School Adjustment Counseling

Master of Arts in Educational Psychology plus the Certificate of Advanced Graduate Studies in School Adjustment Counseling

The Master of Arts in Educational Psychology (MAEP) degree is awarded after 30 credits. With completion of the coursework, the program portfolio, and the Advanced Practicum, the candidate is eligible for an Initial license. With the Initial license, the individual is employable as a School Adjustment Counselor and has five years to finish the CAGS which is necessary for the Professional license. In addition to the CAGS, the candidate must work for three years as a School Adjustment Counselor to be eligible for the Professional license under the MA Department of Elementary and Secondary Education.

Initial License: Candidates are required to submit documentation of successful completion of the Communication and Literacy Skills Test of the Massachusetts Tests for Educator Licensure (MTEL) before being accepted into the graduate programs leading to licensure. This is a requirement for an Initial license by the MA Department of Elementary and Secondary Education.

Learning Outcomes for School Adjustment Counseling

School Adjustment Counseling Candidates will:

  • Understand and communicate knowledge of strategies used for the prevention and treatment of substance abuse, physical and sexual abuse, the spectrum of mental illnesses, and violence in Pre-K-12 students and community settings.
  • Plan and implement therapy and interventions with an understanding of the principals of child and adolescent development as they relate to the needs of diverse individuals from various cultural and ethnic backgrounds.
  • Apply core counseling theory and research regarding the cultural context of relationships relating to treatment planning and goal acquisition while considering the trends in a multicultural and diverse society.
  • Exhibit the knowledge and skills needed to deliver a range of professional counseling and consultation services ethically and effectively within an educational and community setting.
  • Provide and implement interventions in collaboration with clients, families, and support agencies.
  • Understand and communicate working knowledge of federal, state, municipal, and school laws/regulations as they apply to the needs of the client population.
  • Engage in effective oral and written communication when addressing clinical mental health concerns.
  • Apply the skills needed to conduct differential diagnoses in accordance with the current standards in the field of mental health services.

In the classroom. In the workforce.

What You'll Learn

In this program you will learn law and regulations as they apply clients, skills to to ethically counsel in an educational setting, and apply counseling theory in the context of a diverse society.

Future Studies

After successful completion of coursework in School Adjustment Counseling candidates are employable as a School Adjustment Counselors and have five years to finish the CAGS in order to earn a Professional license.

Career Opportunities

A degree in School Counseling with CAGS completion, and three years of work as an adjustment counselor makes you eligible for Professional license under the MA Department of Elementary and Secondary Education.

Foundation Courses

  • PSY5230*: Principles and Practice of School Counseling
  • PSY5215*: Theories of Counseling
  • PSY5240*: Counseling Basics
  • PSY5415: Child and Adolescent Development
  • EDU5410*: Introduction to Special Education
  • PSY5241: The Juvenile Justice System
  • PSY6230: Psychology of the Exceptional Child
  • PSY5315*: Group Counseling in Schools
  • PSY5245*: Counseling Diverse Populations
  • PSY5205: Basic and Applied Research in the Schools

Master of Arts in Educational Psychology awarded after 30 credits.

Specialty Area Courses

  • PSY5345: Developmental Psychopathology
  • PSY5360: Trauma Informed School Counseling
  • PSY5365: Counseling Families
  • PSY6678/6679: Advanced Practicum with Seminar I/II***
  • PSY6819: Clinical Experience in School Adjustment Counseling

Professional Area Courses

  • PSY6845: Advanced Counseling Theory and Practice
  • PSY6855: Testing in Schools
  • PSY6505: Legal and Ethical Issues in School Counseling
  • PSY6525: Substance Abuse Issues and the System

Certificate of Advanced Graduate Studies awarded after 30 additional credits.

*Field Experience required

***Candidates are eligible for endorsement by American International College for Initial licensure in School Adjustment Counseling to the MA Department of Elementary and Secondary Education upon completion of all coursework through PSY6678 Advanced Practicum with Seminar. The candidate is then eligible for employment as a School Adjustment Counselor. Candidates must apply directly to MA Department of Elementary and Secondary Education for their Initial license. The Initial license expires at the end of five (5) years.

Course Descriptions

This course provides the student with a broad overview of several important approaches to counseling and psychotherapy. Because of their widespread use and scientific respectability, focus will be on four major approaches: Psychoanalytic, Behavioral, Cognitive, and Client Centered. The emphasis will be on the ways in which each theory views the development of psychopathology and, consequently, the manner in which each theory recommends treatment. A
systems approach to counseling and well as school counseling will be emphasized. Counseling procedures and skills necessary to the effective practitioner are reviewed with a focus on listening and communication skills, both verbal and nonverbal.

This introductory course is designed to acquaint the student with the basics of the need, primary focus, and ethics of counseling services. Issues related to school counseling practices, with an overview of the role and function of the school counselor, will be reviewed. Specifically, student scheduling, testing and assessment, career guidance, and college application and placement will be emphasized. Current trends in the field, as well as general counseling issues, will be explored. Emphasis is placed on the understanding that the school counselor serves as part of a
collaborative team with a strong focus on consultation. PREREQUISITE: None

This course will provide students with a broad, integrated perspective on the discipline of psychology and its practice. Students will begin with an overview of the philosophical ideas from which psychology developed. Major theoretical positions in psychology will be explored from an historical perspective moving to the present positions and focusing on current practice. Emphasis is placed on the educational and clinical implications of these basic positions. The neurological basis of learning and memory will also be considered. The student will develop an
understanding of current trends in practice through a basic understanding of the theoretical foundations of psychology.

This course addresses the physical, cognitive and social-emotional development across the lifespan for children and adolescents along with the movement into adulthood including a description of behaviors that are present at the various stages and explanations for those behaviors regarding relative contributions of heredity and environment. The major theories of physical, cognitive, affective and social development across the life span for individuals and
families are applied to the understanding of learning, personality development, and mental health counseling practice. The sociocultural and social economic factors that may contribute to a developmental outcome are also considered.

Exceptional children are those for whom special educational programming is considered necessary. In this course, we consider the characteristics, prevalence, etiology, neurological correlates (if applicable), developmental course, assessment, and treatment for the categories of learning disabilities (including reading disability and nonverbal LD), ADHD, Aspergers syndrome, children with limited English proficiency, children from culturally diverse backgrounds, and the gifted and talented.

The purpose of this course is to acquaint the student with the major ethical issues in the practice of psychology. The course will involve an intense analysis of the philosophical, technical, and consultative issues contributing to the professional identity and function of the counselor in a public school or clinical setting. Emphasis will be placed on the setting, the practical application of theory, and the demands placed on the practicing clinician. This course stresses professional ethics and general standards of conduct; the guide for this section of the course is the American Psychological Association’s Code of Ethics.

This course will examine the theoretical and experiential understandings of group development, purpose, dynamics, group counseling methods and skills, as well as leadership styles for group facilitation. Coursework covers the dynamics and processes of group counseling within the schools. An emphasis of this course is on personal growth and the counseling process within the group setting. Among the concepts included are curative factors, interpersonal learning, group composition, and tasks and techniques for change. Topics such as addiction, poverty, diversity,
and education will be explored in understanding the individual response to group counseling.

This course will provide students with techniques to integrate the theories of treatment into specific situations that the counselor or psychologist will confront in actual practice. Topics will range from working with clients in multiple system membership to consultation around behavioral/emotional issues in schools as well as clinics. The consultation model will be considered as it relates to counselors and psychologists within a multicultural model.

This course examines evaluative methodologies and strategies, types of research, program evaluation, needs assessments, and ethical and legal considerations. Students will link statistical analysis and research methodology so that students may become a sophisticated research consumer as well as research producer. Understanding research strategy and the logic behind the statistical tests for applied purposes is an underlying theme of the course. This course will allow students to understand the nature of empirical research in developing surveys, educational interventions, program evaluations and therapeutic strategies.

This course examines disorders in adulthood, adolescence, and childhood with consideration of the relationship between biological, social, psychological, and environmental factors, as well as problems in classification and potential behavior systems. The concepts of normal and abnormal will be explored; emphasis regarding the understanding of behaviors of culturally diverse groups. The symptomatological disorders, including borderline personalities and various phobic and obsessive-compulsive syndromes will be studied. Also covered will be dis-compensation, stress,
anxiety, and defense. Mental health diagnosis focusing on DSM 5 and issues related to children and families will also be featured in this course.

This course covers the fundamental principles of pharmacology, drug actions, tolerance, addiction, clinical use of psychotic medications, substance abuse, and addiction treatment. Research that explores the efficacy of medications taken during treatment, specific treatment programs, and the degree of recidivism is presented.

This course will focus on advancing the development of psychological, behavioral and therapeutic skills needed to provide basic counseling services to students in elementary, middle and high schools. Emphasis will be on developing strategies to help students manage their anxiety and depression and to assist students as they work on academic underachievement, peer relationship problems, cultural differences, emotional disorders, gender-related issues, and
bullying.

An in-depth look at the juvenile justice system from its historical origins to current practices. Special emphasis is placed on juvenile justice terminology, landmark cases, and procedures used with juveniles and their families. The social, economic, and racial considerations of juveniles in difficulty with the law will be considered.

This course is designed to provide students with the cultural and social foundations as well as examine the research pertaining to counseling in a diverse society. Theoretical approaches and experiential exercises are used to assist in the development of personal awareness and sensitivity toward issues of diversity (e.g., ethnicity, disability, sexual orientation, age, religion, gender). Attention will be paid to the way counselors and students construct meaning in a multicultural and diverse society.

This course explores the rapidly expanding literature in the field of psychological trauma and attempts to delineate its common concerns, research basis, and practice guidelines especially how it impacts students and schools. Students will discuss the roles and responsibilities of counselors in common concerns, research basis, and practice guidelines as well as interventions post trauma exposure. The course covers types of potentially traumatic events, effects of trauma, assessment and potential outcomes, and common elements in treatment interventions for trauma.

The purpose of this course is to provide students with an introduction to family and couple counseling theory, and perspectives of family therapy along with issues of diversity. This course will focus on theory and practice, viewing the couple/family as a unitary psychosocial system. Major topics will include history, theory, and practice models, healthy family functioning, family dysfunction, and intervention techniques. This course will also address issues relative to diversity in families and couples along with perspectives of family therapy.

This course focuses on developing an understanding the nature and function of group assessments. This includes, but is not limited to, such areas as achievement, aptitude, interest, and vocational skill. The nature and purpose of tests such as the Massachusetts Comprehensive Assessment System (MCAS), SAT, GRE, ASVAB, etc. are explored. Students will understand the issues of assessment norms, validity, and reliability, as well as general principles of test construction. Emphasis will be on the ability to interpret and integrate information obtained from assessment tools for the purpose of addressing student needs and on communicating assessment results to students, parents, and teachers.

This course looks at the behavior of people in the system and seeks to help students better understand their own values and behaviors. Coverage will include the behaviors of professionals in the courts, corrections, law enforcement, probation and parole. An important segment of the course will deal with causes of criminal behavior especially as to the causes of child abuse, domestic violence and rape.

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