Counseling and Educational Development (CED)
School of Education
226 Curry Building
L. DiAnne Borders, Professor and Chair of the Department
Professors Myers, Purkey, Vacc; Associate Professors Benshoff, Hinkle, Juhnke, Osborne; Assistant Professor Shoffner; Adjunct Professors Bailey, Bleuer, Clawson, Disque, Sweeney, Von Steen, Walz
The Counselor Education program at UNCG adheres to the scientist problem-solver model of training. Consistent with this approach is the program's goal of graduating students who have knowledge of basic counseling, possess a high level of competency in providing professional services, and have the skills necessary to conduct research. The tenets underlying the program include (a) exposure to a variety of theoretical orientations for counseling, (b) reliance on both the clinical-counseling and vocational-education approaches in designing counseling and programmatic interventions, (c) a commitment to developing the student's skills as a researcher, and (d) an emphasis on developing the normal developmental issues of the individual as opposed to an approach based on pathology.
Especially important to the program's faculty are the commitment to mental "health" (vs. pathology) and the value attached to understanding the common developmental themes throughout a person's life. Also, rather than receiving one theoretical orientation, students are exposed to a diverse base of experiences available from the faculty. This provides students with a number of different theoretical orientations from which they can formulate their own counseling style. The diversity also provides a variety of research opportunities for students as well as different applied settings for gaining field experience. Students are given strong encouragement to participate in research projects, professional organizations, and professional workshops.
In conjunction with core and specialized courses, students are able to engage in practicum experiences to obtain exposure to various counseling practices. The practice help prepare students for subsequent internship experiences, in which student interns actually function as a counselor at an approved site. A characteristic unique to the program is the full-time status of students and consequent day-time course schedule. Full-time commitment facilitates the development of collegial relationships among students and faculty, and allows for intensive didactic and clinical experiences. By carrying a full course load, students are able to immerse themselves in the process of becoming a professional counselor. Furthermore, the sequential nature of the program allows each course to build systematically upon previous courses, concluding with a full-year half-time internship in the second year.
The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council of Post Secondary Accreditation (COPA), has conferred accreditation to the following program areas in the Department of Counseling and Educational Development at The University of North Carolina at Greensboro: a master's degree (M.S.), a dual degree master's and educational specialist degree (M.S. and Ed.S.), and doctoral degrees (Ed.D. and Ph.D.) in counseling and counselor education.
Within the master's program, students may emphasize through their specialized coursework and internship the following areas within counseling: community counseling, community counseling with a specialization in gerontological counseling, school counseling, and student development in higher education.
Within the combined master's and educational specialist programs, students may emphasize through their specialized coursework and internship the following areas within counseling: community counseling, community counseling with a specialization in gerontological counseling, marriage and family counseling, school counseling, and student development in higher education. The doctoral program in Counseling and Counselor Education and Supervision prepares students for leadership roles in each of these areas.
There are no undergraduate areas of study offered by this department..
210 Career/Life Planning (3:3).
Introduction to career/life planning; knowledge of career development theories and decision-making theories; emphasis on collecting information related to the world of work and relating this information to the individual.
310 Helping Skills (3:3).
Pr. advanced undergraduates in appropriate major.
Skills useful for facilitating helping relationships. Practical model for counseling and learning about helping by practicing the helping skills.
For Advanced Undergraduates and Graduate Students
506 Institutes in Education (1-3).
Practicum or workshop experiences to focus on issues, problems, or approaches in the profession.
574 Contemporary Topics in Counseling (3:3).
Designed to study issues, problems, and new approaches in helping relationships. Emphasis placed on current topic(s) of interest.
Please refer to The Graduate School Bulletin for additional graduate level courses.