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Summers and Online School Counseling Program

Web: Department of Counseling

Dr. Linda Lytle, Program Director
Fowler Hall, Room 106

The Summers and Online School Counseling Program prepares graduates to be multiculturally competent professional school counselors with the cultural self-awareness, sensitivity, knowledge, and skills essential to becoming effective and ethical practitioners, leaders, and advocates to promote social justice, equity and academic excellence for all deaf, hard of hearing, and hearing students in a variety of K-12 educational settings.

The master's degree Summers and Online School Counseling Program is a hybrid program, requiring three years to complete. Students will attend classes on campus three summers and take courses online for 6 semesters. As this program is designed for current professionals who are seeking a career change or additional education credentials, preference is given to applicants having prior experience in educational programs serving deaf and hard of hearing people and to those with a degree in education. Possession of such experience and degree will facilitate licensing at the state level.

The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and is part of Gallaudet's Educator Preparation Provider Unit which is accredited by the Council for the Accreditation of Educator Preparation (CAEP).  In addition to the Graduate School Requirements, admission into this program requires undergraduate or graduate courses in child, adolescent, or human development; abnormal psychology; and one additional course in psychology (nine hours total).


Admissions Procedures and Requirements

Applicants for the Summers and Online School Counseling must complete the application procedures and meet the requirements for graduate study at Gallaudet University. Visit the Graduate Admissions web site for more information and a checklist of application requirements. Detailed program information and course descriptions are also available under the 'Overview' and 'Courses' tabs.



First Date for Consideration of Application: November 15
Preferred Date for Completed Application: No Deadline


Students applying to the School Counseling Program must initially meet general requirements established by the graduate school:

  • evidence of a bachelor's degree from an accredited college or university
  • preferably a 3.0 average in undergraduate work
  • three letters of recommendation - a supervisor, a current/recent college instructor, someone familiar with applicant to give accurate testimony of applicant's character and dispositions fitting to the counseling field, (but not a friend or family member).
  • a completed application
  • official transcripts of all college work.

Program Specific Requirements

  • There are 4 general counseling related essays required by the Department, and 1 essay specific to those applying to the School Counseling Program that is related to the field of school counseling with deaf/hard of hearing student populations.
  • Interview, in person or through videophone, with one or more program faculty is required
  • A minimum of 2 years work experience (preferably within the schools, and definitely with children or teens) is required

Required Prior Coursework

  • Minimum of nine (9) credit hours in Psychology prior to entering the program, including undergraduate courses in child, adolescent, or human development; abnormal psychology; and one additional psychology course (grades of B or better).

First Semester (Summer)

COU 712Orientation to the Profession of School Counseling3
COU 721Foundations in Helping Skills I4
COU 730Social and Cultural Diversity Foundations & Multicultural Counseling3
COU 732Theories and Approaches in Counseling and Psychotherapy3

Second Semester (Fall)


COU 717Lifespan Development3

Third Semester (Spring)


COU 720Introduction to Research for Counselors3

Fourth Semester (Summer)

COU 748Principles of Assessment in Counseling3
COU 751Group Counseling with Deaf Students in Schools4
COU 758Counseling Deaf Students with Additional Special Needs3

Fifth Semester (Fall)


COU 734Lifestyles and Career Development3

Sixth Semester (Spring)


COU 703Substance Prevention For Children and Youth3

Seventh Semester (Summer)

COU 702Play Therapy3
COU 715Family Therapy3
COU 737Organization and Administration of School Programs3

Eighth Semester (Fall)

COU 790Internship II in School Counseling12

COU 702 - Play Therapy (3)

This course is designed to give the candidate exposure to the various play therapies: play room, sand tray, art, movement and psychodrama. Through reading, lecture, class discussion, case presentations, and role play simulations, candidates will become familiar with various techniques used with children in therapy and counseling. Candidates will discuss the applicability of these theories in working with deaf and hard of hearing children and youth; as well as in working with children and youth with differing cultural and ethnic backgrounds.

  • Prerequisites: Graduate level standing.

COU 703 - Substance Prevention For Children and Youth (3)

This course will review current practice in the area of substance abuse prevention for children and youth, as well as focusing on current research in this area. Through readings, lectures, class discussions, class projects and presentations and role play simulations, candidates will become familiar with different methods and programs to use with children and youth of different ages.

COU 712 - Orientation to the Profession of School Counseling (3)

The course provides an orientation to counseling services within K – 12 educational settings. Includes an introduction to the profession of school counseling, counselor roles and functions, principles and models, professional ethics, organizations, and publications related to the field. Emphasis will be the beginning development of a framework in which to apply issues of educational equity, social justice, and multicultural practices for all students.

COU 715 - Family Therapy (3)

This course is designed to examine the major contemporary theories and approaches in couples, marital and family therapy. From this framework, candidates will also consider the applicability of these theories in working with deaf children, adolescents, adults and families with deaf members. Examined will be major concepts of family dynamics and the family life cycle, with additional emphasis on families with deaf members. Candidates will be introduced to key concepts involving 1) the understanding of functional and dysfunctional relationships which often occur within couples and families and which also may occur between the client/family and therapist or other professionals involved with deaf persons, 2) the formulation and implementation of clinical intervention techniques to modify dysfunctional individuals, couples or families and larger than family dynamics. Activities will include lecture, class discussion, case presentations, and role playing simulation sessions with post-session discussions. A major emphasis is placed on the development and becoming of the couples, marital and family therapist.

  • Prerequisites: COU 732.

COU 717 - Lifespan Development (3)

This course is designed to review theories and principles of human development across the lifespan, and to familiarize students with current knowledge and research in the field. This course also covers areas of childhood disabilities, as well as current issues regarding deafness and human development. Developmental issues across the life span related to culture, gender, heredity and environment will also be included.

  • Prerequisites: Undergraduate course in child/adolescent development and an undergraduate course in abnormal psychology.

COU 720 - Introduction to Research for Counselors (3)

The purpose of this course is to assist students in understanding the language, principles, reasoning, and methodologies of research and to help them critically evaluate counseling research literature. Students will recognize ethical issues relevant to conducting culturally appropriate research, and how research can improve counseling effectiveness. Instruction is approached from a multicultural perspective, including through the selection of instructional materials and student assessments.

  • Prerequisites: permission of the instructor.

COU 721 - Foundations in Helping Skills I (4)

This introductory course provides students with an understanding of essential interviewing and counseling skills necessary to develop a therapeutic relationship with clients from diverse backgrounds, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Counselor characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills are covered. This course facilitates student self-awareness and sensitivity toward Deaf culture and other multicultural issues that facilitate relationships among people. Ethical issues in working with clients are reviewed. The instructional format including lectures, discussions, small group activities, and student engagement in role playing and simulated counseling sessions.

COU 730 - Social and Cultural Diversity Foundations & Multicultural Counseling (3)

This course is designed for students' personal and professional development in the area of social and cultural diversity awareness development and multicultural counseling. Effective and meaningful multicultural work with culturally diverse clients/groups/communities requires helping professionals to develop a continuing awareness of self; increased knowledge and practical understanding of others' world-views; and an ever changing and evolving skill set for effective engagement with diverse individuals/populations. Throughout the course students will begin to develop their own "cultural portfolios" through the activities and experiences in and outside of the classroom setting that have been designed to draw out personal thought, reflection, evaluation-re-evaluation, and interpersonal dialogue on related issues of cultural relevance and social justice work as a helping professional. This course will facilitate deeper awareness, broader knowledge and understanding, and provide a framework to developing multicultural competence as a counselor all the while addressing the impact of culture and power on an individual, his/her family, community, organizational structures and systems of power that reflect culture. The course takes a meta model approach to identity, and views people as being multifaceted and members of multiple cultural/language groups including but not limited to race, ethnicity, religious diversity, disability, socioeconomic status, gender, sexual orientation, age, language, education, and much more. Throughout the course, there is considerable use of experiential learning exercises including individual, pair, small and large group dialogue and activity in and outside of class, regular reading, didactic teaching of theoretical concepts, frameworks, and practices, gust presentation and use of media reflect the teaching approaches.

  • Co-requisites: Simultaneously taken with COU 710, or 712, 717, 721, 732

COU 732 - Theories and Approaches in Counseling and Psychotherapy (3)

This course provides graduate counselor trainees with a foundation in the counseling treatment approaches commonly used in school, community, mental health counseling settings. This course is fundamental in developing skills in assessment of client needs and application of effective preventive and therapeutic counseling interventions. This course emphasizes the appropriate application of counseling and psychotherapy theories to culturally diverse populations of children and adults.

  • Prerequisites: Department of Counseling degree students and special graduate students with permission.

COU 734 - Lifestyles and Career Development (3)

This course is designed to provide students with knowledge of theories, materials, programs, and practices in the career development area. It specifically seeks to identify practices used with or potentially useful with deaf people. A central theme is the recognition of the role of career and work with the integration of personality. The course will discuss multicultural issues. Emphasis will be placed on discussing the career needs of deaf and hard of hearing people.

  • Prerequisites: COU 710.

COU 737 - Organization and Administration of School Programs (3)

This course is designed to provide students with organizational and administrative theoretical frameworks of comprehensive school counseling programs (CSCP), and a basic understanding of the processes involved with the design, implementation, management, and evaluation of a comprehensive school guidance and counseling program from a multicultural organizational development (MCOD) context. In addition, the course will address knowledge and basic skills in multicultural organizational development, school-based consultation, advocacy, leadership, and coordination. The American School Counselor Association’s (ASCA) national model for comprehensive school counseling programs will serve as the foundational framework students will utilize to explore, understand, and apply within a multicultural organizational developmental context. (Sue & Sue, 2004; Jackson & Holvino, 1994; Jackson & Hardiman, 1984; Pope, 1992; Colbert & Colbert, 2003). Course concepts and processes will be learned and reinforced primarily through the experiential class project throughout the semester. The project will focus on a comprehensive and multicultural organizational development analysis of an actual educational community.

  • Prerequisites: COU 712, COU 720, COU 721, COU 730, COU 751 and COU 740 (740 may be taken simultaneously and may be waived by instructor depending on student’s experience level).

COU 748 - Principles of Assessment in Counseling (3)

Introduction to the purposes, concepts, and techniques of psychological, vocational, and educational assessment and how assessment information is used in counseling. Includes a review of fundamental statistical concepts, an overview of assessment procedures, ethics, and legal implications. Emphasis will be placed on describing assessment techniques including a variety of psychological tests used widely with deaf and hard of hearing people.

  • Prerequisites: Counseling Major Only

COU 751 - Group Counseling with Deaf Students in Schools (4)

This course includes the theory and application of group counseling as related to the problems of individuals who are deaf and hard of hearing. The experience of conducting an ongoing group in a school setting is required.

COU 758 - Counseling Deaf Students with Additional Special Needs (3)

This course is designed to expose school counseling majors to the deaf child with special needs and low incidence disabilities in the school program. During the semester, school counseling graduate students will study the various medical and psychosocial issues of deaf students who have multiple disabilities. Additionally, the graduate student will discuss various approaches to provide both preventative and remedial mental health services to deaf students with special needs, and consultation services to parents, families, teachers, and staff members when appropriate. Specific instruction in developing the social/emotional component of the IEP, developing behavior plans, and providing consultation in behavior management, social skills development, independent living skills training, and transition planning will also be discussed.

  • Prerequisites: COU 717, COU 721, and COU 732.

COU 790 - Internship II in School Counseling (12)

This course is the culmination of the experiential training component of the school counseling program and represents the most advanced level of fieldwork. Candidates engage in a full-time, 5 day per week internships in educational settings that primarily serve deaf and hard of hearing students (K-12). The intent of this course is for trainees to experience as wide a range of supervised school counseling services as possible, including but not limited to: individual and group counseling; school guidance and prevention oriented activities; career and transitional counseling; parent/family education, referral and advocacy; individual education and transition goal planning and related interventions; and activities of leadership development, advocacy, collaboration, coordination, teaming and systemic change that fully support the academic, career, and personal-social needs of students. The time required for Internship II is 600 clock hours, and of these hours 240 are to be direct client contact. The focus of this last fieldwork experience in the counselor trainee's education and training is further expansion, refinement, and strengthening of professional counseling competencies in working effectively with diverse deaf/hard of hearing students (K-12) and their families/communities, school personnel, and community helping professionals/organizations. Candidates will also further develop skills in both prevention and intervention counseling strategies and techniques with individuals and groups and school-wide issues and concerns, effective practices with regard to client/family advocacy, leadership, consultation, collaboration and teaming, as well as affecting change on a systemic level. Candidates are expected to deepen their knowledge and understanding of their educational setting, including its organizational structure, management and administration and specifically the administration and operation of its counseling services. Candidates may engage in school counseling duties including but not limited to: classroom observation; intake interviews and assessments; individual/group counseling; crisis intervention; parent/family education; community outreach and education; teacher/parent consultation; case conferences; staff meetings; individual student planning; clinical writing and case documentation (e.g. report writing, progress notes); IEP/ITP planning, implementation and evaluation; functional behavioral assessments; guidance curriculum planning, implementation, and evaluation. See "School Counseling and Guidance Fieldwork Manual" for additional information regarding requirements for: instructors, candidates, faculty supervisors, site supervisors, clinical instruction environment.

  • Prerequisites: Completion of COU 741: Internship I in School Counseling with a grade of B or better; successful completion of all 4th semester courses, transition points, and recommendation of Program Director
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