MEd Counselor Education

Augusta University's Counselor Education Program trains professional counselors at the graduate level in the specializations of Clinical Mental Health Counseling and School Counseling. The program acknowledges a commitment both to the students who will pursue preparation as professional counselors and to the larger public served by our graduates, for whom we all share a responsibility. It is due to this commitment that the faculty holds high standards in the process of training professional counselors. 

As the second largest metropolitan area in Georgia, Augusta has a large urban population; yet, we also serve suburban and rural communities. From this unique vantage point, we recognize the need to address the economic, educational, and sociocultural inequalities that exist in our community. As a result, we expect students to develop a commitment to community service, both for the prevention and remediation of life's problems, and to the pursuit of excellence in the counseling profession. Both the Clinical Mental Health Counseling program and School Counseling program have purpose statements more specific to each specialty area: 

M.Ed. in Clinical Mental Health Counseling Program Purpose Statement 

The purpose of the AU Clinical Mental Health Counseling program is to prepare highly skilled professional counselors for work in a range of community and agency settings.  Graduates effectively assess client needs, prepare relevant treatment plans, and utilize theoretically driven therapeutic services that facilitate client growth, resiliency and wellness in both individual and group formats. They respect human diversity, demonstrate leadership capabilities, demonstrate an understanding of the organizational and administrative aspects of delivering counseling services, and apply appropriate ethical principles of the profession. 

M.Ed. in School Counseling Program Purpose Statement 

The purpose of the AU School Counseling Program is to prepare highly skilled professional school counselors for work in a range of K-12 school settings. Through training in leadership, advocacy, collaboration, and systemic change, graduates provide individual, group, and classroom guidance services that enhance K-12 students' academic success and increase student social/emotional development and career preparedness. Graduates implement prevention and intervention measures that promote wellness and resiliency and demonstrate leadership, service, and advocacy for systemic change. Graduates adhere to the ethical principles of the profession, respect human diversity, and are knowledgeable in needs assessment, program development and evaluation, and the overall management of a comprehensive school counseling program. 

• Clinical Mental Health Counseling 
  • Course Requirements chevron-right icon
• School Counseling
  • Course Requirements chevron-right icon

1. A minimum of a 2.5 undergraduate GPA
2. Official GRE or MAT Score Reports
   
   • GRE (must have been taken within the last five years)
     minimum of 300 (Quantitative and Verbal combined)
     or a score of at 146 on Verbal subtest
   • MAT (must have been taken within the last five years)
     minimum of 388 on total score
   • NOTE:  GRE/MAT exam scores for applicants will be optional for the Spring/Fall 2021 entry terms as a consequence of challenges brought about by the Covid-19 pandemic. The absence of GRE scores will not be considered as negative by the admission committee
   Candidates pursuing the School Counseling Concentration must take and pass the GACE Program Admissions Assessment. A 250 or higher on each section (Reading, Math, and Writing) are considered passing scores.
   
   You may exempt the GACE Program Admissions Assessment if:
             SAT – scored 1000 or higher (Critical Reading and Math combined)
             ACT – scored 43 or higher (English and Math combined)
             GRE – scored 297 or higher (Quantitative and Verbal combined)                     
3. Letters of Recommendation - Applicants will have 3 recommendations submitted on their behalf. Upon application completion, a link will be shared with each listed reference to complete.
4. Personal Autobiographical Essay - Applicants will write an
   autobiographical essay in which they discuss their reasons for wanting to
   become a counselor, what attributes they may possess which would
   contribute to their effectiveness as a counselor, what personal
   characteristics they possess that might hinder their relationships with
   clients, and how they are planning to address those issues. The essay
   must be double-spaced and three pages in length. The essay should be sent to graduateadmissions@augusta.edu.
5. Personal Interview - The personal interview with the faculty is the final
   requirement for full admission into the program. Shortly after the
   admissions deadline, faculty will select applicants to be invited to the
   interview based on the quality of the previous criteria.
   The interview is designed to assess:
• Applicants’ potential for forming effective interpersonal
  relationships in individual and group contexts
• Applicants’ openness to self-examination and personal and
  professional growth
• Applicants’ potential to develop knowledge, skills and dispositions
  in the field
• Applicants’ potential to work effectively with diverse populations
• Applicants’ emotional stability
• Applicants’ receptiveness to supervision
• Degree to which the Program’s objectives and mission are
  consistent with the vocational and professional goals of applicants
• The degree to which applicants display the potential for
  success in the counseling program and profession. After the
  interview, applicants are evaluated by the faculty with a rubric
  which considers all of these factors, including both academic and
  non-academic issues.
6. Passing a criminal background check.