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    Western Washington University
   
 
  Jul 20, 2017
 
 
    
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2012-2013 Catalog [ARCHIVED CATALOG]

School Counselor, 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.
Manago, Adriana, PhD, adolescent and emerging adult development in the context of culture change and the Digital Age, Latino youth in the U.S. and indigenous Maya youth in Mexico, peer relations, gender and sexual development.
McLean, Kate, PhD, adolescent identity development.
Prim, Merle M., PhD, subhuman primate behavior, physiological psychology, sensory, comparative.
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

The following specific courses are required for those who do not have a degree in psychology: introductory psychology, statistics, abnormal psychology, and child/adolescent development.  Deficiencies in prerequisites may be completed after program admission, but must be completed prior to first enrollment.

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

The department has requirements affecting retention in the School Counseling Program which are in addition to the Graduate School scholarship standards.  Full, continuing enrollment in the required courses must be maintained.  Grades lower than C- are unacceptable.  More than 10 credits of C+ or lower grades removes a student from the master’s program. Any course in which an unacceptable grade is earned may be re-taken only with permission of the admission/retention subcommittee, following consultation with the program advisor. It is necessary to maintain at least a 3.00 (B) grade point average for all graded work in order to be retained in the program. Retention in the school counseling program is also dependent upon the development of professional competence in interaction with clients and other professionals.  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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