• Central to the program is a focus on prevention and remediation of human challenges and enhancement of well-being in relation to individual and collective behavior at schools and community practices, and through public policy.
  • The purpose of the community counseling master’s degree program is to prepare students to work in a variety of community settings. This program is designed to be relatively broad in scope and focuses on the development of generic counseling skills that can be used in a variety of settings and with a wide range of clients. The Department of Counseling and Human Development Services and the University of Georgia are committed to recruiting students from diverse backgrounds. OUr objectives: to train students in the development of generic clinical counseling skills that can be used in a variety of settings and with a wide range of clients; To prepare students to work in a variety of community settings including mental health agencies, juvenile correction agencies, drug and alcohol programs, marriage and family therapy clinics, gerontology centers and business and industry; and to prepare students as counseling practitioners who effectively integrate current research into practice.
  • Professional School Counseling Emphasis:
  • The mission of the program is to prepare counselors who work in elementary, middle, and secondary schools and are educational leaders and self-reflective practitioners; serve as advocates for all students; understand and apply principles of group work in building school and community partnerships; and accept responsibility for improving educational practices through an active program of research and evaluation. The UGA model for school counselor preparation and practice is based on five program components: (1) counseling and coordination, (2) educational leadership, (3) advocacy, (4) team building and collaboration, and (5) use of assessment data. Three related strands are addressed across these components: (1) awareness, knowledge, and skills related to multiculturalism; (2) the use of technology to improve educational practice; and (3) the application of the ASCA National Standards and Model of the ASCA National Standards and Model.