Online School Counseling Curriculum

The online Master of Arts in School Counseling program curriculum is designed to prepare graduates to work as social-justice-focused school counselors for P-12 students. Courses focus on how issues of identity, power, privilege, disability and discrimination affect students, both individually and as a school population. These courses will help graduates to form their own counselor identity, learning about themselves so they can better serve children and adolescents within schools in their communities.

Graduates of the program will complete 24 courses or 90 quarter credit hours, which can be completed on a part- or full-time basis (transfer credits accepted). They will also complete a 100-hour practicum and 600-hour internship experience at a school near their community, as well as an optional in-person events at the University of Denver campus.

Course descriptions are provided below for reference. Please refer to the SchoolCounseling@Denver Handbook, located on the Morgridge College of Education Handbooks & Forms page, for additional information related to the program, curriculum, matriculation requirements, and other policies and resources.

Course Descriptions

  • This course provides an introduction to the counseling profession, including an overview of legal, ethical and structural issues.

  • Foundations and application of counseling and interviewing skills. This course emphasizes building and maintaining counseling relationships, facilitating client self-exploration and expression, and skills including, but not limited to empathy, reflection, and challenging.

  • This course introduces students to basic counseling and psychological theories and philosophical principles as a foundation for professional training including history, concepts, techniques, and trends. Students gain an understanding of the theories and research related to helping relationships and develop the skills to apply their knowledge in therapeutic relationships through experiential activities. Students also develop and refine their own counseling orientation.

  • This course provides an introduction and overview of quantitative, qualitative, and mixed-methods research in counseling and education, including the development of program evaluations and assessments.

  • Overview of multicultural and social justice issues in the United States and their relationship with and implications for counseling. Content includes but is not limited to examination of concepts related to race, ethnicity, religion, socioeconomic status, gender, sexuality, and neurodiversity within a framework of privilege, oppression, and intersectionality.

  • This course provides an introduction to group counseling theory, process, leadership, and techniques. It includes participation as a group member in a small group activity, as articulated within the course.

  • This course is designed to give students an introduction to the essentials of psychological testing, assessment, and report utilization. This course provides students with exposure to basic objective tests, projective tests, personality tests, and other diagnostic techniques.

  • Survey of the principles of development from conception to adulthood, emphasizing biological, environmental and cultural factors affecting development.

  • This course will provide an in-depth study into the roles and responsibilities of a school counselor, including counselor, consultant, coordinator and educational leader. Strategies for increasing collaboration among stakeholders and increasing parent involvement will be included. Students will understand the role of the school counselor as an educational leader and advocate for social justice in the school setting. 

  • Survey of research and theory related to learners with exceptionalities. This includes but is not limited to differences (e.g., cognitive, behavioral, physical) which warrant additional services toward meeting the needs of the individual.

  • This course facilitates development of knowledge, skills and competencies to engage in counseling clients with career issues, utilize occupational/career resources including technology-based resources and assessments, examine theories of career development and decision-making, develop the ability to evaluate and implement appropriate assessments, collaborate with clients in identifying personal and career goals, and organize and implement program planning and techniques in a diversity of work settings.

  • Application of developmentally informed counseling skills and theories.

  • This course provides students with an understanding of human sexuality and gender identities/expressions throughout the lifespan. It highlights awareness, knowledge, and skills in working with affectionally-, sexually-, and gender-diverse students in schools. The course explores impacts of our dynamic, intersecting identities on sex, sexuality, gender, intimacy, and diverse relationship structures.

  • This course will provide students with a framework for developing a comprehensive school counseling program in order to meet the development needs of students in the domains of academic achievement, personal/social development and career development. Students will become familiar with the American School Counselor Association’s National Model and the use of data to inform programmatic decision-making. The course is designed to provide students with practical experience in needs assessment, program development and implementation, and program evaluation.

  • This course facilitates familiarity with application and implementation of program evaluation concepts, including evaluation design, statistical methods, and ethical and cultural considerations.

  • Introduction to counseling children and adolescents, with considerations related to counseling within the family system. Includes integration of developmental, psychological, counseling, and family theories, and application of evidence-based interventions.

  • This course explores activity-based counseling theory and interventions. Emphasis is placed on the ways children and youth use play, fantasy, art, and other activities to communicate. Students learn developmentally appropriate play and activity-based therapy techniques, theory, and practical application.

  • This course covers the identification and treatment of psychological disorders and substance use and abuse across the lifespan. Special emphasis is placed on risks, signs, and symptoms of mental health and substance use disorders from a school counseling perspective, including common treatments and both school- and community-based resources and supports.

  • Through combination of lecture, role plays, and case conceptualization, this course provides students with foundational knowledge of theories, models, and best practices for trauma, grief, and crisis across the lifespan. Emphasis will be placed on learning how to differentiate between trauma, grief, and crisis when assessing, conceptualizing, and providing services to P-12 students. This course will also address the individual and systemic impact of trauma, crisis, and grief on students, families, and communities.

  • This course focuses on developmentally appropriate evidence-based interventions used in a school setting for prevention and intervention to support and promote academic achievement and post-secondary success. The course explores interventions to address common social emotional, academic, and career-related issues faced by students in schools, including culturally competent peer-, community-, and family-based approaches.

  • This course focuses on developmentally appropriate evidence-based interventions used in a school setting for prevention and intervention to support and promote academic achievement and post-secondary success. The course explores interventions to address common social emotional, academic, and career-related issues faced by students in schools, including culturally competent peer-, community-, and family-based approaches.

  • A minimum of 100-hour supervised field practice in a school setting, accompanied by weekly live session meetings which provide group supervision. Students’ field practice must be supervised by an approved, appropriately credentialed school counselor.

    All practicums and internships must be completed in the United States.

  • A minimum of 300 hours supervised field practice in a school setting for students in the Master of Arts in School Counseling program—with weekly seminar. Students must be supervised by a licensed school counselor. 

    All practicums and internships must be completed in the United States.

  • A minimum of 300-hour supervised field practice in a school setting, accompanied by weekly live session meetings which provide group supervision. Students’ field practice must be supervised by an approved, appropriately credentialed school counselor.

    All practicums and internships must be completed in the United States.

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