Program Philosophy and Purpose   

Philosophy

 School counselors are counseling professionals, trained and committed to quality delivery of individual and small group counseling, consultation and collaboration with school personnel, parents and community agencies, as well as integration of high quality service into the school curriculum.  As professionals within the educational system, school counselors are mong the first to respond to academic, career planning, and behavioral needs of the school community.  As such, they facilitate awareness of human dynamics and developmental issues with students, provide interventions aimed at prevention, and respond to crisis situations in the school.  With the growing complexities in our society for which the school functions as a microcosm, school counselors are a vital link in helping school personnel and parents understand how societal change affects students.  The program is designed to produce reflective practitioners who are able to function as leaders and team members within schools in our increasingly pluralistic society.

Purpose

The School Counseling Program at Frostburg State University is committed to educating students in three broad areas, Knowledge, Skills and Personal Awareness. A strong knowledge base in counseling theory, ethical standards, group counseling, appraisal and career development methods, current trends and issues in school counseling, as well as the basic process of helping, is a key ingredient for students.  Skills training emphasizes direct one-on-one and group counseling techniques from a variety of theoretical orientations, listening, consultation and research skills.  The personal awareness component emphasizes self-understanding and a commitment to ongoing personal growth.

The program is accredited by the Maryland State Department of Education and is aligned with the requirements of, but is not accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).  The coursework reflects the eight content areas of CACREP which include: (1) human growth and development; (2) social and cultural foundations; (3) helping relationships; (4) group counseling; (5) lifestyle and career development; (6) appraisal; (7) research and evaluation and (8) professional orientation.   In addition, CACREP delineates content areas specific to School Counseling.

The School Counseling Program uses the American School Counselor Association (ASCA) Standards and also aligns with the INTASC Standards, the conceptual framework for the Education Professions Department. While School Counseling candidates are not primarily engaged in the daily formal classroom teaching, during their school-based field placements, they are greatly involved in the process of helping to create effective learning environments, showing initiative and creativity in their approach to student, teacher, and parent concerns. They function as instructional leaders in helping to promote a school culture of respect and a safe learning environment for all children. These students further use assessment materials in an ethical manner always with the best interests of their students in mind.

 School Counseling candidates advocate for the students’ learning and embrace the concept of diversity in their training and practical experience.  The program, in keeping with the NCATE/CAEP diversity recommendations, focuses beyond racial and ethnic differences in children and adolescents to incorporate socio-economic status and family structure as key issues to address within the school setting. The program further strives to keep abreast of technological advances, including computerized models of service delivery and managerial functions.

As collaborative bridge-builders, School Counseling candidates come to see their role as involving multiple constituents and the importance of establishing relationships with students, parents, teachers and the broader community. They learn and understand the importance of solid communication with all shareholders in the educational process.  School Counseling candidates begin the process of reflective decision-making during their application to the program and this reflection process follows them throughout their formal coursework and practicum experiences.

Because the program views counseling as a distinct professional entity within the schools, it invites students from diverse undergraduate backgrounds to apply.  An undergraduate degree in education is not a prerequisite for this program, however they are expected to possess an understanding of educational philosophy and develop their knowledge of child or adolescent growth and development. Graduates of the School Counseling Program are Maryland Public Schools certified as K-12 school counselors. Students seeking certification in other states can search online for the specific state’s department of education and particular requirements for certification in that location.