Nov 30, 2022  
2010-2011 Catalog 
    
2010-2011 Catalog [ARCHIVED CATALOG]

School Counselor, Non-Thesis, MEd


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College of Humanities and Social Sciences

Graduate Faculty

Bedi, Robinder P., PhD, counseling relationships/process/outcomes, substance abuse and dependence, depression.
Byrne, Christina, PhD, psychological trauma and intimate partner violence.
Czopp, Alexander M., PhD, negative implications for intergroup relations of “positive” stereotypes of groups, prejudice reduction through interpersonal confrontation.
Devenport, Jennifer, PhD, legal psychology, jury decision-making, factors influencing erroneous eyewitness identifications.
Dinnel, Dale L., PhD, school and home environment and achievement motivation, personality correlates of happiness and well-being.
Du Rocher Schudlich, Tina, PhD, developmental psychopathology, marital conflict and children, parent-child emotion regulation.
Finlay, Janet M., PhD, physiological psychology, biological basis of psychiatric illness.
Forgays, Deborah K., PhD, adolescent development, women’s health issues, women and anger across development.
Goodvin, Rebecca, PhD, early socioemotional development, self-concept, parent-child attachment and communication.
Graham, James, PhD, adaptive processes in romantic relationships, romantic love, measurement, multivariate statistics.
Grimm, Jeffrey W., PhD, animal models of drug taking and drug seeking, neurobiology of drug taking and drug seeking.
Gruman, Diana, PhD, school counseling, child and adolescent development, educational psychology.
Haskell, Todd, PhD, language, visual and auditory perception, cognition.
Hyman, Ira, PhD, memory, cognitive psychology, social cognition.
Jantzen, Kelly J., PhD, behavioral and cognitive neuroscience, human environment interactions.
Jantzen, McNeel Gordon, PhD, speech perception, speech production, phonological learning, neural reorganization of language.
King, Jeff, PhD, cross-cultural psychology, healing processes, ethnic identity.
Lehman, Barbara, PhD, childhood family environment and social/psychological health, research methods and statistics.
Lemm, Kristi, PhD, implicit attitudes.
Lewis, Arleen C., PhD, school counseling, sexual orientation and mental health issues.
Mana, Michael, PhD, physiological psychology, electrophysiological activity in the locus coeruleus, effects of chronic stress on the central nervous system, development of tolerance to drugs.
McDonald-Miszczak, Leslie, PhD, adult development and aging, successful aging.
McLean, Kate, PhD, adolescent identity development.
Prim, Merle M., PhD, subhuman primate behavior, physiological psychology, sensory, comparative.
Remmel, Ethan, PhD, cognitive development, theory of mind development in preschool children, child development and social policy.
Rose, Jacqueline K., PhD, molecular mechanisms of learning, memory, and plasticity.
Sampaio, Cristina, PhD, mechanisms and processes of memory, representations, memory errors, metacognition.
Sattler, David, PhD, natural disasters, social dilemmas, small group research.
Symons, Lawrence, PhD, perception.
Trimble, Joseph E., PhD, social, cross-cultural.

Program Advisor: Dr. Diana Gruman, Academic Instructional Center 596

Program Description

The MEd school counseling program prepares professional counselors for employment in educational settings and is designed for those students intending to apply for the state educational staff associate certificate endorsed in school counseling at the elementary and secondary levels. Certification as a public school teacher is not required for admission to the program. The school counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and the National Council for Accreditation of Teacher Education (NCATE).

The program contains a thesis option for those students interested in pursuing a research project related to the degree program.

Goals

The program prepares knowledgeable, skilled, culturally sensitive, and ethical professional counselors who meet the relevant licensing or credentialing standards for practice in mental health and public and private educational settings in the State of Washington.

Prerequisites

Courses in general psychology, research methods in psychology or education, and psychology of learning, or a background in professional education.

Application Information

Deadlines: Program faculty will begin reviewing application materials after February 1 and will continue to review materials until the enrollment limit is reached or June 1, whichever comes first. Because maximum student enrollment in the program is limited, all applicants are strongly encouraged to submit application materials by February 1. All prerequisites must be completed prior to fall quarter enrollment. Documentation of personal suitability of applicants for counseling is required through a statement of purpose with specific questions, letters of reference and interviews where possible.

TA Deadline: To be considered for a graduate teaching assistantship, applicants must have their application materials submitted by February 1.

Specific Test Requirements: Graduate Record Exam, General Test required; subject in psychology recommended; test scores are not required if an applicant holds an advanced degree

Program Requirements (83 credit minimum)


All students in the school counseling program must complete the following courses:

Additional Information


Retention

In addition to the Graduate School retention requirements, retention in the School Counseling Program is dependent upon the development of professional competencies in interaction with clients and other professionals, especially as related to practicum assignments. Development of professional counseling competencies is monitored and evaluated on a quarterly basis by the Counseling Program Committee of the Department of Psychology.
 

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