Counselor Education

  • COE

  • COE

  • COE


The Master of Education program in Counselor Education, with concentrations in Clinical Mental Health Counseling (CMHC), Clinical Rehabilitation Counseling (CRC) and School Counseling (SC), offers excellent choices for persons interested in becoming a professional counselor. Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals (Kaplan, D. M., Tarvydas, V. M., & Gladding, S. T., 2014).  Each of these concentrations is designed for individuals with a passion for listening and helping others and who want to enter the counseling profession with the knowledge and skills needed to succeed across a variety of career options.

The Counselor Education Program prepares highly trained and empathetic professional counselors to serve the mental health needs of the citizens of Georgia, the nation, and abroad. The program’s graduates will have the power to inspire change and have a profound impact in the lives of those they serve. The mission of this online Counselor Education Program at Albany State University is to produce professional counselors who are proactive in promoting educational achievement, career success, mental health, personal and social development, equity, and access for the individuals that they serve.  Our program is flexible enough to meet a broad range of individual student needs. Students can begin classes in the summer or fall semesters, on a full-time or part-time basis.
Program Strength and Uniqueness

  • The Program is 100% online
  • Students can work at their own pace, choosing either the accelerated path or traditional path.
  • The program prepares candidates to take the National Counselor Examination.
  • Students graduate with a direct path to licensure.
  • Students can complete fieldwork locally

Program faculty are committed to student achievement and maintain active status in the counseling profession by providing service, leadership, developing and conducting research. For more information, please contact the program coordinator, Dr. Annie Lewis at

Program Objectives

Objective 1. The program will prepare candidates who demonstrate a professional identity consistent with professional counseling, based on an understanding of historical, current, and emerging trends that shape the counseling profession.
Objective 2. The program will offer curricular and co-curricular opportunities that provide candidates with opportunities to develop knowledge and skills that are meaningful and relevant for serving a multicultural, pluralistic society in diverse settings.
Objective 3. The program will prepare reflective practitioners who integrate theory into practice through the application of counseling, learning, and motivational theories; data driven decision-making; and the infusion of technology.
Objective 4. Program candidates will identify systemic barriers that inhibit the maximum development of the populations that they serve and impede their ability to access opportunities and advocate for the removal of these barriers.
Objective 5. Counseling faculty will develop professional growth and learning opportunities for practitioners in Southwest Georgia and beyond.

School Counseling Program Outcomes Report

2017 CACREP Report
  2016 - 2017
# of Completers 8
GACE Pass Rate 100%
Completion Rate

The completion rate provided represents the number of1d from the program in a three-year time degree seeking students who enrolled and graduate

Placement Rate
Many students in our school counseling program are employed as teachers and retain those positions. The job placement rate provided above represents only the program graduates who are employed as school counselors or work in the human service system providing clinical and social services.


Clinical mental health counseling is a proactive mental health profession that treats mental illness, addresses life distress and adjustment issues, and facilitates wellness in individuals, families, and their related contexts (Shallcross, 2013). Clinical mental health counselors are highly-skilled professionals who provide flexible, consumer-oriented therapy. They combine traditional psychotherapy with a practical, problem-solving approach that creates a dynamic and efficient path for change and problem resolution. Clinical mental health counselors may qualify as both a nationally certified counselor (NCC) and a licensed professional counselor (LPC).

The Clinical Mental Health Counseling
specialization prepares individuals to provide evaluations, referrals, and short-term counseling services to help people prevent or remediate personal problems, conflicts, and emotional crises. Includes instruction in human development, psychopathology, individual and group counseling, personality theory, career assessment, patient screening and referral, observation and testing techniques, interviewing skills, professional standards and ethics, and applicable laws and regulations.


Clinical Rehabilitation Counselors are professional counselors trained specifically to serve individuals with disabilities. The Clinical Rehabilitation Counseling specialization prepares professional counselors to assist individuals with disabilities to achieve their personal, career,

Clinical Rehabilitation Counselors work in a variety of settings, such as in private practice, in rehabilitation hospitals, community rehabilitation centers, and senior citizen centers; state and federal government agencies, insurance companies and other organizations working with people with disabilities. Clinical rehabilitation counselors are employed in organizations that focus on advocacy and community engagement as relating to special populations. Clinical rehabilitation counselors may qualify as both a certified rehabilitation counselor (CRC) and a licensed professional counselor (LPC). The Clinical Rehabilitation Counseling specialization provides instruction in counseling, assessment, rehabilitation services including planning, securing or returning to productive, meaningful work, consultation, advocacy, applicable laws, regulations, and professional standards and ethics.

 school counseling

School counselors are certified/licensed educators who, at a minimum, hold of a master’s degree in school counseling.  Their training qualifies school counselors to address all students’ academic, career and social/emotional development needs by designing, implementing, evaluating and enhancing a comprehensive school counseling program that promotes and enhances student success.  Important members of the school’s educational leadership team, school counselors help students in the areas of academic achievement, career, and social/emotional development. School counselors are employed in elementary, middle/junior high and high schools; in district supervisory positions; and counselor education positions.  Overall, school counselors help to provide the foundation from which students become productive, well-adjusted citizens.

The School Counseling specialization prepares professional School Counselors who use the theories and principles of counseling and career development to support students’ personal, social, educational, and vocational development.  School Counseling candidates acquire identified professional competencies, learn legal and ethical requirements, and learn to utilize the National School Counseling Model to develop and implement comprehensive school counseling programs that emphasize accountability and positive student outcomes.  School counselors may qualify as both a nationally certified counselor (NCC) and a nationally certified school counselor (NCSC)

Admission to the Counselor Education Program

The Counselor Education Program admits cohorts for the summer and fall semesters only. Individuals seeking admissions to Counselor Education must apply to Albany State University Graduate School.
Information concerning required materials and processes are available through Graduate Admissions.

The following Counselor Education Program specific supporting documents must also be submitted:

In lieu of GRE/MAT scores, applicants seeking Georgia School Counseling certification must submit passing scores on the Georgia Assessment of Content for Educators (GACE) Program Admission assessment (formerly named the GACE I or GACE Test of Basic Skills) or documented exemption.
Counselor Education applicants are invited to interview with the Counselor Education Admissions Committee. Admission decisions in the Counselor Education Program consider a number of factors, including grade point average (GPA), test scores, references, employment history and other experiences, previous graduate work, professional goals, and interviews.

Successful applicants may be admitted into one of the following statuses:

 Regular Admission:

  • An undergraduate grade point average of 2.8 or better;
  • A minimum standardized test score of:
    402 on the Miller Analogies Test (MAT) or 146 Verbal and 140 Quantitative on the Graduate Record Examination (GRE); or, for individuals seeking Georgia certification in School Counseling: Passing scores on all three tests within the GACE Program Admission assessment are required. The GACE Program Admission tests may be exempted if the applicant holds a current or expired Georgia Clear Renewable (professional) certification or sufficient scores are obtained on the SAT® (1000 Verbal/Critical Reading, and Math), ACT® (43 English and Math), or GRE® (1030 Verbal and Quantitative; after 8-1-11, 297 Verbal and Quantitative). Students who enroll in the School Counseling but later apply to change concentrations must provide MAT or GRE scores.

 Provisional Admission:

  • An undergraduate degree from a regionally accredited institution with an undergraduate grade point average of 2.2 or higher;
  • A minimum score of: 374 on the MAT or 143 verbal and 138 quantitative on the GRE; or, for individuals seeking Georgia certification in School Counseling: Passing scores on all three tests within the GACE Program Admission assessment are required. The GACE Program Admission tests may be exempted if the applicant holds a current or expired Georgia Clear Renewable (professional) certification or has obtained sufficient scores on the SAT® (1000 Verbal/Critical Reading, and Math), ACT® (43 English and Math), or GRE® (1030 Verbal and Quantitative; after 8-1-11, 297 Verbal and Quantitative). Students who enroll in the School Counseling track but later apply to change tracks must provide MAT or GRE scores.
  • A student remains in the provisional academic status until all of the School Counseling admission requirements are met and the student is notified in writing of the approval of a change in status by the department chair. Applicants admitted in this status may not enroll in Area C courses until full admission status is attained.

A student who is admitted in provisional academic status remains in this status until the Counselor Education admission requirements are met and the student is notified in writing of the approval of a change in status by the Graduate School. Applicants admitted in this status may not enroll in Area C courses until full admission status is attained.


  • Candidates who have not been in attendance in the Counselor Education Program for two semesters must apply through the graduate admissions office for readmission.
  • Candidates who have been out of the Counselor Education Program for three or more semesters must apply for readmission and complete a successful interview with the Counselor Education admissions committee.


 Student Organization


Instructions for Professional Statement of Purpose

Each applicant must submit a professional statement of purpose. The statement of purpose is your opportunity to help reviewers better understand your academic objectives and determine if you are a good match for the counseling profession.

Length and Format:

The statement should be one or two double-spaced pages. Include your full name and the proposed counseling specialization at the top of each page. Please use a 12 point Times New Roman font for ease of reading.


The statement of purpose should include your reasons for undertaking graduate work and an explanation of your academic interests, including their relation to your undergraduate study and professional goals. In addition, please answer the following questions in your statement:

  • What qualities do you possess that will make you an outstanding counselor?
  • What do you believe to be the biggest challenge facing the counseling profession in your lifetime?

    Tips for Writing Your Professional Statement

Organization of Professional Statement

  1. A “hook” that demonstrates your passion for the field
  2. Segué to your background in the field
  3. Description of your academic background in the field
    1. Specific classes, you have taken, by name
    2. Specific professors, you have had, especially if well-known in that field
  4. Extracurricular activities in the field
  5. Publications, conference presentations, or other professional accomplishments in counseling
  6. Explanations about problems in your background (if needed)
  7. Explanation of why you have chosen the specific grad school
    1. Mention one or two ASU counselor educators and what you appreciate about their work
    2. Mention specific features of the graduate program which attract you

General Information

The statement of purpose should convince the selection committee that you show promise for your success in graduate study. Think of the statement of purpose as a composition with four different parts.

Part 1: Introduce yourself, your interests and motivations

Tell them what you’re interested in, and perhaps, what sparked your desire for graduate study.

This should be short and to the point; don’t spend a great deal of time on an autobiography.

Part 2: Summarize your undergraduate and previous graduate career
a. The research you conducted. Indicate with whom, the title of the project, what your responsibilities were, and the outcome. Write technically, using the APA style. Professors are the people who read these statements. 
b. Important paper or thesis project you completed, as well as anything scholarly beyond your curricular requirements. 
c. Work experience, especially if you had any responsibility for testing, designing, researching or interning in counseling or a related area.

Part 3: Discuss the relevance of your recent and current activities
If you have worked prior to returning to school, describe the company, organization or non-profit, your team or unit, responsibilities, what you learned. You can also tell how this helped you focus your career goals.

Part 4: Elaborate on your academic interests

Explain what you would like to study in graduate school in enough detail to convince the faculty that you understand the scope of research in their discipline, and are engaged with current research themes.

  1. Indicate the area of your interest and explain what you would like to study. You may choose to pose a question, define a problem, or indicate a theme that you would like to address. 
  2. Look on the web for information about the program faculty and their research. Are there professors whose research interests parallel yours? If so, indicate this. 
  3. End your statement in a positive manner, indicating your excitement and readiness for the challenges ahead of you.


  1. What the admissions committee will read between the lines: self-motivation, competence, potential as a graduate student.
  2. Emphasize everything from a positive perspective and write in an active, not a passive voice.
  3. Demonstrate everything by example; don’t say directly that you’re a persistent person, show it.
  4. If there is something important that happened to you that affected your grades or career, such as poverty, illness, or excessive work, state it. Write it affirmatively, showing your perseverance despite obstacles. You can elaborate more in your personal statement.
  5. Make sure everything is linked with continuity and focus.
  6. Be concise. Approximately 500 to 1000 well-selected words (1-2 double-spaced pages in 12 point font) is better than more words with less clarity and poor organization.