Be a positive force of change in the lives of others.
The Master of Arts in Counseling program at Geneva College prepares you for a career as a mental health professional by giving you practical experience in a variety of contexts, centered around an academically rigorous Christian curriculum. Study online or on campus in one of three concentrations so you can pursue your interests and calling in a format that fits your life. Vetted by the Council for Accreditation of Counseling & Related Educational Programs (CACREP), our Master of Arts in Counseling program supports and shapes you to be a positive force of change in the lives of families, communities, and individuals.
Throughout the Master’s in Counseling, students will understand the core knowledge of the profession, which includes developmental theory, career development, assessment, research, ethics, multicultural awareness, counseling theory, and group work, as well as training in counseling and helping relationships, all from a Christian perspective. Graduates of the master’s degree have found work in a variety of settings, such as schools, clinics, church counseling centers, and public and private agencies.
All three concentrations offered in the M.A. in Counseling Program are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) through March 31, 2026, under the 2016 standards.
Students enrolled in Geneva’s Master of Arts in Counseling programs will complete a total of 60 credit hours both on campus and online with their choice of concentration in Marriage, Couple, and Family Counseling; Clinical Mental Health Counseling; or online only Professional School Counseling. All three tracks are accredited under the 2016 CACREP standards.
Students are taught by industry leaders that are among some of the brightest in the nation, constantly researching, learning and contributing to the counseling field. Their years of unique and eye-opening experiences are shared in the classroom, deepening students’ practical knowledge.
Methods of Instruction
The Master’s in Counseling program at Geneva College offers flexible learning options designed to fit your lifestyle and educational goals. Whether you prefer a dynamic classroom experience or the convenience of online learning, our program provides the support and structure you need to thrive on your journey to becoming a professional counselor.
The classroom delivery option provides students with a close-knit, relational academic learning community where courses run for the traditional 14-week span. Classes go beyond lectures, incorporating discussions, role-plays, problem-based learning, instructional videos, guest lecturers, formative and summative assessments, and flipped classrooms where instructors use class time dive into real-world applications before engaging with the material at home. With faith woven into the curriculum, students grow not just academically but as whole people—equipped to engage the physical, emotional, social, and spiritual aspects of life.
While our online course is structured differently than our on-ground curriculum, it offers a flexible yet rigorous learning experience, combining asynchronous coursework with live, interactive sessions. The accelerated 8-week course structure ensures comprehensive training through zoom video reviews, role plays, clinical demonstrations, and faculty-led discussions. In their second year, students complete a local practicum and internship with ongoing faculty supervision, preparing them for professional counseling practice while maintaining our commitment to the integration of faith and learning.
Given that 14 weeks of content are compressed into an 8-week schedule for online classes, the required level of time investment per week per course is considerably higher. In order to be successful, students must carve out a sufficient time each week given the accelerated pace. Prospective students often wonder, “How can I learn to be a professional counselor online?” We have deliberately structured our online program with this concern in mind. In each course, well thought out methodologies are utilized to help students not only obtain mastery over the course material but also to develop Master’s level counseling skills and interventions. Some of the most common methods of instruction in our online learning environment include audio-embedded PowerPoint presentations, video reviews, role plays, student presentations, clinical demonstrations, guest panels, reflection journals, meditative exercises, and examinations. While much of our online courses are asynchronous, each class has some synchronous elements through videoconferencing technology so that students can engage in professional presentations, practice specific counseling skills, witness panel discussions, and receive live instruction and feedback from faculty and other students. Our classes utilize discussion forums to help students engage one another and to internalize course content on a weekly basis.
In the second year of the program, online students will be supported in identifying a local clinical site to complete their practicum and internship experiences. In the practicum and internship experiences, students provide master’s level counseling services to clients within their communities under the direction of a site and faculty supervisor. During practicum and internship, students will receive synchronous (live), weekly faculty supervision through Zoom to help students to refine their counseling skills and prepare you for professional practice. Our online MA in Counseling program offers students maximum flexibility without compromising the learning process so that students are well prepared to serve God and neighbor as professional counselors.
All MA in Counseling students will participate in a one-time, 5-day residency in late August on Geneva's main campus in Beaver Falls, Pennsylvania. Students will receive an orientation to our MA in Counseling program as well as an orientation to online learning at Geneva College. During this week, students will complete a 3-credit course in professional issues and ethics with a community of learners and experience a special time of exploration, growth, and collaboration under Christ.
During this week, students will complete a 3-credit course in professional issues and ethics. As part of this class, students will receive an orientation to our MA in Counseling program as well as an orientation to online learning at Geneva College. Students will also have opportunities to create their plan of study with their faculty advisor, explore their vocational calling within the counseling profession, and build program camaraderie through social gatherings. We have learned that students will take these collegial relationships forged during residency with them into the profession long after completing our graduate program.
Lodging, transportation and meals are not provided by Geneva College, but students are given an opportunity to connect with each other ahead of time through email chain prior in order to coordinate transportation and other travel logistics if needed. Lunch is available for purchase in the Alexander Dining Hall on the Geneva College campus during the week. Students will be given information for lodging with any applicable discounts associated with the Geneva College.
99% of Geneva students pass the National Counselor Exam on First Attempt
Mission & Philosophy
Mission
The mission of the Master of Arts in Counseling Programs is to educate, supervise, and mentor students to develop knowledge, skills, and personal awareness necessary for them to function as professional counselors. The Master of Arts in Counseling Program promotes excellence in professional preparation by providing a comprehensive education that integrates an understanding of Christian faith with professional counseling in a variety of religious and secular settings. The programs are based on a holistic biological, psychological, sociocultural, and spiritual understanding of human development. In addition to general counseling proficiency, students specifically are trained to become Marriage, Couple, and Family, Mental Health, or School Counselors.
The mission of the Marriage, Couple, and Family Counseling Program is to train students in the knowledge, skills, and practices of counseling in order to provide competent care for individuals, couples, and families within a multicultural and pluralistic society of embracing (1) a family systems orientation to counseling, (2) the highest ethical standards of the profession, (3) an exploration of the person of the counselor, and (4) professional development through participation and leadership in professional organizations.
The mission of the Clinical Mental Health Counseling Program is to train entry-level counselors capable of functioning competently and ethically in mental health delivery environments wherein they work from an overall developmental/wellness model utilizing a neurobiopsychosocial framework that employs systematic and culturally sensitive intervention strategies.
The mission of the School Counseling Program is to prepare school counselors capable of supporting the academic, career, and personal/ social development of the students whom they serve, P-12, through (1) the use of data to inform school counseling programs and practices, (2) excellence in knowledge and practice, (3) integrity through adherence to codes and standards for ethical practice, (4) management of their own professional development, and (5) competent school counseling and educational practice.
Philosophy
Professional counselors use various interventions to facilitate wellness, personal growth, and mental health among those whom they counsel. A multidimensional holistic view of persons examines the interplay of physical, psychological, social, and spiritual aspects of life. The practice of professional counseling is based on knowledge of mental health, counseling, and human development principles and involves cognitive, affective, behavioral and systems interventions and strategies.
Clinical Mental Health
The Clinical Mental Health Counseling concentration equips students with a multidimensional viewpoint that takes into account the relational aspects of an individual’s social, spiritual, psychological, and physical health.
Program Requirements
All students in Geneva's Counseling program must complete the following core courses:
An exploration of understanding of mental illness. The study of the classification, etiology, and treatment of psychopathology and personality disorders. The course deals with the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM) categorization of criteria for specific diagnoses.
An introduction to descriptive and inferential statistics. Topics include descriptive statistics, bivariate distributions, sampling, estimations, and tests of hypotheses.
Basic individual and group assessment techniques, test item construction, reliability, validity, and standardization, Students will become familiar with authentic, screening, diagnostic, formative, benchmark, and summative assessments relative to decision-making. Students will critique various assessment instruments (intelligence tests, ability tests, achievement tests, screening tests, interest tests, and personality tests) used by counselors. Socio-cultural factors, ethical factors, and legal codes relative to assessment of special populations, diverse learners, and English language learners will be addressed.
510 - A study of basic concepts of evangelical and Reformed Christian theology with special emphasis on biblical anthropology and the way it informs and critiques various counseling theories.
511 - Students will examine philosophical assumptions of major counseling theories and apply empirically verified modalities and techniques that can be faithfully housed within the Christian tradition. Students will learn to administer formal and informal assessment tools, as well as adopt counseling theories and clinical interventions which will enable them to competently address the religious/spiritual dimension of client functioning in culturally and ideological diverse treatment settings.
Course provides the student with the necessary skills to professionally evaluate the current research in the field of counseling. Topics include research strategies, scaling and coding, internal and external validity, and program evaluation.
An exploration of major events in human development from conception through death. Developmental concepts that have universal application will be covered.
A comprehensive overview and integration of the major theoretical perspectives on the counseling process. An examination of the historical development of counseling theory, an exploration of affective, behavioral, and cognitive counseling theories, and the application of theoretical material to case studies. Foundational elements of the counseling process will be explored via academic activities and observation and critique of videotaped master therapist counseling sessions. Students will develop an initial personal theoretical orientation for counseling endeavors.
521 - A comprehensive overview, integration, and application of major theories and techniques employed in the counseling process. Specific advanced counseling interventions by master counselors will be reviewed via videotape and critiqued. Initial counseling skills will be developed via in vivo role play and will be reviewed and critiqued by the instructor. Basic models and strategies of consultation will be explored from theoretical and pragmatic points of view, and applied to case material.
579 - This course will focus specifically on counseling skills used to work with children and adolescents. It incorporates both the American School Counseling Association Personal/Social Domain standards for students as well as CACREP standards. Students will learn evidence-based best practices and user-friendly techniques for counseling this unique and often challenging population. The integration of the child’s faith into assessment and treatment will also be discussed.
A survey of theory and practice of counseling associated with career selection, career development, relationships among career, life-style, and family, and relevant appraisal tools.
Theories and techniques of effective multicultural counseling to include consideration and appreciation of cultural, racial, ethnic, disability, gender, language, and other diversity issues within a pluralistic society. Students will examine role of the counselor in advocacy, conflict resolution, cultural awareness, and work with English Language Learners.
Elements of group dynamics, ethical issues special to group work, and group leadership skills. Students will compare four types of groups—task and work groups, psychoeducational groups, counseling groups, and psychotherapy groups. Various theoretical approaches to groups counseling as well as adaptations with diverse populations and specific settings will be addressed. Includes a 10-hour group laboratory experience.
Courses included in the Clinical Mental Health concentration:
A survey of professional identity, ethical standards, and legal codes for marriage and family counselors and therapists. Topics will include: 1) history and philosophy of the counseling profession; 2) knowledge of professional roles including consultation and group work; and 3) moral principles and virtues in counseling practice, training, supervision, and consultation.
Assumptions and roles of mental health counseling within the context of the community and its health and human service systems, including functions and relationships among interdisciplinary treatment teams, and the historical, organizational, legal, and fiscal dimensions of the public and private mental health care systems.
A review of the most commonly used drugs for psychological conditions, their effects and their side effects, and the methods of action. Particular attention is paid to the synaptic events relevant to drug actions.
The 100-hour practicum is comprised of 40 hours of direct counseling service to counselees at an arranged practicum site, an hour each week of supervision by the site supervisor, an hour each week of individual or triadic supervision by the faculty supervisor, one and one-half hours each week of group supervision by the faculty supervisor and additional administrative and/or counseling hours on site to complete the 100 total hour practicum requirement. Prerequisites: Requires Acts 33 and 34 and FBI fingerprint clearances and proof of malpractice insurance
This course is a 600-hour experience off campus under supervision of an experienced master′s-level clinician and includes direct counseling and service hours with individuals and groups. Supervision is held for one hour weekly in the field by the site supervisor(s) and one and one-half hours weekly on campus in a group format by the faculty supervisor. Open only to students who have been admitted to degree candidacy and who have completed all other coursework. Students must be registered for this course when completing the internship as the internship may extend beyond one semester. Prerequisites: Requires Acts 33 and 34 and FBI fingerprint clearances and proof of malpractice insurance.
Remaining credits can be completed through elective courses.
Marriage, Couple and Family
The Marriage, Couple, and Family Counseling concentration introduces students to the historical and philosophical premises that define the practice of marriage, couple, and family counseling/therapy. This concentration places a heavy emphasis on group counseling, highlighting the importance of integrating a variety of approaches that allow groups to grow through each unique situation. This concentration prepares students to pursue work as a professional counselor, other state specific requirements will be needed to work as a licensed marriage and family therapist.
Program Requirements
All students in Geneva's Counseling program must complete the following core courses:
An exploration of understanding of mental illness. The study of the classification, etiology, and treatment of psychopathology and personality disorders. The course deals with the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM) categorization of criteria for specific diagnoses.
An introduction to descriptive and inferential statistics. Topics include descriptive statistics, bivariate distributions, sampling, estimations, and tests of hypotheses.
Basic individual and group assessment techniques, test item construction, reliability, validity, and standardization, Students will become familiar with authentic, screening, diagnostic, formative, benchmark, and summative assessments relative to decision-making. Students will critique various assessment instruments (intelligence tests, ability tests, achievement tests, screening tests, interest tests, and personality tests) used by counselors. Socio-cultural factors, ethical factors, and legal codes relative to assessment of special populations, diverse learners, and English language learners will be addressed.
510 - A study of basic concepts of evangelical and Reformed Christian theology with special emphasis on biblical anthropology and the way it informs and critiques various counseling theories.
511 - Students will examine philosophical assumptions of major counseling theories and apply empirically verified modalities and techniques that can be faithfully housed within the Christian tradition. Students will learn to administer formal and informal assessment tools, as well as adopt counseling theories and clinical interventions which will enable them to competently address the religious/spiritual dimension of client functioning in culturally and ideological diverse treatment settings.
Course provides the student with the necessary skills to professionally evaluate the current research in the field of counseling. Topics include research strategies, scaling and coding, internal and external validity, and program evaluation.
An exploration of major events in human development from conception through death. Developmental concepts that have universal application will be covered.
A comprehensive overview and integration of the major theoretical perspectives on the counseling process. An examination of the historical development of counseling theory, an exploration of affective, behavioral, and cognitive counseling theories, and the application of theoretical material to case studies. Foundational elements of the counseling process will be explored via academic activities and observation and critique of videotaped master therapist counseling sessions. Students will develop an initial personal theoretical orientation for counseling endeavors.
521 - A comprehensive overview, integration, and application of major theories and techniques employed in the counseling process. Specific advanced counseling interventions by master counselors will be reviewed via videotape and critiqued. Initial counseling skills will be developed via in vivo role play and will be reviewed and critiqued by the instructor. Basic models and strategies of consultation will be explored from theoretical and pragmatic points of view, and applied to case material.
579 - This course will focus specifically on counseling skills used to work with children and adolescents. It incorporates both the American School Counseling Association Personal/Social Domain standards for students as well as CACREP standards. Students will learn evidence-based best practices and user-friendly techniques for counseling this unique and often challenging population. The integration of the child’s faith into assessment and treatment will also be discussed.
A survey of theory and practice of counseling associated with career selection, career development, relationships among career, life-style, and family, and relevant appraisal tools.
Theories and techniques of effective multicultural counseling to include consideration and appreciation of cultural, racial, ethnic, disability, gender, language, and other diversity issues within a pluralistic society. Students will examine role of the counselor in advocacy, conflict resolution, cultural awareness, and work with English Language Learners.
Elements of group dynamics, ethical issues special to group work, and group leadership skills. Students will compare four types of groups—task and work groups, psychoeducational groups, counseling groups, and psychotherapy groups. Various theoretical approaches to groups counseling as well as adaptations with diverse populations and specific settings will be addressed. Includes a 10-hour group laboratory experience.
Courses included in the Marriage, Couple, and Family concentration:
A survey of professional identity, ethical standards, and legal codes for marriage and family counselors and therapists. Topics will include: 1) history and philosophy of the counseling profession; 2) knowledge of professional roles including consultation and group work; and 3) moral principles and virtues in counseling practice, training, supervision, and consultation.
This course is designed to introduce students to the history, philosophy, etiological premises that define the practice of marriage and family counseling/therapy. The domain of professional ethics, the legal system, and professional organizations pertaining to the field will be presented. Professional issues will be presented as well as implications pertaining to social, cultural, diversity, and equity pertaining to couples and families. Students will articulate a foundation view of marriage, couple, and family counseling consistent with their own biblical worldview.
This course is designed for students to learn knowledge and skills for the practice of couple and marital therapy. Models of marital therapy will be reviewed and critiqued in light of the Christian worldview of the student. Techniques, assessments, interventions, and strategies will be discussed and role-played to develop preventive approaches as well as resolving specific problems that impede marital functioning.
This course is designed for students to learn knowledge and skills for the practice of couple and marital counseling. Models of marital counseling will be reviewed and critiqued in light of the Christian worldview of the student. Techniques, assessments, interventions, and strategies will be discussed and roleplayed to develop preventive approaches as well as resolving specific problems that impede marital functioning.
This course is a 100-hour experience on and off campus under supervision of an experienced master′s-level clinician. It includes 40 hours of direct service with couples or families. Supervision consists of 1½ hours of weekly group supervision with the Geneva practicum instructor, one hour a week of supervision with the course instructor, and one hour of supervision with the site supervisor at the practicum site. Development of clinical skills is a key focus of the practicum. Open only to students who have been admitted to the program as degree-seeking students. Prerequisites: CNS 521 and CNS 536. Acts 33 and 34 and FBI fingerprint clearances and proof of malpractice insurance.
This course is a 600-hour experience off campus under supervision of an experienced master′s-level clinician involving direct service with couples, families, or individuals with marital or family issues. Supervision is for one hour weekly in the field and 1½ hours per week on campus. Students must be registered for this course while completing the internship. Open only to students who have been admitted to the program as degree seeking students. Prerequisites: Requires Acts 33 and 34 and FBI fingerprint clearances and proof of malpractice insurance.
Remaining credits can be completed through elective courses.
School Counseling
The Professional School Counseling concentration teaches students the counseling and intervention tools needed to guide students toward improved mental health, wellness, and personal growth.
Program Requirements
All students in Geneva's Counseling program must complete the following core courses:
An exploration of understanding of mental illness. The study of the classification, etiology, and treatment of psychopathology and personality disorders. The course deals with the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM) categorization of criteria for specific diagnoses.
An introduction to descriptive and inferential statistics. Topics include descriptive statistics, bivariate distributions, sampling, estimations, and tests of hypotheses.
Basic individual and group assessment techniques, test item construction, reliability, validity, and standardization, Students will become familiar with authentic, screening, diagnostic, formative, benchmark, and summative assessments relative to decision-making. Students will critique various assessment instruments (intelligence tests, ability tests, achievement tests, screening tests, interest tests, and personality tests) used by counselors. Socio-cultural factors, ethical factors, and legal codes relative to assessment of special populations, diverse learners, and English language learners will be addressed.
510 - A study of basic concepts of evangelical and Reformed Christian theology with special emphasis on biblical anthropology and the way it informs and critiques various counseling theories.
511 - Students will examine philosophical assumptions of major counseling theories and apply empirically verified modalities and techniques that can be faithfully housed within the Christian tradition. Students will learn to administer formal and informal assessment tools, as well as adopt counseling theories and clinical interventions which will enable them to competently address the religious/spiritual dimension of client functioning in culturally and ideological diverse treatment settings.
Course provides the student with the necessary skills to professionally evaluate the current research in the field of counseling. Topics include research strategies, scaling and coding, internal and external validity, and program evaluation.
An exploration of major events in human development from conception through death. Developmental concepts that have universal application will be covered.
A comprehensive overview and integration of the major theoretical perspectives on the counseling process. An examination of the historical development of counseling theory, an exploration of affective, behavioral, and cognitive counseling theories, and the application of theoretical material to case studies. Foundational elements of the counseling process will be explored via academic activities and observation and critique of videotaped master therapist counseling sessions. Students will develop an initial personal theoretical orientation for counseling endeavors.
521 - A comprehensive overview, integration, and application of major theories and techniques employed in the counseling process. Specific advanced counseling interventions by master counselors will be reviewed via videotape and critiqued. Initial counseling skills will be developed via in vivo role play and will be reviewed and critiqued by the instructor. Basic models and strategies of consultation will be explored from theoretical and pragmatic points of view, and applied to case material.
579 - This course will focus specifically on counseling skills used to work with children and adolescents. It incorporates both the American School Counseling Association Personal/Social Domain standards for students as well as CACREP standards. Students will learn evidence-based best practices and user-friendly techniques for counseling this unique and often challenging population. The integration of the child’s faith into assessment and treatment will also be discussed.
A survey of theory and practice of counseling associated with career selection, career development, relationships among career, life-style, and family, and relevant appraisal tools.
Theories and techniques of effective multicultural counseling to include consideration and appreciation of cultural, racial, ethnic, disability, gender, language, and other diversity issues within a pluralistic society. Students will examine role of the counselor in advocacy, conflict resolution, cultural awareness, and work with English Language Learners.
Elements of group dynamics, ethical issues special to group work, and group leadership skills. Students will compare four types of groups—task and work groups, psychoeducational groups, counseling groups, and psychotherapy groups. Various theoretical approaches to groups counseling as well as adaptations with diverse populations and specific settings will be addressed. Includes a 10-hour group laboratory experience.
Courses included in the School Counseling concentration:
A survey of professional identity, ethical standards, and legal codes for marriage and family counselors and therapists. Topics will include: 1) history and philosophy of the counseling profession; 2) knowledge of professional roles including consultation and group work; and 3) moral principles and virtues in counseling practice, training, supervision, and consultation.
Theory and practice of counseling children and adolescents in school and community settings. Characteristics of English language learners and exceptional needs students and the provision of counseling services to these children. Various topics include counseling related to disabilities, autism spectrum disorders, death and dying, child abuse, substance abuse, youth violence, teenage pregnancy, risky sexual behavior, behavioral disorders, mood disorders, anxiety, intellectual disabilities, learning disabilities, traumatic brain injury, chronic health.
The course covers the nature, development, and management of school counseling programs, and differences between elementary and secondary school contexts. Students will develop knowledge of concepts, skills, and issues necessary to function effectively as school counselors. Students will be able to assess, plan, and integrate the elements of a comprehensive program that reflects the programmatic and ethical standards of the American School Counselor Association, including structuring of essential services to foster personal, social, educational, and career development in students.
The course focuses on school counselors in K-12 inclusive settings as they work with diverse learners, English language learners, parents, administrators, teachers, and community agents. Students will become familiar with special education guidelines, multidisciplinary assessment, educational planning, and behavioral intervention. They will be able to articulate the standards-driven nature of curriculum, learning theory, instructional practice, and inclusion. Focus will be on 1) inclusive counseling practices, 2) types of disabilities and implications for learning; and 3) classroom management, 4) school-wide behavioral support, 5) literacy and instruction in core areas, 6) English Language Learning, 7) instructional methods, and 8) Evidence-Based academic and behavioral interventions.
The 100-hour experience places students in a professional setting in which they will develop counseling skills with school-aged children. Students in the course are required to have 40 hours of direct service with K-12 students through individual or group counseling. Supervision consists of 1½ hours of weekly group supervision with the Geneva practicum instructor, one hour a week of supervision with the course instructor, and one hour of supervision with the site supervisor at the practicum site. Open only to students who have been admitted to the program as degree seeking students. Prerequisites: requires Acts 33 and 34 and FBI fingerprint clearances and proof of malpractice insurance.
The internship is a field experience in which students apply knowledge and hone skills needed for successful practice as an elementary school counselor. This is a 300-hour internship under the supervision of an approved site supervisor who is a practicing elementary school counselor. Students are to demonstrate mastery-level performance in: 1) the essential services of counseling, consulting, coordinating, and appraising; 2) planning and implementation of classroom guidance activities; 3) professional conduct in interactions with field and college supervisors, students, teachers, administrators, and community members; and 4) such other activities defined as the responsibility of the school counselor at their elementary school placement. Supervision is for one hour weekly in the field and 1½ hours per week on campus. Open only to students who have been admitted to the program as degree seeking students. Prerequisites: requires Acts 33 and 34 and FBE fingerprint clearances and proof of malpractice insurance.
The internship is a field experience in which students apply knowledge and hone skills needed for successful practice as a secondary school counselor. This is a 300-hour internship under the supervision of an approved site supervisor who is a practicing secondary school counselor. Students are to demonstrate mastery-level performance in: 1) the essential services of counseling, consulting, coordinating, and appraising; 2) planning and implementation of classroom guidance activities; 3) professional conduct in interactions with field and college supervisors, students, teachers, administrators, and community members; and 4) such other activities defined as the responsibility of the school counselor at their secondary school placement. Supervision is for one hour weekly in the field and 1½ hours per week on campus. Open only to students who have been admitted to the program as degree seeking students. Prerequisites: requires Acts 33 and 34 and FBI fingerprint clearances and proof of malpractice insurance.
Remaining credits can be completed through elective courses.
Outcomes & Objectives
Students will demonstrate knowledge and skill-based competencies, personal (inter-and-intra) awareness and growth, and a keen understanding of ethical issues and ethical decision making processes in each of the following core areas: human growth and development, group counseling and group work, social and cultural diversity, counseling and helping relationships, career and lifestyle development, assessment and testing, research and program evaluation, and professional counseling orientation and ethics. These outcomes will be assessed through a variety of means, including, but not limited to, the following: classroom participation and group work, class presentations, written communication (both academic and reflective), role-play activities, capstone projects, and a variety of other assignments, both formative and summative in design.
Students will demonstrate knowledge and understanding of the Christian faith, as well as other roles of spirituality and religion on the change process and demonstrate competencies around integrating these perspectives into the analysis, evaluation, and/or case conceptualization processes in professional counseling settings. This outcome will be assessed through participation in classroom discussions, presentations, writings, and a variety of other assignments, both formative and summative in design.
Students will demonstrate knowledge and skill-based competencies, personal (inter-and-intra) awareness and growth, and a keen understanding of ethical issues and ethical decision-making processes in practicum and internship experiences; this also in the various unique applications specific to their chosen counseling specialization (Clinical Mental Health; Marriage, Couple, and Family; or Professional School Counseling).
Students in the Clinical Mental Health Counseling program will demonstrate basic mental health counseling skills and mastery of essential mental health knowledge (e.g., diagnosis, treatment planning, evidence-based interventions) during and throughout their internship experience.
Students in the Marriage, Couple, and Family Counseling program will demonstrate skill and knowledge proficiencies in assessing levels of function/dysfunction among families. Students will practice and demonstrate skill-based competencies in joining with various families/relational systems, and an ability to customize treatment approaches/interventions in order to promote therapeutic change, enhance relationship satisfaction, or any other goal that is congruent with the family/system’s goals for therapy. Specific skills and approaches will be demonstrated regarding ethical decision-making processes, case conceptualization processes congruent with family systems therapy, and multicultural competence/awareness regarding a variety of social, cultural, sexual, and/or religious factors which could be influencing the system.
Students in the Professional School Counseling program will demonstrate knowledge and performance competencies required to facilitate academic, occupational/vocational, and personal/emotional development of students; this in addition to demonstrating proficiency in applying ethical and efficacious decisions-making skills, that are data driven and informed, throughout their work in counseling, consulting, coordinating, and/or appraising.
Given the array of personal skills and abilities possessed by diverse individuals, students will select and develop a personal style of practice, engage in supervised fieldwork experiences, and promote the development of a professional identify
Student Outcomes Data 2023-2024
Concentration
# of Grads
Average Completion Rate of Full- and Part-time Students
Credentialing Exam (NCE or School Counselor Praxis) Pass Rate
Job Placement Rate
Clinical Mental Health
22
50%
76%
100%
Marriage, Couple & Family
11
45%
100%
100%
Professional School Counseling
2
0%
0%
100%
*Completion rate is based on a four-year average number of credits per term for full-time and part-time students. Based on this calculation, the expected time of completion is two years for a full-time student and four years for a part-time student. Any student who completes their degree outside the expected time frame is not included here.
** Job placement rate is the of graduates from the program who were actively seeking work in the field
+ Graduation within the expected time frame was impacted by pandemic-related closure of schools.
Historic Combined Credentialing Exam Pass Rate
Academic Year
Combined Credentialing Exam Pass Rate
2023-2024
72%
2022-2023
67%
2021-2022
84%
2020-2021
87%
Degree Requirements
All three Master of Arts in Counseling concentrations - Clinical Mental Health Counseling, Marriage, Couple, and Family Counseling, and School Counseling - require the completion of 60 credit hours of coursework. All students, regardless of program specialty area must successfully complete the following core courses:
CNS 504 - Statistics (3)
CNS 505 - Testing and Appraisal (3)
CNS 510 - Foundations for Faith-Based Counseling (3) orCNS 511 - Christian Counseling within the Mental Health Professions (3)
CNS 512 - Research Design and Program Evaluation (3)
CNS 534 - Social and Cultural Foundations of Counseling (3)
CNS 536 - Group Counseling (3)
CNS 537, CNS 538, or CNS 539 - Professional Issues and Ethics in Counseling (3)
Additionally, students must complete 12 credits of program specific classes including Professional Issues and Ethics as well as an additional 6-9 credit of elective courses, depending upon whether or not the statistics requirement was met upon program entry. The remaining 9 credits will include field experiences of a 3-credit practicum and 6 credits of internship in the chosen program track.
Finally, according to Geneva College's Graduate Education Policy, "graduate students do receive academic credit for a grade of C but should be cautioned that C level work is not considered to be acceptable graduate work that a 3.00 is required for graduation, and that students may not have more than two C's." In the MA in Counseling Programs, students must maintain a 3.0 Grade Point Average (GPA) to remain in good standing. Students whose GPA's fall below 3.0 will be placed on academic probation for a maximum of three semesters (fall, spring, and summer) or until the GPA is raised to a 3.0 or higher, whichever occurs first.
Transfer of Academic Credits
Students who have taken graduate courses in counseling at other accredited colleges and universities within the past ten years may request approval to transfer these credits by completing a Transfer Credit Evaluation. Students may transfer up to nine credits at the time of initial enrollment in the Geneva College Masters in Counseling Program.
Because practicum and internship enrollment periods are heavily supervised, the faculty must plan ahead to meet student needs. Students must file a statement of their intent to complete the practicum or internship by the middle of the semester prior to the semester in which they wish to begin. Prior to beginning the practicum and internship, students also are required to submit proof of liability insurance and clearances relative to criminal history and child abuse. Students can purchase liability insurance through student membership in the American Counseling Association (ACA). FBI fingerprint clearances are also required. School Counseling Program students are also required to have a TB test prior to beginning their work in the school setting. Some Marriage, Couple, and Family and Mental Health Counseling students may also be required to have a TB test prior to beginning their field experience if the agency with which they will be working requires the testing
The 100-hour-minimum practicum is comprised of 1 ½ hour weekly group supervision sessions which students develop and refine counseling awareness, skills, and techniques and at least 40 hours of direct counseling service to counselees at an arranged practicum site. In addition to this, each practicum student also meets with a faculty supervisor for an additional hour of weekly individual or triadic supervision and one hour each week with their on-site supervisor.
The internship is usually a full-time placement directed by a supervisor on site as well as by a program faculty member who meets with students in a weekly internship group supervision seminar. The internship ordinarily lasts one semester, however it may be split into two semesters if this is deemed necessary. Some students may not complete the required hours and may need to register for an additional semester to complete the experience. Internships are offered all semesters. The Marriage, Couple, and Family Internship and the Mental Health Internship are six-credit-600 hours. The Elementary School Counseling Internship and the Secondary School Counseling Internship are each 300 hours for a total of 600 hours.
In order to receive the required weekly faculty supervision, students must be enrolled for at least three internship credits each semester of their internship placement. Therefore, it is important that students carefully discuss and plan this schedule with their faculty and internship supervisors. Only six internship credits (reflecting 600 internship hours) will be counted toward graduation. Therefore students who do not finish the internship in the allotted amount of time will be charged additional tuition for credits which will not count toward graduation. Additional details of setting up the internship, supervision, course expectations, and requirements are outlined in the various Geneva College MA in Counseling Programs Practicum and Internship Manuals.
Since students enrolled in practicum and internship represent the M.A. in Counseling program and Geneva College both in the classroom and in the community, it is expected that students will conduct themselves in a professional manner. Professional behavior includes but is not limited to being on-time for their practicum or internship, appropriate professional dress, and respect for the clients they will serve, their supervisors, and employees of the site placement. Students are also expected to honor the terms of the practicum or internship contract and to adhere strictly to theAmerican Counseling Association Code of Ethics (2014).
State Licensure
Please verify that this program meets your state licensure requirements.
Regionally, demand for professional counselors is 33% of the national average.
Demand for professional counselors nationally has increased by 24%.
(2021-2025)
Most frequent job postings:
Licensed Mental Health Counselors
Telehealth Counselors
Behavioral Health Case Managers
Alcohol and Drug Counselors
What are the benefits of a career in Counseling?
With a growing demand in the field, counseling professionals can benefit from a wide array of opportunites, career stability and competitive salaries. Licensed professional counselors working in private practice, healthcare settings, or specialized fields like marriage and family therapy or substance abuse counseling often see even greater earning potential. By earning a Master's in Counseling, you position yourself for a fulfilling career that not only brings hope to individuals, but provides long-term financial stability and growth.
Professor of English / Adjunct Faculty of Graduate Counseling
Dr. Jonathan Watt, Professor of Biblical Studies and Bible Department Chair, was recently appointed to serve as co-editor of the Baker Encyclopedia of Biblical Greek Language and Linguistics, which is slated for publication in 2024.
Jill Phillips is an experience LPC and a regular presenter for providers and community members regarding substance use, mental health and co-occurring disorders.
Dr. Gragg presented "The integration of Christian faith into clinical supervision: Exploring supervisee perspectives" at the Christian Association of Psychological Studies International Conference.
Adjunct Faculty of Graduate Counseling
Professor James is an experienced Mental Health Counselor providing field training and supporting the development of program therapists throughout her career.
Dr. Schratz presented on the topic, Meeting Them Where They Are: Counseling Considerations, Interventions, and Strategies for Counseling Military Families, at the 2017 North Carolina Counseling Association.
Staff Counselor of Health & Counseling Services / Adjunct Faculty of Graduate Counseling
Professor Shope is a licensed LPC and shares his knowledge in the course, Christian Counseling within the Mental Health Profession.
Director of Health and Counseling Services / Adjunct Faculty of Graduate Counseling
Amy Solman is the director of the Health and Counseling Services at Geneva, in addition to being an adjunct professor with the graduate counseling program.
Our Counseling graduate students enter the program in various seasons of life. Here are a few examples...
Katie
Recent college graduate with BS in Psychology
Looking for an on-campus program
Full-time course load
Plans to graduate in two years
Benjamin
Industry professional seeking licensure
Takes advantage of employer reimbursement at current agency
Takes classes online
Plans to graduate in four years
Stephanie
School Counselor
Part-time course load
Has the ability to choose between online and on-campus classes
Plans to vary course load as necessary
Geneva’s Master’s in Counseling program gave me the flexibility to balance my education with my daily life while equipping me with the skills and confidence to make a real difference in the lives of others. Jamie '23
State Authorization
Geneva is an approved SARA institution in Pennsylvania. State Authorization Reciprocity Agreements (SARA) is a voluntary, regional approach to state oversight of postsecondary distance education. States and institutions that choose to participate agree to operate under common standards and procedures, providing a more uniform and less costly regulatory environment for institutions and more focused oversight responsibilities for states. Geneva College's participation in SARA allows Geneva's programs to be available to students who are located in member states. At present, California is the only U.S. state to have not yet joined SARA.
Students who begin an online program while located in a state in which Geneva is authorized to offer online programs need to be aware that moving to a state or location in which Geneva is not authorized to offer the program may have negative consequences, such as the loss of eligibility for certain forms of financial aid and/or the ability to complete the academic program.
Please note that SARA membership does notinclude reciprocity for licensure or certification issues with other states. Please select your home state in the dropdown above to determine whether or not Geneva’s M.A. in Counseling program meets the educational requirements for licensure/certification in your home state. Also be sure to review state licensure requirements.
There are a variety of options to help Grad students meet tuition costs. Students are encouraged to apply for any opportunities for which they qualify to help offset costs.
Geneva College's Master of Arts in Counseling programs, accredited by CACREP, prepare students to integrate faith and learning in professional counseling settings. Through programs like Clinical Mental Health, School Counseling (offered fully online), and Marriage, Couple, and Family Counseling, students gain a multidimensional viewpoint that considers social, spiritual, psychological, and physical health. The curriculum enables students to apply Christian faith principles alongside secular counseling approaches, demonstrating a competency in integrating these perspectives into analysis and case conceptualization. Graduates are equipped with the tools and interventions necessary to guide individuals toward improved mental health, wellness, and personal growth, and are highly qualified for diverse career opportunities.
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The admissions process will help you get acquainted with Geneva's relational academic experience. If you choose to enroll, you can select your start date and get ready to begin classes.
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