The School Counseling program at Boston College prepares professional school counselors to work in elementary and secondary schools within a diverse and ever-changing society. The program has educated hundreds of well-trained, licensed school counselors to become leaders, advocates, and change agents who utilize evidence-based practices to remove barriers to learning and to promote positive development for all children and adolescents.
Consistent with the national model of school counseling put forth by the American School Counselor Association (ASCA), our program trains students to take a “whole child” approach to their work by considering both the in-school and out-of-school factors that promote student thriving. Emphasis is placed on helping students to understand the ways in which multiple systems (e.g., families, schools, and communities) interact to promote thriving and achievement among children and adolescents representing diverse cultures, racial/ethnic groups, social classes, abilities/disabilities, and sexual orientations. Through coursework and practicum training, students learn how to utilize a range of interventions with youth and families as well as how to build collaborative partnerships within each of these systems.
The School Counseling program is a 48-credit hour track that is accredited by the Massachusetts Department of Elementary and Secondary Education and that meets current Massachusetts requirements for initial licensure as a school counselor at the PreK-8 and/or the 5-12 grade levels. The M.A. in School Counseling is also accredited by the Master’s in Psychology and Counseling Accreditation Council (MPCAC) for the period of March, 2017 through March, 2027.
To demonstrate foundational training in, and foster identification with, the field of psychology generally, and counseling and school counseling, specifically
To train students to become competent as practitioners, and knowledgeable of the ways in which science influences practice and how practice can inform scientific investigation
Faculty Program Coordinator
national ranking among student counseling programs
U.S. News & World Report
Education should level the playing field – we feel the same way about financial aid.
The Lynch School of Education provides more than $7.5 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable.
This program consists of 16 courses for a total of 48 credits.
Full time students will typically complete the program in 2 years.
Part time students can take 3-5 years to complete the program.
Students ideally begin the program in the fall, but may start in the winter.
Issues in School Counseling
This course traces the development of school counseling as a profession, and helps students understand the major functions of school counselors. Students gain an understanding of schools as dynamic organizations and learn to recognize and appreciate the intersection of family, school, culture, and community. Professional issues related to the practice of school counseling are examined, and recent innovations in the field are reviewed.
Introduces the theory and research that provide the context for understanding the socio-emotional problems of children. Places particular emphasis on the role of risk and protective factors as they contribute to children's resilience and vulnerability to childhood problems. Considers implications for clinical practice and work in school settings.
Impact of Psychosocial Issues on Learning
Examines, from a holistic perspective, psychological and social issues that affect learning in children and adolescents. Discusses the role of risk and protective factors in the development of vulnerability and resilience. Highlights collaboration of educators with professionals involved in addressing psychological and social issues.
|APSY 7528||Multicultural Issues
Assists students to become more effective in their work with ethnic minority and LGBT clients. Increases students' awareness of their own and others' life experiences, and how these impact the way in which we approach interactions with individuals who are different from us. Examines the sociopolitical conditions that impact individuals from ethnic and non-ethnic minority groups in the U.S., and presents an overview of relevant research.
Ethical and Legal Issues in Counseling
Topics include professional codes and ethical principles; laws governing mental health professions; confidentiality, privacy and record keeping; client rights and malpractice; issues in supervision; dual role relationships; psychological assessment; and, issues specific to minorities, children and specialized treatment modalities and techniques. Emphasis is on the preparation of mental health counselors and other mental health professionals.
Director of Graduate Admission
Associate Director of College Counseling
College Counseling Assistant
Career paths chosen by previous graduates of the CDEP Department.
In addition to your academic history and relevant work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Two letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice.
Unofficial transcripts may be uploaded to your online Application Form for purposes of application review. However, official transcript(s) must also be submitted upon acceptance/matriculation. Both undergraduate and graduate transcripts are required.
Official transcripts should be sent to the following address:
Boston College, Lynch School of Education
Data Processing Center
P.O. Box 8027
Portsmouth, NH 03802
For FedEx or UPS shipments, please use this address:
Boston College, Lynch School of Education
Office of Graduate Admission, Financial Aid, and Student Services
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
An unofficial score report may be uploaded to your online Application Form; however, an official score report – sent directly from ETS – must also be submitted by the application deadline.
This program requires all applicants to have taken the GRE in a maximum of 5 years prior to application being submitted, regardless of previous academic coursework, previous degrees/credentials earned, and/or professional experience. No exceptions will be made.
The GRE is the only exam that is acceptable for this program; the MAT, LSAT, MTEL, GMAT, and other exams may not be substituted for the GRE.
For more information about the GRE exam, including test dates and testing sites, visit https://www.ets.org/gre. Lynch School of Education GRE Code: 3218
An international applicant is defined as any person that requires a student visa in order to study in the United States. International applicants are eligible to apply to any graduate program in The Lynch School, provided they have successfully completed the equivalent of a United States bachelor degree and have the appropriate diplomas and/or satisfactory results on transcripts or leaving examinations from the country in which the degree was earned. International applicants must complete all program-specific application requirements as well as additional requirements outlined below.
Applicants that have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Click HERE for a complete list of NACES-approved evaluators. Submission of falsified documents is grounds for denial of admission or dismissal from the University.
All applicants whose primary language is not English (or for whom English is not one of their primary languages) are required to submit proof of satisfactory English proficiency. At this time, the only acceptable forms of proof for English proficiency are the TOEFL and IELTS exams (certificates of completion from English-language schools are not currently accepted). Below are the minimum scores required.
TOEFL iBT = 100 minimum
IELTS – 7.0 minimum
An official score report must be sent directly from Educational Testing Services (TOEFL). TOEFL School Code: 3240.
Applicants that meet either of the criteria below do not need to submit proof of English proficiency.
Applicants who completed an undergraduate OR graduate degree from a regionally-accredited institution within the United States
Applicants who completed an undergraduate OR graduate degree at an institution outside of the United States where the language of instruction was English
The Lynch School offers Conditional Acceptance to applicants that fulfill all academic requirements for admission to and are accepted to the program, but whose level of English proficiency does not meet the minimum requirements. In these cases, admitted students will be granted conditional admission, but will have to retake the TOEFL or IELTS exam and submit an official score report that shows the minimum score has been met no later than six weeks prior to the start of the semester in which the student’s program will begin. If a student with conditional admission does not submit a passing TOEFL or IELTS score within the allotted time frame, he/she will be granted a deferral to start in a future semester, no later than one year from the original start term. Due to this policy, we strongly encourage international applicants to apply as early as possible in order to ensure that these conditions can be met.