Master of Arts (M.A.) in School Counseling
Master of Arts (M.A.) in School Counseling
Prepare to work as a licensed school counselor in a broad range of elementary and secondary schools that represent our diverse and ever-changing society. The program’s small cohort size and comprehensive mentorship support make it a singular and nurturing place to launch a counseling career. The program has trained hundreds of school counselors to become leaders, advocates, and change agents who utilize evidence-based practices to remove barriers to learning and promote positive development for children and adolescents.
At a Glance
#11
National ranking for Student Counseling and Personnel Services programs
U.S. News & World Report
School Counseling Pathways
In-Person at Boston College
Full-time and part-time options are available to all students.
Full-time students typically finish their degrees in about 2 years. Part-time students usually finish in up to 5 years.
Most in-person students start the program in the fall, but you can also start in the spring semester.
Hybrid approach with Boston College
This program is a part-time program.
Students will typically finish their degree in 2.5 years.
Students start in the summer semester. In first year, students complete online coursework remotely. In the second year, students complete coursework on campus and the practicum in Massachusetts.
Curriculum
Our flexible curriculum and after-work course options allow students to pursue their degrees full time or part time, balancing family and professional commitments.
Requirements
- Courses: 16
- Credits: 48
- Comprehensive Exam
| Course | Course Title | Credit |
|---|---|---|
| APSY7440 | Foundations of Counseling I Provides an introduction to counseling principles and techniques with an emphasis on interviewing skills. The areas of communication skills involving the use of role playing, observation, and practice components are emphasized. Training consists of peer role-plays and laboratory experiences with individual and group supervision. |
3 |
| APSY7446 | Child Psychopathology 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. |
3 |
| APSY7633 | 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. |
3 |
| APSY7528 | 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. |
3 |
| APSY7448 | Career Development Provides students with a comprehensive introduction to the theoretical and practice aspects of career development and the psychology of working. Students learn existing theories and related research pertaining to the vocational behavior of individuals across the life span. Through readings, case discussions, and lectures, students learn how to construct effective, ethical, and humane means of helping people to develop their work lives to their fullest potential. |
3 |
| APSY7540 | 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. |
3 |
| APSY7743 | Counseling Families The purpose of this course is to provide students with an introduction to family and couple counseling theory, and perspectives of family therapy along with issues of diversity. This course will focus on theory and practice, viewing the couple/family as a unitary psychosocial system. Major topics will include history, theory, and practice models, healthy family functioning, family dysfunction, and intervention techniques. This course will also address issues relative to diversity in families and couples along with perspectives of family therapy. |
3 |
| APSY7465 | Psychological Testing Introduces psychometric theory, selection, and use of standardized aptitude, ability, achievement, interest, and personality tests in the counseling process from a social justice perspective. Includes measurement concepts essential to test interpretation, and experience in evaluating strengths, weaknesses, and biases of various testing instruments. Students will gain laboratory experience in administration, scoring, and interpretation of psychological tests. |
3 |
| APSY7648 | Pre-Practicum Diversity and School Culture A two-semester experience in schools. In semester one, students spend one-half day per week in a school with a diverse population. In semester two, students spend one day per week (minimum of 75 hours) in another school working under the supervision of a school counselor. The pre-practicum experience is processed each week in small group laboratory sections. |
3 |
| APSY7640 | Group Counseling This course examines both the theory and practice of group counseling. Among the theoretical positions discussed are client centered, behavioral, existential, and rational emotive. Important aspects of group process are also discussed including group leadership, group membership, establishing a group, and maintaining a group. As such the course covers therapist issues, patient selection criteria, group structuring as well as basic therapeutic techniques. The course prepares students to design structured counseling groups, to prepare group counseling materials, and to lead counseling groups of various types. |
3 |
| APSY7606 | Ethical and Legal Issues in School Counseling Guided by the ethical codes of the American School Counselor Association (ASCA) and the American Counseling Association (ACA), a wide range of legal and ethical conflicts that school counselors encounter will be discussed. Specific topics will include school counselors' ethical and legal duties as they pertain to confidentiality, suspected child abuse/neglect, mental health referral and treatment, students at risk to themselves and/or others, students involved in the juvenile justice system, bullying, the rights of LGBTQ students, and special education. Knowledge of multicultural school counseling competencies and ethical issues that are related to social justice will be emphasized |
3 |
Students will choose two of the following courses:
| Course | Course Title | Credit |
|---|---|---|
| APSY7418 | Applied Child Development This course will help teachers understand principles of learning and cognitive, linguistic, social, and affective development as they apply to classroom practices. Students will focus on the acquisition of strategies that enable them to assess and understand how they and the children they work with are constructors of meaning. This course is designed for individuals beginning their professional development in education who plan to work with children. |
3 |
| APSY7419 | Applied Adolescent Development This course is designed to provide students with an overview of the theoretical and empirical knowledge base concerning adolescent development. In particular, four broad areas will be considered: (1) psychological, biological, and cognitive transitions; (2) central developmental tasks of adolescence; (3) primary contextual influences; and (4) prevalent types of problematic functioning that emerge during adolescence. The overarching goals of the course are to provide a solid and broad understanding of how and why adolescents develop in the manner they do, and to extend this developmental understanding into research, application, and practice. |
3 |
| EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. |
3 |
Students will select one course from the options below:
| Course | Course Title | Credit |
|---|---|---|
| MESA6468 | Introduction to Statistics An introduction to descriptive statistics. Topics include methods of data summarization and presentation; measures of central tendency and variability, correlation and linear regression; the normal distribution; probability; and an introduction to hypothesis testing. Provides computer instruction on PC and Mac platforms and in the SPSS statistical package. |
3 |
| MESA6469 | Intermediate Statistics Topics and computer exercises address tests of means, partial and part correlations, multiple regression, analysis of variance with planned and post hoc comparisons, analysis of covariance, repeated measures analysis, elements of experimental design, and power analysis. |
3 |
| MESA6460 | Interpretation and Evaluation of Research This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. Each student will develop a research proposal. |
3 |
Students' final capstone experience in the school counseling program is completing a 600-hour, year-long practicum in a public school in Massachusetts under the supervision of a professional school counselor.
| Course | Course Title | Credit |
|---|---|---|
| APSY7940 APSY7941 |
Practicum in School Counseling I & II (PreK-8) Practicum involves placement in a comprehensive school system in both fall and spring semesters. Students typically spend three days per week at the school for the school year. The minimum hours of practicum are 600 in addition to the pre-practicum. |
6 |
| APSY7950 APSY7951 |
Practicum in School Counseling I & II (5-12) Practicum involves placement in a comprehensive school system in both fall and spring semesters. Students typically spend three days a week at the school for the school year. The minimum hours of practicum are 600 in addition to the pre-practicum. |
6 |
| Course | Course Title | Credit |
|---|---|---|
| APSY8100 | Master’s Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses. |
0 |
By completion of this program, graduates will be able to:
- Demonstrate broad and general knowledge pertinent to the fields of psychology and school counseling that has shaped the contemporary identity of school counseling.
- Apply the skill and strategies needed to engage competently in professional practice, including: clinical assessment and intervention, program evaluation, college and career counseling, partnerships with families and communities, supervision, and consultation.
- Uphold ethical and legal standards in professional practice that affirm individual and cultural differences for students, families, colleagues, and communities.
- Conceptualize how systemic and contextual factors, including power and privilege, impact assessment and intervention and act upon this knowledge in order to serve as a change agent for positive student wellbeing.
- Apply models of comprehensive student support systems for both school and community to address the ways in which factors such as poverty, oppression, and systemic racism, impact student achievement.
- Reflect on multiple identities and social locations of power and privilege as related to counseling processes.
The School Counseling program is accredited by the Master’s in Psychology and Counseling Accreditation Council through March 2027. As part of this accreditation, the program is required to disclose specific educational/training outcomes and other information to prospective doctoral students. Click below for relevant data about admissions, student outcomes, and more.
Practicum
Much of the second year of the program focuses on the internship, where you will have opportunities to hone your counseling skills. We emphasize the importance of culture and context, encouraging you to acquire a community-oriented understanding of the settings in which you serve. Our dedicated director of practicum experience works to pair you with pre-practicum and practicum placements at schools that fit your goals.
Accreditation
We are an approved teacher preparation program by the Massachusetts Department of Elementary and Secondary Education. Upon successful completion of the Lynch School of Education and Human Development's educator preparation program, students earn an endorsement from Boston College for licensure in Massachusetts. The 600+ hours of practicum experience students receive exceed current Massachusetts requirements for initial licensure as a school counselor at the Pre-K–8 and/or the 5–12 grade levels.
The Whole Child Approach
In keeping with the American School Counselor Association's model of school counseling, our program trains counselors to take a “whole child” approach, considering both the in-school and out-of-school factors that promote student thriving. You'll study how multiple systems—including families, schools, and communities—interact to promote thriving and achievement among children and adolescents who represent diverse cultures, racial and ethnic groups, social classes, abilities, and sexual orientations.
Financial Aid
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $8.4 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.
Application & Deadlines
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Deadlines:
Spring 2023 (In-person program)
- Priority Deadline: Nov 1
- Rolling Admission: Until Dec 1
Summer 2023 (Hybrid program)
- Priority Deadline: Feb 15
- Rolling Admission: Until May 1
Fall 2023 (In-person program)
- Priority Deadline: Jan 4
- Rolling Admission: Until May 1
Résumé
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or 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.
Personal Statement
To be uploaded to your online application.
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.
Letters of Recommendation
Two letters of recommendation are required, with at least one required from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
Submitting GRE test scores is optional for this program for the 2023 entry term(s). If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
Not required.
International Students
Please note: international students who will require a student visa must pursue the full-time, in-person program. The hybrid program is not currently student visa eligible.
Applicants who 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). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
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Contact Us
gsoe@bc.edu
617-552-4214