariotti

Dissertation: Exploring the Relationship Between Depression and Resilience in Survivors of Childhood Trauma , Marquis A. Norton

Dissertation: Understanding the Experiences of Women with Anorexia Nervosa Who Complete an Exposure Therapy Protocol in a Naturalistic Setting , Gina B. Polychronopoulos

Dissertation: An Exploratory Factor Analysis Examining Experiences and Perceptions of Campus Safety for International Students , Sonia H. Ramrakhiani

Dissertation: The Role of Self-Care and Hardiness in Moderating Burnout in Mental Health Counselors , Traci Danielle Richards

Theses/Dissertations from 2016 2016

Dissertation: Examining Changes in College Counseling Clients’ Symptomology and Severity over an Eight Year Span , Caroline Lee Bertolet

Dissertation: Initial Development and Validation of the Transgender Ally Identity Scale for Counselors , Jamie D. Bower

Dissertation: A Counselor’s First Encounter with Non-Death Loss: A Phenomenological Case Study on New Counselor Preparation and Experience in Working with Non-Death Loss , Charles P. Carrington

Dissertation: The Relationship Between Counselors' Multicultural Counseling Competence and Poverty Beliefs , Madeline Elizabeth Clark

Dissertation: Counselors’ Perceived Preparedness for Technology-Mediated Distance Counseling: A Phenomenological Examination , Daniel C. Holland

Theses/Dissertations from 2015 2015

Dissertation: Factors Associated with Family Counseling Practices: The Effects of Training, Experience, and Multicultural Counseling Competence , Amanda A. Brookshear

Dissertation: An Examination of Supervisory Working Alliance, Supervisee Demographics, and Delivery Methods in Synchronous Distance Supervision , Robert Milton Carlisle III

Dissertation: A Phenomenological Investigation of Counselors' Perceived Degree of Preparedness When Working with Suicidal Clients , Heather Danielle Dahl

Dissertation: African American Pastors and Their Perceptions of Professional School Counseling , Krystal L. Freeman

Dissertation: A Phenomenological Investigation of Wellness and Wellness Promotion in Counselor Education Programs , Brett Kyle Gleason

Dissertation: Examining Disordered Eating Amongst Sorority Women , Andrea Joy Kirk

Dissertation: Bhutanese Counselors' Experiences with Western Counseling: A Qualitative Study , Susan V. Lester

Dissertation: An Exploration of Health Providers' Responses to Intimate Partner Violence (IPV) in Malaysia , Kee Pau

Dissertation: A Mixed Methods Study of the Intersection of Sexual Orientation and Spiritual Development in the College Experience , Kevin C. Snow

Theses/Dissertations from 2014 2014

Dissertation: Ethical and Legal Knowledge, Cognitive Complexity, and Moral Reasoning in Counseling Students , Matthew W. Bonner

Dissertation: A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations , David Julius Ford Jr.

Dissertation: The Experiences of School Counselors with Court Involvement Related to Child Custody , Crystal E. Hatton

Dissertation: A Grounded Theory of Suicidality in Children Ten and Younger , Katherine Angela Heimsch

Dissertation: School Counseling Program Models Utilized By School Districts , Tracy L. Jackson

Dissertation: The Relationship Among Counseling Supervision Satisfaction, Counselor Self-Efficacy, Working Alliance and Multicultural factors , Jennifer Dawn Logan

Dissertation: Development of the Profession of Counseling in Kenya, Uganda, and Tanzania: A Grounded Theory Study , Mueni Joy Maweu Mwendwa

Dissertation: Resident Assistants' Self- Efficacy for Participation in Counseling Activities , Miranda Johnson Parries

Dissertation: Role Ambiguity of Counseling Supervisors , Aaron Gabriel Shames

Dissertation: Degree of Implementation of the American School Counselor Association National Model and School Counselor Burnout , Katrina Marie Steele

Dissertation: College Health and Mental Health Outcomes on Student Success , Daniel Joseph St. John

Dissertation: Supervisor Perceptions of Their Multicultural Training Needs for Working with English Language Learning Supervisees , Hsin-Ya Tang

Theses/Dissertations from 2013 2013

Dissertation: Experiences of Resident Assistants with Potentially Suicidal Students: Identification, Referral, and Expectations , Katherine M. Bender

Dissertation: Counselor Demographics, Client Aggression, Counselor Job Satisfaction, and Confidence in Coping in Residential Treatment Programs , Erik Braun

Dissertation: School Personnel Perceptions of Professional School Counselor Role and Function , Caron N. Coles

Dissertation: Factors That Influence Minority Student Enrollment at Various Levels of Postsecondary Education , LaShauna Mychal's Dean

Dissertation: Experiences and Perceptions of Mental Health Professionals Considered Effective in the Diagnosis and Treatment of Adults with Attention Deficit Hyperactivity Disorder , Bonita H. Erb

Dissertation: A Qualitative Study of the Experiences of Gatekeeping Among PhD Counselor Educators , Carol A. Erbes

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines
• Author Guidelines
• Department of Counseling & Human Services
• Other Digital Collections
• ODU Libraries
• Old Dominion University

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Search form

Master's Program in Guidance and Counseling

About program.

Master's Program in Guidance and Counseling (Thesis / Non-Thesis) aims at having individuals acquire necessary information, skills and attitudes used for fulfilling counseling services in education, health and industry institutions and organizations efficiently and productively, and making them be expert at the field of guidance and counseling. In this regard, it is targeted to upbring qualitative professionals in the field of guidance and counseling who have a good command of concepts, principles and technqiues of counseling, and who have the ability to manage guidance and counseling services effectively in different institutions and organizations. The graduates from Master's Program in Guidance and Counseling (Thesis) can apply to doctorate programs and work as an academician at universities.

The medium of instruction in Master's program (thesis) is English. Program consists of  21 credits (120 AKTS) containg five compulsory and two elective courses, seminar and thesis. Three remedial courses in the program are for the students who graduated from the departments (except Guidance and Counseling) in Faculty of Education and Psychology.  

The medium of instruction in Master's program (non-thesis) is Turkish. Program consists of 30 credits (100 AKTS) containing eight compulsory, two elective courses and project. There is no remedial course in the program.

Sample Courses in the Program

PCG 501   Contemporary Counseling Theories

PCG 503   Principles and Techniques of Counseling

PCG 505   Principles and Techniques of Group Counseling

PCG 510   Individual Recognition Techniques

PCG 516   Guidance and Counseling in Schools

PCG 518   Guidance and Counseling in Different Populations

PCG 521   Recent Topics in Vocational and Career Counseling

PCG 525   Couple and Family Counseling

PCG 551   Personality Theories

EDGN 528 Research Methods and Techniques in Education

Application Requirements

Candidates who will apply for Master's Programs with and without Thesis must meet the following conditions:

a) Graduation from a four-year Turkish university or a foreign university whose equivalency is approved by the Council of Higher Education,

b) Candidates applying to the Master's Program with Thesis within the last three years must have received at least 55 points from ALES or at least 610 points from GRE Quantitaive or 450 points from GMAT (only valid for candidates applying to the Master's Program with Thesis).

c) Candidates applying to the Master's Program with Thesis must have received a minimum score of 55 points or a minimum score of 610 from the GRE Quantitaive or a minimum score of 450 from the GMAT within the last five years. 2017 dated 06.02.2017 and numbered 9268 in accordance with the provisions of the "Regulation on Graduate Education and Training", the central foreign language exams accepted by the Council of Higher Education in accordance with the provisions of the "Regulation on Graduate Education and Training" are the "Higher Education Institutions Foreign Language (YOKDIL) Exam" and the "Foreign Language Knowledge Level Determination Exam (YDS)" conducted by the Measurement, Selection and Placement Center (OSYM) (only valid for applicants applying to the master's program with thesis)

Or to have at least 55 points from the English Proficiency Exam conducted by Yeditepe University School of Foreign Languages.

Admission Requirements:

1- Candidates applying to the Master's Program with Thesis are subjected to a written and oral science exam.

2- Candidates who apply to the Non-Thesis Master's Program are only subjected to an oral science exam.

About the Program

The purpose of Guidance and Psychological Counseling Thesis / Non-Thesis Programs; to provide individuals with the necessary knowledge, skills and attitudes in order to realize the counseling and counseling services offered in educational, health and industrial institutions and organizations effectively and to provide them to specialize in the field of psychological counseling and guidance. Thus, it is aimed to train qualified specialist counselors who are able to effectively manage the guidance and psychological counseling services in different types of institutions and organizations, including the psychological counseling and guidance activities needed in educational institutions, foundations and concepts, principles and techniques of contemporary counseling science. Graduates who have completed the program with thesis can apply to doctorate programs and work as academician in universities.

The language of instruction of the program is English. The program consists of 21 credits (120 ECTS), including five compulsory, two elective, seminars and dissertations. The three scientific preparatory courses in the program are valid for students who are graduated from the Faculty of Education, who come from the field of Guidance and Psychological Counseling and those who come from the field of Psychology.

The language of the program is Turkish. The program consists of 30 credits (100 ECTS), eight compulsory, two elective and project. There is no scientific preparation in the program without thesis.

Examples of Program Courses

PCG 501 Contemporary Counseling Theories

PCG 505 Group Counseling Principles and Techniques

PCG 510 Individual Recognition Techniques

PCG 518 Guidance and Psychological Counseling in Different Populations

Yeditepe Üniversitesi Bilgi İşlem Koordinatörlüğü