Master of Education in School Counseling

The MEd in School Counseling program is a practitioner-oriented program that is committed to developing school counselors well-equipped to be in the service of youth in an increasingly pluralistic society. A central goal of the program is to prepare culturally sensitive professionals who think critically and base their practices on scholarly inquiry.

The interaction between graduate students and faculty provides opportunities for mentoring and increased professional development. The principles taught within the classroom are also integrated into the everyday experiences of students enrolled in the program. The MEd in School Counseling is approved to lead to the School Counseling Endorsement under the Professional Educator License (PEL) by the Illinois State Board of Education (ISBE).  Also graduates of Loyola's program are eligible to apply for licensing as a Professional Counselor (LPC) in Illinois (with additional coursework).

Program Benefits

• Graduate with eligibility to for the School Counseling Endorsement, as well as the licensure as a Professional Counselor (LPC)
• Close interaction with faculty provides opportunities for mentoring and increased professional development. 
• Become culturally sensitive professionals that think critically and base practices on scholarly inquiry.

Program Outcomes

• Understand the knowledge bases of the counseling professions.
• Collaborate with multiple parties within a school context (e.g., students, parents, teachers, administrators, community, etc.)
• Capable of applying the knowledge base of their disciplines in an ethical, reflective, and culturally-responsive manner.
• Evaluate research, appreciate the contribution of empirical inquiry to the solution of applied problems, and apply research findings to their practices.
• Knowledgeable of the social-cultural contexts of human development.
• Evaluate the outcomes of their interventions with empirically sound methods
• Participate in continuing professional education and supervision in their future professional lives and who involve themselves in activities of their professional associations.
• Committed to social justice in scientific and practice settings.