College of Social and Behavioral Sciences

School Counseling


"A comprehensive school counseling program is an integral component of the school’s academic mission. Comprehensive school counseling programs, driven by student data and based on standards in academic, career and personal/social development, promote and enhance the learning process for all students."

[ Definition from ASCA, ]

Program Overview

The UNI School Counseling program has an outstanding reputation and received the NCACES Innovative Counselor Education Master's Degree Program Award in 1999. Our program is based on long-standing tradition and is delivered by highly energetic faculty who are extensively involved in research, practice, and professional service at the local, state, regional, and national levels. Graduates of this program will have the knowledge and skills to implement a comprehensive, sequential, developmental program as described in the National Standards for School Counseling Programs. A teaching certificate and teaching experience are not required, but non-teaching majors must take 2 additional hours of coursework to meet state department requirements (see program planning sheet for non-teaching majors).

The UNI School Counseling Program:

  • Prepares graduates for K-12 certification
  • Includes courses specific to working with children, adolescents, and parents
  • Emphasizes practical applications of concepts in all coursework
  • Includes school-based practicum (150 hours) and internship (600 hours) with weekly individual supervision and group seminars by UNI faculty

UNI's counseling faculty expect that graduates of this program will:

  • Be highly competent MA school counselors.
  • Advocate for quality counseling services for all students.
  • Have a strong knowledge base as well as clinical skills.
  • Be sensitive to and knowledgeable about diversity.
  • Become accepted as credible school counseling professionals.
  • Promote counselor accountability with the public and the profession.
  • Be psychologically healthy persons who use high levels of self-awareness in their work.
  • Adhere to the ethical standards of the profession.




A major objective of the program is to provide students with educational experiences that address the American Counseling Association's (ACA) accreditation (CACREP) training standards for School Counseling. These standards require that students complete a program that exposes them to knowledge and skills in the following core areas:

  1. Professional Identity

  2. Social and Cultural Diversity

  3. Human Growth and Development

  4. Career Development

  5. Helping Relationships

  6. Group Work

  7. Assessment

  8. Research and Program Evaluation

General Objectives of the School Counseling Program- Measured through Coursework Assignments and Projects (Aligned with CACREP Standards)


  1. To prepare individuals to work effectively with students individually, in small groups, and in classroom guidance [II.D.2].
  2. To prepare individuals to work effectively with parents, families, teachers, administrators, and other members of the pupil personnel team [III.F.4; VII.M.1, M.3, M.5, N.3; VIII.P.2].
  3. To prepare individuals to work effectively with various human service agencies [II.D.5; IV.H.4; VII.M.3, M.7, N.2, N.3, N.5].
  4. To prepare individuals to serve as consultants in the school setting [VII.M.2, M.3, M.4].
  5. To prepare individuals to understand how to conceptualize problems from a developmental and cultural perspective, and employ developmentally/culturally-appropriate prevention and intervention techniques [II.D.1, D.3; III.E.1, E.3, E.4, F.1, F.3; IV.H.1].
  6. To prepare individuals to deal effectively with situational problems impacting children and adolescents such as loss, relationships, changing family structures, and to assess and refer students with more serious problems such as substance abuse, eating disorders, and suicide ideation [II.C.3, D.5; IV.G.1, G.2].
  7. To prepare individuals to implement a comprehensive, developmental K-12 program that includes personal/social, academic, and career development components consistent with state and national standards [I.A.5; II.C.2; III.F.4; IV.G.1, G.3, H.2, H.5; V.I.2, I.3, J.2, J.3: VI. K.1, K.3].
  8. To prepare individuals to accurately assess and diagnose problems presented by children and adolescents [II.D.3; IV.G.1, G.2, H.3].
  9. To prepare individuals with the awareness, knowledge, and skills to work with individuals, families, and groups from diverse populations [II.D.1; III.F.3; IV.H.1].
  10. To prepare individuals who are sensitive, genuine, and show positive regard for others [II.D.1].
  11. To prepare individuals who have high levels of self-awareness and commitment to personal growth [II.D.1].
  12. To prepare individuals with the knowledge, skills, and sensitivity to work with individuals, families, and groups from diverse populations [II.D.1; III.E.3, F.1].
  13. To prepare individuals to begin to develop and consistently apply a counseling theory [II.C.1; VII.M.4].
  14. To prepare individuals to communicate effectively with others and to express themselves effectively in writing using APA standards.
  15. To prepare individuals who can accurately interpret research and apply it to practice [V.I.1, I.5, J.1].
  16. To prepare individuals who are committed to on-going professional and personal development and who will adhere to ethical standards [I.A., A.5, B.1].
  17. To prepare individuals to assume leadership and advocacy roles as school counselors [III.F.2, F.3; VIII.O.4, O.5].
  18. To academically qualify persons to become nationally certified and licensed.