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2025-2026 Graduate Catalog
Master of Science in Counseling (MSCP)
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Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.
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Counseling Mission Statement
The mission of the Department of Counseling, Rehabilitation, and Interpreter Training is to educate, develop and train counseling professionals by utilizing the highest external standards set by state and national licensing/certifying boards. Counselor education faculty design and deliver counseling programs through a variety of instructional modalities. The counseling degree programs provide graduate education through Troy Online. The program seeks students from diverse populations. Accreditations
Council for Accreditation of Counseling and Related Educational Programs (CACREP) The Master of Science in Counseling degree program in Clinical Mental Health Counseling, the Master of Science degree program in Rehabilitation Counseling, and the Master of Science in Education in School Counseling are CACREP accredited. Goals and Objectives
Students graduating from Troy University’s counseling programs
should: - Obtain knowledge and understanding of the identity, roles, history, philosophy, credentials, licensure, legal/ethical, current trends, practices, supervision models, collaboration-crisis-trauma concepts, and self-care strategies related to the counseling profession.
- Gain knowledge and understanding of program evaluation and research methodology to include application, evaluation and analysis of quality research and effective counseling programs.
- Develop personal and professional dispositions to effectively analyze and evaluate ethical, legal, diverse, and best practice issues related to the counseling profession.
- Develop counseling abilities to analyze, evaluate. Apply and create treatment methodologies, therapeutic interventions, assessment techniques, effective cultural strategies, and other abilities that apply to the practice of counseling in school, agency clinical and community settings.
- Demonstrate analysis, evaluation and application of core counseling concepts as applied to the knowledge of professional identity and practice.
Counseling Programs Admission Policy
Entry-level admission decision recommendations are made by the academic unit’s selection committee and include consideration of each applicant’s relevant career goals, aptitude for graduate-level study, potential success in forming effective counseling relationships, and respect for cultural differences. Documents required for application: - Letter of Recommendation
- Transcripts
In addition to meeting graduate school admissions requirements, the student is required to have the following: - Prior to admission to any of the Counselor Education programs (Master’s or Certificates), all academic prerequisites must be met in full and all application documents must be submitted. CRIT Certificate Admission Policies Certificate programs with specific admission requirements, including academic coursework, must provide a transcript showing completion of those academic requirements prior to admission to the Certificate program. Additional coursework to meet Certificate entry requirements cannot include coursework that is a part of the Certificate that the student is applying. Transfer credit from outside educational institutions may not be applied to Department Certificates program requirements.
- All applicants must have a minimum cumulative/overall graduating grade point average of 2.5 or a minimum grade point average of 3.0 in the final 30 semester hours of previous degree.
- Letters of Reference: Three specified reference forms to include one from the applicant’s undergraduate adviser, department chair or dean, most recent employer, and a person chosen by the applicant. If the applicant is unable to obtain references regarding educational or employment history, selected individuals may be approved by the Graduate Counseling Admissions Committee. These references must attest to the applicant’s potential in forming effective interpersonal relationships, aptitude for graduate study, appropriate vocational goals relevant to the program, and personal and professional self-development as well as other relevant information to be determined by the program faculty.
- Resume: A resumé that includes personal information and professional portfolio regarding topics such as, but not limited to, educational and work history, personal and professional goals, professional affiliations, awards, articles, and references.
- Letter of Intent: In addition to the previously listed documentation, each student will submit a 1-2 page Letter of Intent explaining why they wish to be a counselor. This Letter of Intent should include some mention of personal strengths and weaknesses, an overview of short and long-term goals, and assets that they bring to the counseling profession.
- Program Admission Interview: Individual and/or group interviews conducted by members of the program faculty to assess the following topics: appropriateness of academic history, work history, relationships in individual and group contexts, vocational goals and objectives and their relevance to the program, each applicant’s openness to self-examination, personal and professional self-development, and other factors deemed relevant by the program faculty regarding successful performance as a graduate student and as a counselor.
- Impromptu Writing Sample: At the time of the interview, the student will complete an impromptu writing sample on a topic selected by the faculty.
- Essential Academic Skills: Evidence of academic skills deemed essential by the program faculty to include, but not limited to, written and oral communication, comprehension and critical analysis of professional literature, basic use of the library, Internet, and other information systems, and competence in statistics and relevant mathematics.
- Admissions Index Form: After the interview, the Graduate Counseling Admissions Committee will complete the Index Score - Admission form.
- Admission Committee Approval: Approval of the Graduate Counseling Admissions Committee for the department within the parameters established by the College of Education and the Graduate Council.
- Student Notification: The student will be notified of the Admission Committee’s decision in writing.
- There is no Conditional Admission for School Counseling, Clinical Mental Health Counseling, or Rehabilitation Counseling Programs.
Application Deadlines
Fall Admission (August): July 15th application deadline. Spring Admission (January): November 15th application deadline. The priority deadlines for new applicants to the Counseling Program are July 15th for the Fall semester and November 15th for the Spring semester. Applications received after these deadlines may be considered; however, admission is contingent upon program availability at the time of review. Applications are process in the order they are deemed complete, upon receipt of all required documents. Students seeking readmission to the program after being inactive for two or more years or following academic suspension must submit all required application materials to the Admissions Office for review. A decision regarding reentry and the appropriate start date will be determined upon evaluation of the completed application. Counseling Program Guidelines
- Required Hours. Students enrolled in programs in Counseling must complete 60% of their program’s required total courses and the required pre-requisite courses, before they can register for practicum. (Required hours to be completed 60 hour program- 12 courses.) Students should see their academic adviser for specific requirements.
- Internships/Practicum. Students are required to complete supervised internship and practicum courses according to the requirements outlined in the CRIT CE Programs Practicum and Internship Handbook.
- Comprehensive Examination. Students should consult the comprehensive examination section below for program information and requirements.
- Student Handbooks. Students enrolled in Counseling programs are required to follow all policies, procedures, guidelines and regulations stated in the Counseling Programs Student Handbook and the Practicum/Internship Handbook. These two handbooks are common for all programs. A third common handbook, CRIT CE Supervision Handbook, is provided to professionals supervising practicum and internships.
- Research Requirement. Students enrolled in the Counseling programs are required to take CP 6691 Research Methods at Troy University. This course cannot be substituted with another Troy University research course. However, a graduate-level Research Methods course taken at another CACREP-accredited program can be transferred upon approval.
Comprehensive Exam
Clinical Mental Health Counseling Master’s Degree students must take and pass the Comprehensive Preparation Comprehensive Exam (CPCE) as the comprehensive examination to complete the counseling program. The following steps are a guideline to follow in the event the student is unsuccessful at passing the written comprehensive examination: - Should students fail the first attempt of the comprehensive exam, they must meet with their assigned faculty advisor and create a Comprehensive Exam Remediation Plan. The student will have two additional opportunities to retake the exam within one year of the date originally taken.
- If, after three total attempts, the student has not passed the comprehensive exam, then the student must petition their assigned faculty advisor to have their competency assessed through the Graduation Index.
- If the student does not meet the passing criteria using the Graduation Index, then the student must petition their assigned faculty advisor and the department chair to take the Alternate Essay Exam as an attempt to satisfy the graduation requirement. The student will be given three additional attempts to pass the Alternative Essay exam. The Graduation Index and Alternate Essay Exam must be completed within 12 months of the student’s first attempt at the comprehensive exam.
- If the student is unable to demonstrate their competency after the aforementioned six attempts, then the student will be dismissed from the program.
Program-specific information related to the comprehensive exam options for Rehabilitation Counseling and School Counseling is listed below: School Counseling Students: Students enrolled in the School Counseling Program are required to pass the Praxis II Professional School Counselor Exam prior to program completion. This exam is administered by the Educational Testing Service (ETS), and students are required to adhere to the Alabama State Department of Education and ETS guidelines regarding failed exam attempts. Rehabilitation Counseling Students: Students enrolled in the Rehabilitation Counseling Program can choose to take either the Certified Rehabilitation Counselor Exam (CRC) or the CPCE. The CRC exam is administered by the Commission on Rehabilitation Counselor Education (CRCC) and students are required to follow the CRCC guidelines regarding failed exam attempts. However, students in this program who choose to take the CPCE will follow the aforementioned guidelines for any failed attempts. Clinical Mental Health Counseling (60 sh)
Locations: Troy Online Mission Statement: The Clinical Mental Health Program is designed to train mental health counselors. This 60-semester hour program has been tailored to meet educational standards for state licensure and national counseling credentials. The program is designed to provide students with knowledge of theory, application of counseling skills to various agency populations, knowledge of both normal and pathological development and behavior, and expertise in treatment planning. Objectives for Clinical Mental Health Counseling: The Clinical Mental Health Counseling Program seeks to prepare graduates who have achieved the following: - An in-depth knowledge of professional ethics, including an understanding of ethical issues and applications
- An active professional identity as evidenced by participating in professional associations, such as the American Counseling Association
- A strong knowledge base regarding counseling facilitation skills, theories, and techniques
- An understanding of human development, both normal and abnormal
- Culturally sensitive skills to ensure the ability to work with diverse populations
- An understanding of career development and related life factors
- An understanding of theoretical and experiential concepts of group work
- An understanding of individual and group approaches to assessment and evaluations
- An understanding of research methods, statistical analysis, needs assessment, and program evaluation
Curriculum for Clinical Mental Health Counseling (60 sh)
Required Courses: (51 sh)
Select Option I or Option II below: (9 sh)*
Option I
(Required for licensure in Florida) Option II
- 9 sh of Adviser-approved electives
Rehabilitation Counseling (60 sh)
Locations: Troy Online Mission Statement: The mission of the Troy University Rehabilitation Counseling program is to prepare rehabilitation counselors to provide rehabilitation services designed to assist individuals with disabilities to achieve their maximum potential. In addition, services will be provided to rehabilitation agencies and programs, and research related to rehabilitation are pursued. The Troy University program leads to a Master of Science degree with a specialty in Rehabilitation Counseling. Students choose an academic concentration in one of the following areas 1. Clinical Rehabilitation; 2, Public and Community Rehabilitation; 3. Rehabilitation and Deaf and Hard of Hearing Services; 4. Counseling Military Populations; and 5. Addictions Counseling. Upon graduation, graduates will have the foundational knowledge, skill and experiences necessary to enter the profession of rehabilitation counseling and practice as rehabilitation counselors. Objectives for Rehabilitation Counseling: To prepare master’s-level rehabilitation counselors who - understand and follow the Code of Professional Ethics for Rehabilitation Counselors;
- know the laws that affect individuals with disabilities and are able to advocate for the rights of those individuals;
- understand the concept of choice, self-advocacy and self-determination, and promote these concepts throughout the rehabilitation process;
- value the worth and dignity of all individuals and view individuals with disabilities as equal partners in the rehabilitation process;
- demonstrate the ability to practice counseling techniques, job placement skills, and career strategies that will assist individuals with disabilities to develop the skills and competencies they need to function effectively in society; and
- know the technology and accommodations that are available to provide individuals with disabilities access to work, leisure, and school activities.
To continuously update the Rehabilitation Counseling Specialty by - encouraging communication, feedback, and evaluation between faculty, students, and community resources to promote quality programmatic improvement;
- providing a balanced curriculum of knowledge and skill development that is consistent with the requirements of the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
- promoting research by students and faculty in the area of rehabilitation counseling; and
- promoting participation in local, state and national professional rehabilitation and counseling associations.
Curriculum for Rehabilitation Counseling (60 sh)
Select one (adviser approval required): (3 sh)
Select one academic concentration: (12sh)
Public and Community Rehabilitation
Rehabilitation and Deaf/Hard-of-Hearing Services
Note:
* According to SLPI (proficiency) levels and individual needs, students may also take up to four ASL classes. Counseling Military Populations
School Counseling (60 sh)
Locations: Troy Online Mission Statement: The School Counseling Program is designed to train graduate level students as school counselors. The program meets Alabama State Department of Education guidelines for school counselor certification and follows guidelines of Council for Accreditation of Counseling and Related Programs. The curriculum is designed to train school counselors in the knowledge of theory, application of counseling skills in working with K-12 grade level students, knowledge of program development, foundations, and implementation of comprehensive guidance programs, development of professional and personal dispositions, advocacy of children and adolescents, and development of graduate students to become professional school counselors. Objectives for School Counseling: - To develop knowledge of the foundations of school counseling to include history, philosophy, current trends/issues, models, roles, functions, professional identity, leadership/advocacy strategies and legal and ethical issues.
- To develop skills in technology as applied to school counseling.
- To develop sensitivity to provide counseling to diverse school populations and skills to identify barriers that may impede academic, career, and personal/social development of students.
- To develop skills in comprehensive guidance program development (e.g., ASCA National Model) to include needs assessments, program development and program evaluation.
- To develop skills related to academic and behavioral assessment of students and interpretation of assessment results to administrators, parents and students.
- To develop knowledge of understanding the influence of multiple factors (family dynamics, violence, abuse, disorders, substance abuse, anxiety, depression) that impact school age students.
- To develop knowledge and skills in counseling to include individual, group, crisis management and classroom guidance
- To develop knowledge and skills in collaboration and consultation to effectively work with community agencies, parents, teachers and other school personnel.
- To develop knowledge and skills in conducting programs designed to enhance students’ academic, personal/social, career and other developmental needs of students.
- To understand the effects of health/wellness, atypical growth and development and resiliency on school age children.
- To develop school emergency management plans and understand the role of the school counselor during crises, disasters and other trauma-causing events.
- To develop knowledge in counseling, prevention and intervention including theories of effective counseling, techniques of counseling, treatment planning, and strategies for identifying student strengths and weaknesses to deal with problems.
- To develop an understanding of research and evaluation including research relevant to the practice of school counseling, program evaluation, accountability, outcome data and best practices.
- To develop knowledge of the relationship of the school counseling program to the academic mission of the school and skills for teaching counseling and guidance-related curricula.
- To develop knowledge of the qualities, principles and skills of effective leadership in schools and to understand the role of the school counselor as system change agent.
- To understand and have knowledge of student services such as the Individual Education Plans (IEP), the 504, and the Student Support Team (SST).
Additional School Counseling Requirements: - Hold a valid Teaching Certificate in any field. Temporary, provisional, and other nonrenewable certifications are not acceptable. (See below for admission option for students without a current Teaching Certificate).
- To complete certification requirements, students also must have two years of professional experience. Traditional School Counseling Effective July 1, 2017, and thereafter, two full years of full-time, acceptable professional educational work experience for admission to the program.
- A minimum cumulative/overall graduating grade point average of 2.5 (Effective July 1, 2017, a GPA of 2.75 is required) on the baccalaureate transcript.
- Successful completion of a criminal background check/fingerprinting.
Admission to CACREP Accredited School Counseling Program without Teaching Certificate (Option offered by Alabama State Department of Education): - Students who have an earned bachelor’s degree from a regionally accredited college or university but who did not complete a bachelor’s or master’s degree professional educator preparation program may apply for admission to a Troy University CACREP accredited school counseling program.
- Students applying to the program must meet all University and Counseling program admission requirements as outlined in this catalog.
- Successful completion of a criminal background check/fingerprinting.
There is no Conditional Admission for the School Counseling program. Note: Candidates are restricted to six hours of graduate coursework prior to admission to the Graduate Teacher Education Program (GTEP) School Counseling. Curriculum for School Counseling (60 sh)
Required Courses: (54 sh)
Electives (6 sh)
Students must take two advisor approved electives (6 sh) *Students who have not taken the survey of special education course are required to take that course. After July 1, 2017, a special education course must be at the graduate level. Note:
The program is designed to provide students with knowledge of theory and application of counseling skills particularly as it relates to providing general counseling. |
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