Graduate Programs

academics counseling

Master of Science in Education Counseling

The Master of Science in Education in Counseling (MEC) is designed for students who are seeking a career working as a counselor in settings such as community agencies, government, private practice, and elementary, middle or secondary schools.
The mission of the Quincy University MEC program is to train individuals to become competent professional counselors. The program facilitates personal and professional growth via a combination of academic rigor, experiential learning, personal and professional reflection, and service to the community. The MEC program is committed to the development of counselors as ethical, reflective practitioners and Servant-Leaders, who exhibit an affinity for lifelong learning, a commitment to social justice, and an appreciation for the diverse world in which they live and practice.

The 60-credit hour Clincial Mental Health Counseling and 48-credit hour School Counseling curriculum includes a 30-credit hour core, additional credit hours in your area of emphasis, and 9 credit hours in clinical experiences. A grade point average of 3.0 is required, and students must pass a comprehensive examination in order to complete the program.
Individuals who are not licensed/certified as teachers may pursue certification as a School Counselor upon completion of both a Master's degree in School Counseling and additional required coursework. Individuals who currently hold a Master's Degree in Counseling or a related field may pursue licensure/certification as a School Counselor with completion of additional required coursework.

Classes normally meet one evening each week for three to four hours, and most students complete two courses each semester, including summer session. At this pace, you could expect to complete the program in approximately three years.

Tracks/Emphases:
Clinical Mental Health Counseling
School Counseling

APPLYING FOR ADMISSION
Applications are encouraged from individuals who plan to provide counseling services either in a school setting or in a clinical, community, private, or government setting. All applicants are considered on an individual basis focusing on the applicant's potential for successful completion of the program. Application review for admission is ongoing.

Applicants are encouraged from individuals in all fields. All applicants are considered on an individual basis. The applicant's potential for successful completion of the program is a central focal point for the Admissions Committee. Applications are processed on a revolving basis. Although it is generally preferred that an individual accepted into the program start his or her coursework in the fall semester, an applicant may begin at the start of any term, providing space is available.

Applicants must submit the following to the Quincy University Office of Graduate Admissions:

1. Application - A completed application for graduate admission along with a nonrefundable $25 application fee.
2. Official Transcripts - An official transcript from the college or university that the applicant matriculated from verifying that the baccalaureate degree has been conferred. In addition, the applicant needs to provide official transcripts from any other college or university at which he or she may have undertaken any additional study, undergraduate or graduate.
3. Recommendations - Two completed recommendations from professionals who can address the applicant's academic and/or professional potential.
4. Educational requirements - Applicants must have or will have completed a baccalaureate degree. Applicants with an undergraduate GPA of 3.0/4.0 or higher may be recommended for admission. Applicants with a GPA lower than 3.0 will be considered for conditional admission.
5. International students - Applicants from non-English speaking educational institutions must submit the results of the TOEFL. Generally, a score of 550 or above is acceptable evidence of a student's ability to successfully study in an English-speaking environment at the graduate level. Also, the applicant must submit documentation showing how his/her education will be financed. A bank official must authorize this financial documentation.
6. Writing prompts - The applicant is requested to reply to three of six questions or statements regarding counseling. It is expected that the questions are answered to the best of the applicant's ability and each question is to be answered in 300 words or less.
7. Entrance Test Results - A score of 380 (400 preferred) or higher on the Miller's Analogy Test or an equivalent score on the Graduate Record Exam.
8. Coursework - While applicants from all undergraduate majors are considered, coursework in behavioral sciences (e.g., Psychology or Sociology) is desirable. It is hoped, but not mandatory, that students will have taken the following courses or their equivalent:
a. Introduction to Psychology or Sociology
b. Personality Theory
c. Statistics/Research design
d. Abnormal Psychology
9. Professional Resume

The Counseling Program Admissions Committee reviews each person's application. As there are several measures that are used in the application process, there is no one single factor that would qualify or disqualify a person. In some cases, in addition to the written application and supporting documentation, an applicant may be required to have an in person interview with the Counseling Program Admissions Committee or its representative(s).

CHI SIGMA IOTA - CHI OMEGA CHAPTER
Chi Sigma Iota is an international honor society for counseling students and professionals. It was established in 1985 to recognize the outstanding efforts and achievements of students and professionals in the counseling field. The mission of CSI is to promote "scholarship, research, professionalism, leadership, advocacy, and excellence in counseling" (www.csi-net.org).

The Chi Omega chapter of CSI was founded at Quincy University and inducted its first members in 2010. Chi Omega members must maintain a 3.5 grade point average, demonstrate professionalism in their classroom and clinical experiences and during any co-curricular activities, and must remain active in chapter events and projects. Chi Omega facilitates the growth and development of its members via an emphasis on scholarship, participation in professional development activities, and servant-leadership in the community.
To learn more about Chi Omega, please view the Chi Omega newsletter, "The Insight".

LEARNING FORMAT
The program is designed for non-traditional students. Classes typically meet one evening a week for three to four hours or, in some cases, for extended weekend sessions. Most students take two courses each semester, including summer. Students are expected to take a minimum of one course per year. If a student takes two courses each semester, it will take approximately 3 years to complete the program.

LICENSURE/CERTIFICATION
The Counseling Progam meets the criteria set forth by the State of Illinois Department of Professional and Financial Regulation for those seeking licensure as a Licensed Clinical Professional Counselor (LCPC). The counseling program also meets requirements for licensure as a Professional School Counselor in the state of Illinois.

Graduates who choose the emphasis in Clinical Mental Health Counseling will be eligible to take the examination to become a Licensed Professional Counselor (LPC). Upon completion of post-graduate clinical experience, these graduates will be eligible to take the examination for licensure as a Licensed Clinical Professional Counselor (LCPC).
Graduates who choose the emphasis in School Counseling will follow a curriculum approved by the Illinois State Board of Education. Successful graduates can be recommended by QU for licensure with an endorsement in the area of School Counseling. Individuals who are not licensed teachers may pursue school counseling licensure upon completion of the degree and additional required coursework.

ACCREDITATION
Quincy University is accredited by The Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 30 N. LaSalle St., Suite 2400, Chicago, Illinois 60602-2504 (800.621.7440).

The Master of Science in Education program is approved by the Illinois State Board of Education (ISBE), 100 N. First St., Springfield, Illinois 62707-0001 (217.782.4330), to offer education programs for school counselor licensure.

For more information about the Counseling program, feel free to contact:

Dr. Kenneth Oliver
Counseling Program Chair
This email address is being protected from spambots. You need JavaScript enabled to view it.

or

Dr. Andrea Fifield

MEC 500 Professional Orientation, Legal, and Ethical Issues in Counseling
Credit Hours: 3
This course explores the professional identity of counselors, professional organizations, publications, school certification, and clinical licensure. The roles and expectations of counselors in various settings are examined. Students will also explore legal and ethical issues associated with the role of the professional counselor. Special attention will be paid to current ethical standards, ethical decision-making processes, and self-reflection regarding the affect of personal biases on the process of making sound ethical decisions.

MEC 505 Advanced Legal and Ethical Issues in Counseling
Credit Hours: 3
The purpose of this course is to explore the complexity of ethical and legal considerations specifically related to the practice of counseling (e.g., confidentiality, professional liability, privileged communication, informed consent, etc.). Students will engage in ethical decision-making processes to derive solutions to counseling ethical dilemmas.
Prerequisites: MEC 500, MEC 512, MEC 513, MEC 521

MEC 510 Introduction to Counseling Supervision
Credit Hours: 3
The purpose of this course is to prepare counselors for future roles as effective supervisors in school and clinical mental health settings. Theories of counseling supervision, and their applications to practice, will be explored.
Prerequisites: MEC 500, MEC 512, MEC 513, MEC 521, MEC 526, MEC 580

MEC 512 Counseling Theory
Credit Hours: 3
This course provides an overview of current major counseling approaches. Emphasis is on both theory and application of the approaches covered. Method of instruction consists of lecture, class discussion, readings, videotapes, writings, case studies and role-playing. Having evaluated one's own basic values and the philosophical assumptions about the human person underlying each theory, the student will be able to choose and critically integrate major counseling perspectives into his or her own personal approach to counseling.

MEC 513 Counseling Techniques
Credit Hours: 3
The purpose of this course is to teach students basic counseling skills. The students will focus on developing and enhancing their skills to facilitate their ability to intervene effectively with their clients. Students will be encouraged to explore their own style of counseling and begin to integrate at least one theoretical orientation into their practice of counseling.

MEC 516 Human Growth and Development
Credit Hours: 3
The purpose of this course is to review basic concepts pertaining to human development across the lifespan including characteristics of the physical, cognitive and psychosocial changes that occur from birth through adulthood. Research methods that underlie the empirical study of human development are presented. Historical and cultural perspectives on childhood, adolescence, adulthood and aging are reviewed.

MEC 517 Research Design and Statistics
Credit Hours: 3
The purpose of this course is to engage students in the process of conceptualizing counseling research from inception through completion of a research study. Students will develop skills needed to analyze, evaluate, and generate counseling research studies. From the development of initial research questions to corresponding statistical analysis to research design, the promotion of students to become developers and critical consumers of counseling research will be a major focal point of the course.

MEC 520 Family Dynamics in Counseling
Credit Hours: 3
The purpose of this course is to examine theories and practice of family counseling. Students will begin to develop skills in working with families. The special ethical and legal issues involved with family counseling will also be covered.
Prerequisites: MEC 500, 512, 513, and 516 or consent of instructor.

MEC 521 Group Dynamics in Counseling
Credit Hours: 3
As a result of this course students will develop an understanding of group dynamics and the roles of group members. Group leadership skills will be developed. The uses of groups in schools and community settings will be explored. Special attention will be paid to the use of groups with children and adolescents. Prerequisites: MEC 500, 512, 513 or consent of instructor.

MEC 526 Appraisal of the Individual
Credit Hours: 3
The purpose of this course is to explore methods of assessing various attributes of a person. Methodology includes standardized assessment, measurements, individual and group testing, case studies, observations, interviews and rating scales. The course will focus on the development of a comprehensive framework for understanding the individual.

MEC 527 Social and Cultural Issues in Counseling
Credit Hours: 3
This course will examine the nature of cross-cultural counseling. Students will be asked to engage in critical self, peer, and systems analysis in terms of counseling in a multicultural context. Topics such as racial identity development, oppression dynamics, various cultural movements in the profession, and counseling techniques most appropriate for specifics cultures will be covered.

MEC 528 Lifestyle and Career Counseling
Credit Hours: 3
The purpose of this course is to examine theories of career development and occupational choices. Areas to be included are theories of career choices, career and lifestyle developments, development and career choice, sources of information regarding careers and educational information and opportunities, resume writing and portfolio development.
Prerequisites: MEC 500, 512, 513 or consent of instructor.

MEC 530 Counseling and the Creative Arts
Credit Hours: 3
This course is intended as an introduction to integrating creative and expressive arts into counseling practice. Students will learn to utilize creative activities in various stages of the counseling process, including assessment, intervention, and outcome evaluation. Students will be given the opportunity to develop, present, and demonstrate therapeutic activities using the creative mediums of music, dance/movement, visual arts, literature, and drama. Special attention will be given to integrating creative activities into counseling plans in a way that is intentional, empirically supported, and developmentally appropriate.

MEC 531 Counseling Children and Adolescents
Credit Hours: 3
The purpose of this course is to examine the various psychological problems of childhood and adolescents. Various developmental perspectives on child and adolescent growth and possible resultant difficulties will be discussed. Special attention will be paid to system and environmental issues. The students will develop counseling skills needed in working with children, adolescents and their families. Prerequisites: MEC 500 and 516 or consent of instructor.

MEC 540 Servant-Leadership and Advocacy in the Counseling Profession
Credit Hours: 3
This course intends to provide opportunities for counselors-in-training to develop as servant-leaders within their chosen profession. Students will engage in community-based service activities, professional advocacy initiatives, professional leadership roles, and community development activities intended to promote an active service-oriented agenda befitting a professional counselor

MEC 541 Substance Abuse Counseling
Credit Hours: 3
The purpose of this course is to examine chemical, psychological and treatment aspects of drug use, abuse and dependency. The effects of substance abuse on family members will be discussed. Skills in assessment, diagnosis and treatment approaches will be developed during this course. Alternative perspectives on the etiology and treatment of substance abusing individuals will also be covered. Prerequisites: MEC 500, 512, and 513 or consent of instructor.

MEC 545 Psychopathology
Credit Hours: 3
The purpose of this course is to cover the etiology, diagnosis, treatment planning, and prevention of mental and emotional disorders and dysfunctional behavior. Models for assessing mental status and identifying abnormal, deviant or psychopathological behavior will be discussed. Focus will be placed on diagnostic categories currently identified in the DSM IV-TR.
Prerequisites: MEC 500, 512, 513, 516 and 527 or consent of instructor.

MEC 546 Diagnostics and Treatment Planning
Credit Hours: 3
In this course, students will learn how to utilize the Diagnostic and Statistical Manual of Mental Disorders (DSM) to develop diagnostic impressions and appropriate treatment plans to meet the needs of their clients. Students will also be introduced to psychopharmacology as it relates to specific mental disorders represented in the DSM.
Prerequisites: MEC 545 or consent of instructor.

MEC 551 Advanced Counseling Theory Seminar
Credit Hours: 3
This course serves as an advanced seminar in counseling theory. Students will have the opportunity to explore, in depth, a "school" of counseling theory that they believe best represents their own views of human development. Students, through experiential activities, will have opportunities to challenge their chosen theoretical orientation in both in and out of class. Students will also be challenged to write professionally on topics related to their chosen theoretical orientation.
Prerequisites: MEC 512, MEC 513

MEC 555 Counseling and Consulting in the Schools I
Credit Hours: 3
The purpose of this course is to provide students with a broad overview of the school counseling profession, including the history of the profession, and the roles and functions of the professional school counselor. Students will study and understand the process of planning, developing, implementing, and evaluating school counseling programs that are comprehensive, preventive and developmental in nature, data-driven, and responsive to the academic, vocational, and personal-social needs of all students. Special emphasis will be placed on the components of the ASCA national model, including program foundation and systems for program management, accountability, and delivery. Multicultural considerations and legal and ethical issues will be addressed throughout the course. (Formerly MEC 515)

MEC 556 Counseling and Consulting in the Schools II
Credit Hours: 3
This course is a continuation of MEC 555, and will serve as an advanced techniques course for school counselors-in-training. Particular attention will be paid to developing individual and group counseling techniques and processes, as well as consultation models and methods. Students will research and study issues common to K-12 students, as well as learn best practices for effective, developmentally appropriate intervention. Students will also be provided with experiential activities in the use of data and technology for assessing school/student needs, developing responsive programming and interventions, and evaluating outcomes. Multicultural considerations and legal and ethical issues will be addressed throughout the course.
Prerequisites: MEC 513, MEC 521, or instructor permission (Formerly MEC 515)

MEC 570-2 Special Topics in Clinical Mental Health Counseling
Credit Hours: 3
The purpose of special topics is to acquaint the students and community members with aspects of counseling to which students need exposure but the subject matter does not warrant a three-semester hour course. Some special topics in clinical mental health counseling have been Assertiveness Training, Human Sexuality and Evidence Based Practice. These topics may be repeated and/or new "special topics" may replace some of the titles listed. May be taken for a maximum of 3 credit hours.

MEC 575-7 Special Topics in School Counseling
Credit Hours: 1
The purpose of special topics is to acquaint the students and community members with aspects of counseling to which students need exposure but the subject matter does not warrant a three semester hour course. The content of each may be repeated and/or new "special topics" may replace some course content for a maximum of 3 credit hours. May be taken for a maximum of 3 credit hours.

MEC 580 Counseling Practicum
Credit Hours: 3
This course will consist of supervised school counseling experience involving counseling with individuals and groups of school-aged children or supervised clinical mental health counseling experiences involving interaction with individuals, families or groups. In this 100 hour practicum experience, a minimum of 40 hours will involve direct service work with clients/students. The remainder of the hours may include indirect site experiences indicative of other professional counselors in that setting. Certified school counselors will provide field supervision of practicum students in the school counseling emphasis. Licensed mental health professionals will provide field supervision of practicum students in the clinical mental health counseling emphasis.
Prerequisites: All core counseling coursework completed or permission of Counseling Program Director

MEC 590 Counseling Internship
Credit Hours: 3-6
This course is intended to provide advanced clinical training for school and clinical mental health counseling students in a setting specific to their chosen counseling emphasis (i.e., school or clinical mental health). Students are required to complete 600 clock-hours of internship with 240 hours (40%) of direct client/student service. Clinical/school sites must be approved by the faculty supervisor of record. Only an approved certified school counselor may provide supervision to school counseling interns. Only an approved licensed mental health professional may provide clinical supervision to clinical mental health counseling interns. Students typically take 3 credit hours of internship per semester. In extraordinary circumstances, up to 6 credit hours may be taken with approval of clinical faculty supervisor. Prerequisite: MEC 580.

Program Requirements for Master of School Counseling (MSE)

Degree Requirements
At QU, we realize that you're investing more than tuition dollars. Your time is valuable, and that's why we've designed the Counseling degree with your individual needs and requirements in mind.

Your 60-credit hour Clinical Mental Health Counseling and 48-credit hour School Counseling curriculum includes a 30-credit hour core, additional credit hours in your area of emphasis, and 9 credit hours in clinical experiences. A grade point average of 3.0 is required, and students must pass a comprehensive examination in order to complete the program.

Classes normally meet one evening each week for three to four hours, and most students complete two courses each semester, including summer session. At this pace, you could expect to complete the program in approximately three years.

30 hours of core coursework:
MEC 500, MEC 512, MEC 513, MEC 516, MEC 517, MEC 520, MEC 521, MEC 526, MEC 527, and MEC 528

Courses specifically required for the School Counseling emphasis:
MEC 555, MEC 556, MEC 580, and MEC 590 (6 hours) plus 3 hours of electives (Typically MEC 531 or other elective approved by advisor)

Courses specifically required for the Clinical Mental Health Counseling emphasis:
MEC 542, MEC 545, MEC 546, MEC 580, and MEC 581 (6 hours) plus 12 hours of electives (approved by advisor)

These courses comprise the required core:

  • Professional Orientation, Legal, and Ethical Issuesin Counseling
  • Social and Cultural Issues
  • Human Growth and Development
  • Group Dynamics and Counseling
  • Counseling Theory
  • Lifestyle and Career Counseling
  • Counseling Techniques
  • Couples, Marriage, and Family Dynamics
  • Appraisal of the Individual
  • Research Design and Statistics

You'll choose electives based on your area of emphasis
Clinical Mental Health Counseling

  • Psychopathology
  • Diagnosis and Treatment Planning
  • Substance Abuse Counseling
  • 12 Credit hours of Elective Courses
  • Practicum
  • Internship

School Counseling

  • Counseling Children & Adolescents
  • Counseling and Consulting in the Schools I
  • Counseling and Consulting in the Schools II
  • Practicum
  • Internship

To support professional growth and development, evaluation of dispositions is an ongoing process. Dispositional feedback will be provided throughout enrollment in the program.