The Master of Science in School Counseling is designed to meet the needs of college graduates who desire training in counseling and wish to provide counseling services to students in a school setting. Freed-Hardeman University's M.S. in School Counseling program integrates elements of the counseling and education professions with principles of the Christian faith to produce graduates ready for careers in professional school counseling. Successful completion of the program leads to Tennessee licensure as a school counselor for K-12 schools.
The Master of Science in School Counseling requires that students satisfactorily complete 61 semester hours of course work and pass a comprehensive exam. Included in the 61 hours are a practicum and two internships, in which students complete counseling in a school environment. These experiences take place under the supervision of well-trained counselor supervisors. For further information, please contact our Office of Graduate Studies office at 1-800-FHU-FHU1, ext. 6101 or 731-989-6101.
Career Opportunities. A master's degree in school counseling (with licensure where required) may lead to employment in a variety of school settings, including public, private, and professional schools. Further study at the doctoral level may prepare students for faculty positions at various schools, colleges, and universities.
James H. Dalton, Ph.D., LPC/MHSP, CCMHC
Director, M.S. in Counseling
OM 109; 731-989-6643
Director of Graduate Admissions
Submit an application for admission.
Must have completed an appropriate baccalaureate degree from a regionally accredited institution with a minimum cumulative GPA of 3.0.
Must submit all official undergraduate and graduate transcripts from previously attended institutions.
Must have the equivalent of 12 semester hours in Behavioral Science (Psychology, Sociology, Social Work, Anthropology, Family Studies) at the undergraduate level with a minimum GPA of 3.0.
A score of 290 or above on the GRE (combined verbal and quantitative scores), (OR) a score of 380 or above on the MAT.
An essay of personal goals and how FHU will contribute to those goals (300-500 words).
Completion of a criminal background check.
An interview with the Counseling Admissions Committee.
M.S. in School Counseling
Program Director: Dr. James H. Dalton
I. Required Courses:
Orientation to Graduate Studies in Counseling
School Counseling Foundations
Clinical Intervention I
Ethical Issues in Counseling
Counseling Children and Adolescents
Theories of Child Counseling and Consulting
Career Development, Counseling, and Consulting in Schools
Introduction to Group Counseling in Schools
Counseling Diverse Populations in Schools
Assessment for School Counselors
Data Analysis for School Improvement
Advanced Technology for Educators
Organization and Administration of School Counseling
Consultation with School, Family, and Community
II. School Counseling Field Experience
School Counseling Practicum
Supervised Elementary/Middle Internship
Supervised Secondary Internship
III. Electives: choose one (1) elective from the following courses:
Marriage and Family Counseling
Theories of Personality
Psychopharmacology for Counselors
Counseling for Church Leaders
Differentiated Instruction and Intervention
Orientation is a one-day, face-to-face, required, non-credit course that is offered at the beginning of each semester for incoming counseling students. Graduate school orientation provides the opportunity to receive an overview of how to succeed in graduate school, including the resources and student services available. Students are also provided information about state licensure and national certification requirements.
An intensive look at the profession of counseling and the professional roles, tasks-responsibilities, and identity of the counselor. This course also includes: an opportunity for an in-depth understanding of the many aspects of professional counseling including similarities and differences of other mental health professions, educational preparation, professional counseling organizations, ethical standards, legal aspects of counseling, and state and national credentialing. This course emphasizes self-awareness and growth as it relates to becoming an effective facilitator of individual, couple, group, and family change.
The development of basic counseling techniques with an introduction to counseling theory, philosophy, and principles as applied to skill development.
A study of advanced counseling techniques. Skills for diagnosis, case conceptualization, treatment planning, intervention, and evaluation of treatment will be targeted. A number of counseling approaches-techniques will be examined for student development, demonstration, and possible integration. Prerequisite: COU 501 Clinical Intervention I.
A thorough survey of the specified divisions of the life cycle from early childhood to death. Topics include life-cycle theories of development, developmental tasks, normal-abnormal behavior, models of moral, intellectual, social, and physical development, and learning theories will be explored. Counseling strategies for specific concerns in the life cycle will be emphasized.
An intensive study of selected theories of counseling and psychotherapy with a review and critique of motivation and process dynamics of each theory in light of current research and theory. Students are encouraged to begin to identify and personalize their own theoretical approach.
An in-depth study of abnormal behavior including the theories of psychopathology, etiology, and epidemiology of mental disorders. The course, prognosis, and cultural differences of each mental disorder are given special attention. Students will be introduced to the DSM-5 approach to defining and diagnosing mental disorders.
An in-depth study of the DSM-5 approach to diagnosing mental disorders. Emphasis will be given to DSM criteria, case studies, and differential diagnosis of mental disorders. Prerequisite: COU 514 Psychopathology I.
A study of the administration, scoring, and interpretation of assessment-appraisal instruments used in counseling. Emphasis is on the use of test results in counseling with individuals and families. Case note fundamentals and report writing are also studied.
An intensive study of the application of assessment-appraisal techniques in counseling. Emphasis is on the selection, administration, scoring, and interpretation of personality assessment instruments. Synthesis of various forms of data into a comprehensive assessment report will also be studied. Prerequisite: COU 520 Assessment I.
A study of the dynamics of marriage and family relationships with emphasis on understanding of the structure and function of marriage, the various aspects of the marital relationship, family systems, and the way in which the counselor may approach marriage and family counseling as a creative, preventative, and healing avenue.
A study of the principles of group counseling dynamics, theory and techniques. Students participate in face-to-face task groups. Emphasis is placed on developing competencies in self-intervention and growth as well as competence in processes of small group phenomena.
An in-depth study of professional ethics, legalities, and professional issues relating to the professional practice of counseling.
An introduction to research methods and their application to research problems with emphasis on the conceptualization, design, completion, and evaluation of research in counseling. Prerequisite: 9 hours of counseling courses or permission of director and/or instructor.
The student works in a face-to-face relationship with a client under the supervision of a field supervisor. A minimum of 100 clock hours is required for this practicum with a minimum of 40 clock hours of direct service with actual clients. Weekly campus meetings are also required. Weekly meetings will be organized and directed by the graduate faculty. Prerequisites: COU 500, COU 501, COU 502, COU 510, COU 514, COU 515, COU 535 and Liability Insurance.
A course that reviews concepts, issues, and trends in the field of career education. It is designed to consider the role of the counselor in the career decision-making process, as well as current issues in the facilitation of career decisions for women and men across the lifespan. Topics will include, but may not be limited to: selected theories of career-life planning and development; techniques designed to bring about greater awareness of needs, ethnicity, values, interests, and abilities related to career decision-making; and a range of techniques counselors may choose to facilitate work with clients.
Representative theories of personality are analyzed for their contribution to understanding human growth and development, psychopathology, and behavior change. The relationship of theory to assessment and research is examined.
A course designed to address societal changes, influences and trends, human roles, societal subgroups, social mores, and diversity of life-styles. Social change and individual/societal responses, and multicultural issues are examined. Other major issues addressed include religion, racial issues, ethnicity, gender issues, sexual preference, aging issues, and subgroup/cultural communication patterns. Methods of addressing the provision of counseling services and alleviating those concerns are explored.
A course which provides an intensive understanding of the etiology, progress, and counseling strategies for addictive disorders. Emphasis will be given to the DSM-5 classification of addictive disorders, the interaction of addiction within and upon the family system, and effective techniques for counseling addicted persons and their families.
An examination of the theory, practice, cultural dynamics, and legal implications of crisis intervention as applied to crisis-induced dysfunctional behavior. Recognizing crisis situations and having knowledge of crisis intervention strategies and brief therapy techniques will be the main objective of this course.
An advanced study of the clinical skills and administrative knowledge unique to mental health counselors in agency settings (i.e. Community Mental Health Centers, profit/non-profit counseling service agencies, psychiatric settings and private practice) with varied clientele. Included are the topics, concepts and skills of "community" assessment, program development, administration, delivery, and evaluation.
A course designed to teach the prospective counselor about the history and development of psychopharmacologic agents, the biochemical nature of the central nervous system, and the relationship of the system of psychopharmacology. The legitimate use of medications, the importance of treatment for some psychological disorders, and coordinating treatment amongst professionals will also be examined.
A course which provides an overview of the American legal system, with special attention given to legal terminology, how to minimize legal problems, how to deal with members of the legal profession, preparing for court appearances, and handling a legal audit. The primary focus of the course is on avoiding malpractice. Topics include informed consent, confidentiality/privileged communication, duty to warn, duty to report, record keeping, and risk management. As time and interest permit, additional topics related to employment law will be discussed.
A cooperatively planned reading-research course or special project guided and evaluated by a member of the graduate counseling faculty. May be repeated as needed. Prerequisites: Student must have "regular admission" status, have completed 12 graduate hours with 3.0 or above GPA, and complete required forms with appropriate signatures before the drop/add date of the semester for which the credit is to be earned or gain special permission from the director of the program for special circumstances, i.e., sonference credit, etc. It is the student's responsibility to develop a proposal, initiate contact with a faculty member will to serve as mentor, and see that all requirements are met.
A topical seminar designed to develop skills in counseling children and adolescents individually and in family therapy. Coordination of services with other agencies, work with the juvenile court system, and the use of assessment instruments with this age group will be studied.
The foundation of an effective treatment plan is the data gathered through biopsychosocial assessment. Data can be obtained from interviews, client history and records, testing, or collateral contacts. This course presents specific steps for developing an effective treatment plan based on assessment data and recognizing the uniqueness of each client. Plans will include a variety of interventions and approaches based on both behavioral problems and/or DSM-5 diagnosis. The case study method will also be used to develop such plans in class for discussion and presentation. Prerequisite: COU 514 and 515 Psychopathology I and II, COU 520 Assessment I, or special permission from the instructor.
A topical seminar designed to introduce the student to the concepts, various models, resources, and process for leading couples through premarital preparation. The student will become familiar with the theological issues as well as the practical implications of having a Christian marriage and family in today's society.
A topical seminar which provides content on the concepts of human attachment, loss, death, dying, and bereavement. Special clinical attention is given to the processes of grief therapy in resolving pathological grief and facilitating grief related to special kinds of losses. Grief is studied within the context of family systems.
Current theories and practices in counseling are needed by ministers and other church leaders. The church leader will gain a fundamental knowledge of general psychopathology, so as to know how and when to make a referral. Topics that have special application to a church setting will be pursued, e.g., basic counseling within the congregation, marital and family counseling (including abuse, infidelity, and divorce), counseling in the hospital, anger and conflict management, crisis counseling, the problem of suffering, spiritual disorders, and ethics. Same as BIB 536.
A continuation of COU 545. The student works in a face-to-face relationship with a client under the supervision of a field supervisor. One-hundred-fifty (150) clock hours of counseling and counseling-related activities is the minimum requirement for successful completion. Weekly campus meetings are also required. Weekly meetings will be organized and directed by the graduate faculty. Prerequisite COU 545 Practicum I, completion of core coursework, and liability insurance.
A field-based clinical-counseling experience supervised by a qualified, licensed mental health professional at a site selected by special arrangement with the intern, the program director, and a mental health agency. Interns spend a minimum of 600 clock hours for six credit hours. Specific emphasis is placed on direct contact with consumers of mental health counseling services. The internship includes all activities a regularly employed mental health counselor would perform. It provides interns with an opportunity to develop and apply clinical diagnostic skills and counseling skills in a practical setting. Prerequisites: Completion of core coursework (including and passing Practicum I with a 3.0 GPA or better), completion of final coursework as specified in the student's degree plan (ex. transfer work), and permission of the program director.
A continuation of COU 605. A field-based clinical-counseling experience supervised by a qualified, licensed mental health professional at a site selected by special arrangement with the intern, the program director, and a mental health agency. Interns spend a minimum of six-hundred (600) clock hours for six credit hours. Specific emphasis is placed on direct contact with consumers of mental health counseling services. The internship includes all activities a regularly employed mental health counselor would perform. It provides interns with an opportunity to develop and apply clinical diagnostic skills and counseling skills in a practical setting.
As one of Tennessee's oldest universities, Freed-Hardeman University has maintained a tradition of offering quality education in ways that fit into the lives of students. The integrated residential and web-conferencing graduate program in School Counseling is designed to make learning accessible, applicable, and relevant to the classroom today and practice tomorrow. The program is designed to meet the needs of college graduates who desire training in school counseling and wish to provide such services to students in a school setting.
The program consists of 61 hours of integrated residential and/or web-conferencing.
Approximately one-third of the courses are skills-based classes which are offered only in the classroom to enhance the development of counseling ability.
Freed-Hardeman University graduate counseling program has classes available at the Henderson and Memphis campuses and via web-conferencing.
Flexible scheduling with classes offered on nights and weekends with a combination of traditional classroom instruction and web-conferenced courses.
Some classes are available as hybrid courses which blend traditional and online components to provide both classroom interaction and flexibility in scheduling.
Courses are offered by full-time and part-time faculty who are experts in their respective fields.
Successful completion of the program leads to Tennessee licensure as a school counselor for K-12 schools.
Successful completion of all required coursework with a 3.00 GPA and other requirements for the M.S. degree.
Successful completion of required field experience (practicum and two internships).
Completion of all courses within a six-year period.
Successful completion of the comprehensive examination.
Appropriate score on the state-approved licensure examination.
Recommendations by the Director of School Counseling, internship mentors, and
superintendent/principal of the district where the internship was completed.
158 East Main Street
Henderson, TN 38340
FHU / Dickson
FHU / Memphis
5565 Shelby Oaks Drive
Memphis, TN 38134
855 Highway 46 South
Dickson, TN 37055
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