counselor training by tomsgreathits


              School Counseling Track

Program Area of Counseling and Counselor Education
                 School of Education
                  Indiana University


 I. U. Bloomington: Wright Education Building, 4th Floor, Room 4003
                         (812) 856-8300
         WORLD WIDE WEB:

                                                              February 27, 2007
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                                  COUNSELOR EDUCATION
                                   School Counseling Track

Professional counselors assist individuals in enhancing human development throughout one's life span.
Professional counselors assist people to deal with emotional problems and the challenges of everyday life. Goals
are developmental, educative, and preventive. While remediation is recognized as a necessary component of
counselor training, the basic value commitment is to the optimum development of the individual with an emphasis
on helping students/clients learn more effectively and efficiently. Professional counselors also assist people in
growing mentally, emotionally, spiritually, socially, educationally, and professionally. Professional counselors
work in educational, health care, residential, private practice, community agency, government and business and
industry settings.

The masters degree in Counseling and Counselor Education at Indiana University is a 48 credit-hour program
requiring a minimum of two calendar years of study. Preparation for this degree occurs through a combination of
coursework on basic theory, laboratory experiences, practica, and a two-semester internship in a relevant setting.

Applications for admission are reviewed by an Admissions Committee. Criteria considered for admission include
undergraduate and graduate grade point averages, scores on the Graduate Record Examination, three letters of
recommendation and the applicant's goal statement.

The Faculty

Core faculty members with primary responsibility for the program in counseling and their major areas of
professional interest are indicated below:

Jeffrey A. Daniels, Ph.D.              The social-cognitive model of counselor training, targeted
University of Nebraska                 school violence, training issues for managed care and counseling
                                       processes and outcomes.

Thomas C. Froehle, Ph.D.               Theories of counseling, counseling ethics and
Emeritus                               the moral character of psychotherapy, at-risk youth and
The Ohio State University              substance abuse prevention and the use of technology in counselor

Robert L. Gibson, Ed.D.                Program organization, career development.
Columbia University

Lynn Gilman, M.S.                      Placement Director
Indiana University

DeWayne J. Kurpius, Ed.D.              Counselor and consultant training, counselor
Emeritus                               cognitive skills training and research, strategic planning
University of North Dakota             consultation.

Marianne H. Mitchell, Ed.D.            Group counseling, counselor education, international studies.
University of Toledo
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Keith Morran, Ph.D.                      Group counseling processes and leadership skills,
Indiana University                       counselor training and supervision, counselor
IUPUI                                    trainee cognitive skills.

Floyd Robison, Ph.D.                     Group counseling, gerontological counseling, family
Indiana University                       counseling, psychological and social functioning of
IUPUI                                    elderly persons, and the effects of certain procedures on therapeutic

Thomas Sexton, Ph.D.                     Functional family therapy, family psychology, clinical research
Florida State University                 methods, outcome and process research in counseling and
                                         family and marriage therapy.

Rex Stockton, Ed.D.                      Therapeutic small group research, human resources
Ball State University                    management, and the management of pain

Chalmer Thompson, Ph.D.                  Multicultural counseling and research, racial identity
University of Maryland                   development, and counseling process research.

Michael Tracy, Ph.D.                     Family therapy, counseling intervention with special
University of Michigan                   populations, computer applications to service delivery and to counselor
                                         training, systems theory.

Susan Whiston, Ph.D.                     Career counseling and interventions; school counseling; outcome
University of Wyoming                    research; and assessment in counseling.

Kimberly Wagner, Ph.D.                   Visiting assistant faculty. Training, supervision, and counselor
University of Akron                      development, diversity issues.


March 1         -          to start classes in the Summer or Fall (Please specify)
November 1      -          to start classes in the Spring

For more information, please contact:
Dr. Jeff Daniels
Director, Counseling/Counselor Education Program
School of Education, Room 4008
Telephone: (812) 856-8304
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                           MS DEGREE PROGRAM - SCHOOL COUNSELING

                                    School Counseling Program Philosophy

The major tenet of Indiana University’s School Counseling program is to develop counselors with exceptional
clinical skills who will work in a school environment. Graduates will be reflective practitioners who will continue
the process of self-critique and self-improvement throughout their professional lives. These reflective practitioners
are committed learners who will continue to build their knowledge base. These learners know and can apply
ethical counseling principles. Furthermore, these learners can understand and apply research findings with a
commitment to instituting empirically supported interventions and programs.

Graduates from the Indiana University School Counseling program are counselors who can respond to the needs of
all students. They respect the dignity of others, which involves providing leadership in addressing issues related to
social justice, diversity, inclusion, and oppression. Graduates from the School Counseling program will function as
advocates for students and agents of therapeutic change within school and community environments. These
counselors are capable of developing, implementing, and sustaining programs for students that enable them to
effectively participate in and contribute to our diverse society. Graduates of the Indiana University School
Counseling program, use preventive, developmental, and remedial interventions that effectively deliver a
comprehensive school counseling program that facilitates academic, personal/social, and career development.
Furthermore, these counselors are skilled consultants who can work cooperatively with parents, teachers,
administrators, and pertinent others in the pursuit of optimal development for all students.

                                    School Counseling Program Objectives

1.      Graduates of the School Counseling program understand content related to the eight core areas identified
        by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
2.      Graduates of the School Counseling program understand the foundations of school counseling.
3.      Graduates of the School Counseling program understand the nature of and needs of individuals at all
        developmental levels.
4.      Graduates of the School Counseling program understand the issues and trends in a multicultural and
        diverse society and apply this knowledge in assisting students.
5.      Graduates of the School Counseling program can design, implement and evaluate school counseling
        programs and/or components of a school counseling program.
6.      Graduates of the School Counseling program have effective communication skills that can be utilized to
        work effectively with individuals, promote counseling programs, and advocate for the well-being of all
7.      Graduates of the School Counseling program understand the process of individual counseling and are
        effective counselors with individuals.
8.      Graduates of the School Counseling program understand the process of group counseling and can
        effectively facilitate both small and large groups.
9.      Graduates of the School Counseling program understand the process of consultation and can effectively
        consult with parents, teachers, administrators, and others.
10.     Graduates of the School Counseling program understand individual and group approaches to assessment
        and evaluation, including appropriate uses and limitations within the assessment process.
11.     Graduates of the School Counseling program will have knowledge of and continually demonstrate ethical
        and legal behaviors consistent with the counseling profession.
12.     Graduates of the School Counseling program will stay abreast of current research and apply empirically
        supported interventions in counseling practice.
13.     Graduates of the School Counseling program will continue to search out avenues to increase their
        effectiveness and learn through various professional involvements.
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Students are required to complete a minimum of 48 credit hours, including the following:

1.     Major - 39 credit hours required

       G502, Professional Orientation & Ethics
       G505, Individual Appraisal: Principles and Procedures
       G522, Counseling Techniques
       G523, Laboratory in Counseling
       G524, Practicum in Counseling
       G532, Introduction to Group Counseling
       G542, Organization and Development of Counseling Programs
       G550, Internship in Counseling (6 credit hours required)
       G552, Career Counseling - Theory/Practice
       G562, Intervention, Consultation and Program Development
       G575, Multicultural Counseling
       G598, Seminar on Professional Issues

2.     Research - 3 credit hours required

       Y520, Strategies for Educational Inquiry

3.     Human Growth and Development - 3 credit hours required

       P514, Life Span Development: Birth to Death

4.     Elective - 3 credit hours required

       Three graduate credit hours outside the counseling major are required. This course should broaden
       understanding in psychological foundations. Specific course selection must have the approval of the
       student’s advisor. Programs that offer relevant course work include educational psychology, special
       education, student affairs administration, instructional systems technology, curriculum and instruction,
       sociology, criminal justice, psychology, health and physical education, and anthropology.


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