Dr. Deborah Haskins, Associate Professor of Counseling
Dr. Cynthia Greer, Associate Professor of Counseling, Educating for Change
Dr. Luane Oprea, Assistant Professor of Counseling
Dr. Diane Reese, Assistant Professor of Counseling

The School Counseling degree offers two choices for counseling students, and both result in a Master of Arts degree (M.A.) in School Counseling. The first is a 60-credit School Counseling program that prepares individuals for careers as counselors in elementary and secondary schools. This second track is a 60-credit Counseling Urban Students that provides candidates an opportunity to expand their employment opportunities to settings serving children/youth outside of the schools, such as treatment foster care or nonprofit youth programs. For students who also desire state licensure, candidates can attain the licensure requirements with both programs

The School Counseling program is CACREP accredited and meets the state certification requirements of the District of Columbia, Maryland and Virginia. Students seeking school counselor certification in other states should consult the appropriate certification offices in those jurisdictions.

Both School Counseling and Counseling Urban Students programs consist of required courses, laboratory and field experiences, and a comprehensive exam. Students' programs are planned in consultation with their faculty advisor; prior experiences and professional goals are considered.

Learning experiences emphasize the integration of theoretical knowledge with professional practice in a supervised setting. Attention is given to understanding ethical, multicultural, socioeconomic, and developmental issues. Graduates from Trinity's counseling degree programs are qualified to provide individual and group counseling; implement assessment and consultation services; and develop, direct, and evaluate data-driven comprehensive counseling services School counselors understand the impact adverse childhood experiences have on students’ academic achievement and social/emotional development. School counselors strive to identify, support and promote the success of students who have experienced trauma through the implementation of a comprehensive, data-driven school counseling program (ACSA Position Statement, 2016).  Both programs integrate pedagogical approaches and activities that prepare graduates for trauma-informed practices in school counseling.

Required Course
EDCC 601

Required Foundational Courses
EDCC 510
COUN 535
EDCC 600
COUN 540
COUN 560
COUN 538
COUN 544
COUN 547
COUN 550
COUN 555
COUN 570
COUN 605
COUN 633
COUN 646
COUN 648

School Counseling Concentration Courses
COUN 561
COUN 553
COUN 557
COUN 604
COUN 606

Required Course
EDCC 601

Required Foundational Courses
EDCC 510
COUN 535
EDCC 600
COUN 540
COUN 560
COUN 538
COUN 544
COUN 547
COUN 550
COUN 555
COUN 570
COUN 605
COUN 633
COUN 646
COUN 648
COUN 561

Counseling Urban Students Track
COUN 505
COUN 612
COUN 655
COUN 695

Explanation of Course Prefixes and Numbers
Courses designated EDCC are core courses and common to various programs in the School of Education. Courses designated EDTE are largely specific to the M.A.T. teacher education program. Students pursuing an M.A.T. in Teaching English to Speakers of Other Languages, as well as students in Early Childhood Education, take several courses designated EDCI, which are offered in conjunction with the Curriculum and Instruction Program.

EDCC 601
COUN 505
COUN 535
COUN 538
COUN 540
COUN 544
COUN 547
COUN 550
COUN 553
COUN 555
COUN 557
COUN 560
COUN 561
COUN 570
COUN 604
COUN 605
COUN 606
COUN 612
COUN 633
COUN 646
COUN 648
COUN 655
COUN 695
EDCC 510
EDCC 600