Department of Educational Leadership and Human Services
The Department of Educational Leadership and Human Services provides experiences for a variety of professional careers in educational and non-educational institutions and agencies as well as private consultations. Candidates acquire skills and competencies in the areas of Counselor Education and Educational Leadership (Administration and Supervision).
The Counselor Education program offers the Master of Education degree (M.Ed.) and the Master of Science (M.S.) degree which requires a thesis. The Educational Leadership program offers three graduate degrees: the Master of Education (M.Ed.), the Master of Science degree (M.S.) that requires a thesis, and the Doctor of Philosophy (Ph.D.) that requires a dissertation. The Educational Leadership program also provides courses to enable individuals to be certified in educational leadership if they possess a master’s degree in the appropriate field prior to entering this program.
Through these degree programs, candidates prepare for leadership positions in schools (PK-12) and institutions of higher education, for educational positions in all levels of government and other educational entities, for engaging in counseling, and student personnel work, and for consultant work. The program of study to be pursued among these at the graduate level are determined on the basis of a graduate student’s interest, background, credentials, and career goals. Some students pursue more than one of the programs.
Each student enrolled in any course(s) in the Department beginning Fall 2006 are required to purchase and put a folio in TaskStream as a condition to graduate. These students who had material in LiveText are required to put that material in TaskStream also.
The Counselor Education Program within the Department of Educational Leadership and Human Services offers graduate study which emphasizes both didactic and affective experiences as necessary dimensions in the growth and development of professional learners. The course of study includes differentiated patterns of preparation for school counselors, student services personnel for post secondary education institutions, and counselors for various agencies. Special effort is made to sensitize and provide the learner with experiences and skills relevant in working with individuals, groups, families, and populations representing varied backgrounds and motivations. Multi-ethnic and multi-cultural effectiveness constitutes a pervasive focus in all aspects of the program. The program is a cohort model.
Students with a Master’s degree who seek certification in counseling must apply for admission to the Counselor Education Program. Courses are offered to meet certification requirements in Florida.
Students entering the Counselor Education Program without an undergraduate degree in Education must complete the following courses in addition to the required courses in the Program:
·6 semester hours in general methods
·6 semester hours of Education Foundations
·6 semester hours of Internship
Admission Requirements An applicant must: 1. Meet all University admissions requirements: i.e. “B” (3.0) average in the last sixty (60) semester hours of undergraduate work or a score of 1,000 on the GRE (Verbal and Quantitative subtests). 2. Possess a bachelor’s degree from an accredited institution of higher learning. 3. Declare in writing intention to major in Counselor Education. 4. Submit a Florida A&M University application and copies of all transcripts. 5. Submit GRE scores (verbal and quantitative) taken within the last five (5) years. 6. Present three (3) letters of recommendation, one of which should be from a qualified professional. 7. Pass the General Knowledge Examination and the Florida Teacher Certification Examination (preferred). 8. Indicate in writing his/her understanding of the qualifications for certification in the State of Florida if he/she plans to work as a counselor in the school system. 9. Present a copy of a valid teacher certificate or passing scores on the FTCE (Florida Teacher Certification examination) if entering the approved school guidance/counselor program. 10. Submit a current resume effective for Spring 2012. 11. Receive approval as a Counselor Education major by the Coordinator of Counselor Education, the Department Chairperson, the College of Education Graduate Admissions Committee, and the Dean of the College of Education. 12. Meet the application submission deadline.
Please submit the Florida A&M University application and transcripts of all undergraduate and graduate work to the following address:
School of Graduate Studies and Research Florida A&M University 469 Tucker Hall Tallahassee, FL 32307
Please submit all of the above admission materials, except items 4 above, to the following address:
Chair, Department of Educational Leadership and Human Services College of Education Florida A&M University 444 Gamble Street, Suite 216 Tallahassee, FL 32307
TSL 5700 ESOL Issues and Strategies for Other Professionals
RED 5336 Reading in the Content Area
Professional Clinical Experience (3-6 semester hours of school counseling)
SDS 6820 Internship in School Counseling
SDS 6830 Internship in School Counseling
Thesis Track (optional) or Electives (1-6 semester hours)
SDS 6070 Thesis or 2 electives
Professional Clinical Experiences
Practicum and Internship are independent learning activities that take place in authentic settings in which candidates must apply, reflect on, and refine knowledge and skills acquired in the program. The internship experience gives candidates full control of the operational setting where they are placed (e.g., student interns being observed and monitored by the site supervisor and the university supervisor).
** Required valid teaching certificate or passing scores on FTCE * A minimum of 48 semester hours must be completed for the master’s degree.
COURSE DESCRIPTIONS - Counselor Education MHS 5005 INTRODUCTION TO GUIDANCE SYSTEMS (3) Introduction to Guidance Systems is designed to introduce students to the counseling profession. Broad general discussions will take place rather than the in – depth treatment of particular areas. The principles and practices in this course will be guided by professional organizations such as the Florida Counseling Association (FCA), the American Counseling Association (ACA), the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), the Florida Department of Education (FDOE), and the National Council for Accreditation of Teacher Education (NCATE). MHS 5340 CAREER DEVELOPMENT (3) This course is designed to study the nature and significance of career choice and development, basic current and new theories, and models of the career decision making process. Students will be able to relate career theories and research to the practice of career counseling while working with children, adolescents, and adults. MHS 5400 THEORIES AND TECHNIQUES OF COUNSELING (3) This course is designed to study the major theories and techniques of counseling. Psychoanalytic, behavioral/cognitive, existential/humanistic, multicultural, family, feminist, postmodern, and integrative theories will be discussed. In particular, special emphasis on analyzing concepts, practices, applications, and issues in the helping relationships will be covered. MHS 5480 HUMAN DEVELOPMENT AND LEARNING THEORIES IN COUNSELING (3) This course is an examination of the evolution of three major classes of theories, namely 1) Theories of Learning, 2) Theories of Life Span Development, and 3) Theories of Personalities. Numerous explanations of learning have emerged since 1980; some have come and gone while others have stood the test of time. This course also focuses on three perspectives of learning: Behaviorism, Cognitive Psychology, and Social Learning Theory as well as principles that have relevance for counselors and other helping professionals. Looking at the big picture, six general principles of learning will also be discussed. Life Span Development will be discussed, beginning with the Prenatal Period and extending into Old Age. In all, ten periods: Prenatal, Infancy, Toddlerhood, Early Childhood, Middle Childhood, Adolescence, Young Adulthood, Middle Adulthood, Late Adulthood, and Old Age will receive extensive treatment coupled with their implications for counseling. Develops, learns, and functions through the life span. The third focus of the course, Theories of Personality Development, particularly the major theories, will be discussed in depth and related to professional counseling practices. Upon completion of the course, students will have a better understanding of how man. MHS 5500 GROUP THEORIES AND PRACTICE IN COUNSELING (3) This course is designed to help graduate students study the basic issues and key theoretical concepts of the group process and shows how group leaders can apply these concepts in working with a variety of groups. In particular, students will become familiar with the various stages of group development related to children, adolescents, and adults. MHS 5780 LEGAL AND ETHICAL ISSUES IN COUNSELING (3) Legal and Ethical Issues in the Counseling Profession acknowledge that school counselors function in a complex legal environment. In recent decades, a variety of laws and regulations apply to them in their work. Some of these laws emanate from our national constitution and federal laws, many from state laws and constitutions, and some from local ordinances and school board regulations; further legal constraints derive from administrative rules and regulations and a myriad of judicial decisions. Counselors who work with students cannot hope to be intimately familiar with all laws relating to students. In addition to this obligation, counselors guiding legal principles controlling their work and the processes whereby our legal institutions address and resolve conflicts, and know when to seek advice from lawyers. MHS 5905 DIRECTED INDIVIDUAL STUDY (VARIABLE 1-6) Advanced students who demonstrate sufficient interests and skills are approved to take individual study in various areas of counseling. Permission of instructor is required. MHS 6050 PERSONALITY THEORIES (3) Personality and counseling practices will provide students with a broad framework from which to examine and evaluate theories of personality in terms of their scientific and practical value in explaining and predicting human behavior. Students will be given the principles of developing psychological constructs, and a survey of classical and contemporary theories of personality. This course is designed to enhance the professional counselor’s ability to recognize the existence of differences among people and develop skills needed to become effective helpers. Lastly, students will exit this course with a better understanding of their personalities. MHS 6220 INDIVIDUAL PSYCHO-EDUCATIONAL TESTING (3) This course is designed to train graduate students in the professional use of various mental tests and related psychological assessments. There is training in test administration, scoring, and interpretation. This course meets certification requirements (assessment area) for school counseling, school psychology, all exceptionalities, and reading. MHS 6420 COUNSELING MINORITY POPULATIONS (3) This course focuses on clients of various cultural backgrounds that bring to the counseling relationship problems related to their culture, lifespan stage or the frustrations and challenges often facing minority groups struggling to cope in U.S. society. Counselors will develop expertise and sensitivity in working with various cultural groups. Also, multicultural and pluralistic trends including characteristics and concerns of diverse groups based on such factors as age, race, religious preference, physical disability, sexual orientation, ethnicity, cultural family patterns, gender, socioeconomic status, and intellectual ability are discussed. Candidates will become exemplary professionals in the areas of multiculturalism, technology, values, problem solving, professionalism, and urban education. See the Conceptual Framework on the next page. MHS 6430 FAMILY COUNSELING (3) This course is designed to help professionals acquire knowledge and basic skills in marriage and family therapy. In particular, the course focuses on the family as a system; it will be studied from psychodynamic, cognitive/behavioral, humanistic/existential and transpersonal perspectives. Upon completion of this course, students will have developed the professional skills inherent in an effective model to use in counseling families. In addition, students will become exemplary professionals in the areas of multiculturalism, technology, values, problem solving, professionalism, and urban education. MHS 6600 CONSULTATION SKILLS (3) This course provides an overview of what students and practicing consultants in the human services professions need to know about consultation practice and theory. It presents a generic model for application, surveys the various approaches to consultation, discusses the organizational context of consultation, and reviews the many ethical and professional issues consultants face. MHS 6800 PRACTICUM IN COUNSELING (3) This course is clearly focused on teaching students how to help others with “real life problems.” Students are placed in realistic settings where they actually learn how to do something of concrete value with others. The practicum provides an opportunity for students to implement and practice skills learned during academic coursework, while obtaining close supervision on and off site. Experiential activities are required of each student, including role-playing of counseling theories and techniques. All students must complete videotapes of the helping model and must demonstrate knowledge of an application of specific counseling theories including rationale, basic assumptions, procedures used, and counselor’s role. An electronic portfolio must be developed that documents the professional growth and development of the student and all documentation must be tied directly to the Accomplished Professional Competencies. Practicum Requirements: A minimum of 100 hours is required and placements are made through the University Supervisor. Students are expected to observe the schedule of the practicum site, including their vacation and break schedules. SDS 6070 THESIS (1-6) SDS 6820 SUPERVISED INTERNSHIP: SCHOOL GUIDANCE (3) This supervised internship in school guidance provides a realistic setting for the demonstration and observation of those knowledge, skills, and abilities that are inherent in the training and eventual performance of a professional guidance counselor in the schools. It is the integration of practical and research knowledge of practicing students that allows them to operationalize many of the theories they have studied. It is through this type of experience that the student can understand the implications of training as it relates to other individuals, especially within the school environment. Internship Requirements: A minimum of 300 hours is required for those students from an educational program and 600 hours are required for those from a non- educational program. Placements are made through the university internship supervisor. At times, a student’s work setting may be an appropriate work placement for the guidance internship. The university internship supervisor will make contact with various schools to ensure a proper and diverse placement. SDS 6830 SUPERVISED INTERNSHIP: SCHOOL GUIDANCE (3) This supervised internship in school guidance provides a realistic setting for the demonstration and observation of those knowledge, skills, and abilities that are inherent in the training and eventual performance of a professional guidance counselor in the schools. It is the integration of practical and research knowledge of practicing students that allows them to operationalize many of the theories they have studied. It is through this type of experience that the student can understand the implications of training as it relates to other individuals, especially within the school environment. Internship Requirements: A minimum of 300 hours is required for those students from an educational program and 600 hours are required for those from a non- educational program. Placements are made through the university internship supervisor. At times, a student’s work setting may be an appropriate work placement for the school guidance internship. The university internship supervisor will make contact with various schools to ensure a proper and diverse placement. TSL 5700 ESOL: ISSUES AND STRATEGIES FOR OTHER PROFESSIONALS (3) This course focuses on the major issues in administration of programs designed to serve English language learners in public schools. Specific legal, sociological, psychological, and philosophical issues related to program development, administration and maintenance to serve English learners is addressed. Emphasis on the roles of psychologist, guidance counselors, social workers, and administrators is addressed via content. RED 5336 READING IN THE CONTENT AREA (3) This course is designated to acquaint students with the fundamental concepts and knowledge for teaching reading in the content areas. The concepts in this course will develop awareness, understanding and appreciation of literacy practices that foster reading across the curriculum. Students will gain knowledge of teaching reading by integrating curriculum across all subjects including social studies, science, and math.
Non-Teacher Mental Health Counseling
Admission Requirements Counselor Education: Curriculum Guide Course Descriptions Mental Health An option for licensure in mental health counseling is provided for students who plan to work specifically in an agency and private setting. Students follow the core program, but they must take the additional course in the curriculum and must adhere to any changes instituted by the State of Florida’s Licensing Board for mental health counselors. Certification
Students with a Master’s degree who seek certification in mental health counseling must apply for admission. Courses are offered to meet certification requirements in Florida.
Students entering without an undergraduate degree in Education must complete the following courses in addition to the required courses in the Program:
Meet all University admissions requirements: i.e. “B” (3.0) average in the last sixty (60) semester hours of undergraduate work or a score of 1,000 on the GRE (Verbal and Quantitative subtests).
1. Meet all criteria for undergraduate admission to teacher education. 2. Submit an application and copies of all transcripts from post –secondary institutions. 3. Declare in writing intention to major in Mental Health Counseling. 4. Submit GRE scores (verbal and quantitative) taken within the last five (5) years. 5. Present three (3) letters of recommendation, one of which should be from a qualified professional. 6. Pass the General Knowledge Examination and the Florida Teacher Certification Examination. 7. Receive approval as a Mental Health Counselor track major by the coordinator of Counselor Education, the Department Chairperson, College of Education Graduate Admissions Committee Chair, Dean of the College of Education, and Dean of the Graduate School and Research. 8. Meeting the application submission deadline. 9. Please submit items 2 to the following: Gus Graduate School Staff. 10. Please submit items 3-7 to the Chairperson Department Office.