Expand the careers you can pursue with our dual degree program in clinical mental health counseling and school counseling.
CACREP AccreditedBroaden your professional options with our MS Dual Degree in Clinical Mental Health Counseling and School Counseling program. Walden is among the few universities offering this fully online dual counseling degree option.
Walden’s dual counseling degree curriculum is designed to meet CACREP requirements for granting these two distinct degrees —MS in Clinical Mental Health Counseling or an MS in School Counseling— at the same time. Gain the skills and credentials to pursue opportunities in both areas and make a positive impact for more clients.
A clinical mental health counseling and school counseling dual degree program academically prepares students to pursue licensure or certification as both a mental health counselor and a school counselor.
Earning two counseling degrees simultaneously can give you greater freedom and flexibility as your life and interests change.
Receive personalized guidance from faculty who are invested in your success. Feel supported and encouraged throughout your program.
Engage with a diverse community of faculty and students and learn to work effectively with children and adults of all backgrounds.
Select from a number of program specializations to tailor your coursework to your career goals and interests.
Speak with an Enrollment Specialist to learn about our current tuition savings.
Get Started NowThis sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
| Course Code | Title | Credits |
|---|---|---|
| COUN 6101 |
Foundations for Graduate Study in Counseling
Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. They are provided with a foundation for academic and professional success as scholar-practitioners and social change agents. Topics include the relation of mission and vision to professional goals; development of the Professional Development Plan; strategies for online success; introduction to the online library; and introduction to critical thinking, professional writing, and academic integrity. The focus of course assignments is on the practical application of writing and critical-thinking skills and the promotion of professional and academic excellence as they relate to practice in counseling. |
(1 cr.) |
| COUN 6100 |
Introduction to Mental Health Counseling
Students are introduced to the mental health counseling profession in this course. Students explore the history, philosophy, and theoretical foundations of the profession, as well as the scope of practice, credentialing, and other professional issues. The focus of this course is on students as future mental health counselors. Students receive an overview of the mental health counseling program, the profession, and professional competencies. |
(5 cr.) |
| COUN 6111 |
Introduction to School Counseling
This is a foundation course designed to introduce students to the school counseling profession. Students taking the course explore the history of the profession; the roles, functions, and professional identity of the school counselor; and the current models of school counseling programs such as the American School Counselor Association (ASCA) national model. Students develop knowledge of the current issues and directions for the profession, as well as the requirements and challenges of being a professional school counselor. Prerequisites
|
(5 cr.) |
| COUN 6722 |
Theories of Counseling
This course introduces theories of counseling and psychotherapy to prepare students to conceptualize problems and respond with appropriate, evidence-based interventions and techniques. Students will become familiar with the origin, key concepts, and interventions and techniques of each of the theories presented. Students will develop an awareness of how counseling theories drive the treatment process and apply theories to diverse case studies. A major focus of this course is to support students as they develop their personal theoretical orientation. Prerequisites
|
(5 cr.) |
| COUN 6316 |
Techniques in Counseling
Personal attitudes, values, and beliefs often affect a counselor's ability to establish an appropriate relationship and rapport with clients. In this course, students learn to evaluate their personal attitudes and beliefs to positively influence their counseling approaches. They explore principles and skills related to interviewing and observation, and they examine related legal, ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral observations, collecting and interpreting data during an interview, and developing written reports of findings. Synthesizing concepts, skills, and personal reflections, students demonstrate their ability to engage in a counseling session using techniques learned throughout the course. Prerequisites MS in Clinical Mental Health Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
Note: Students are required to have access to a video recording device, a tripod, and an audio recording device, which they will begin using the first week of class. |
(5 cr.) |
| COUN 6306 |
Ethics and Legal Issues in Counseling
Students in this course are provided with an introduction to the field of professional counseling and the foundations of counseling. Students explore the history, philosophy, cultural dynamics, and trends in professional counseling. They examine consultation as well as client and counselor advocacy, focusing on the counselor's role as social change agent. Students also examine and apply ethical standards of the counseling profession, including the American Counseling Association (ACA) Code of Ethics and counselor ethical decision-making processes. Through a final reflective project designed to influence their future ethical framework, students define their ethical perspectives, including influences, values, and goals. Prerequisites
|
(5 cr.) |
| COUN 6723 |
Multicultural Counseling
Students in this course have the opportunity to increase their awareness, knowledge, skills, and advocacy related to working with clients from a multicultural perspective. Students foster self-understanding of their own cultural-identity development, biases, stereotypes, values, and strengths while gaining self-awareness of the effects of power, privilege, and marginalization within the counseling relationship. Further, students can gain knowledge of various issues within diversity. Students explore various theories of multicultural counseling and the role of social justice and advocacy in counseling. Prerequisites MS in Clinical Mental Health Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6311 |
Leadership, Advocacy, and Consultation in the Schools
Students in this course explore the role of leader and consultant in a school setting. The development of a data-driven comprehensive school counseling program is emphasized in this course along with specific strategies for communicating with key stakeholders, working to close the achievement gap, and working within the mission of schools to advocate for student needs. Prerequisites MS in School Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6360 |
Assessment in Counseling and Education
Assessments are important tools that counselors use to gain information about clients and to aid practice. Therefore, counselors must know what assessment tools are available; have the ability to read, interpret, and analyze results of tests; and keep abreast of changing trends in working with assessments as well as new assessment tools and changes in technology. Students in this course are provided with an overview of assessments used in counseling and education as well as the responsibilities of counselors using assessments. Students learn about the different types of tests used in clinical, educational, and organizational settings, and they examine the psychometric properties used to develop and evaluate these instruments. They also explore normative sampling and standardization, reliability and validity, test score interpretation, and test development. Additionally, students assess and discuss ethical, legal, and sociocultural issues, including cultural bias and fairness. A foundation for the course is professional standards for testing. Prerequisites MS in Clinical Mental Health Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| CPLB 601L |
Pre-Practicum 1
By participating in a Walden Pre-Practicum, students gain skills in their development as scholar-practitioners. Through Pre-Practicum experiences, students expand their network of peers and faculty members while they develop their professional skills and identity. In Pre-Practicum 1, students begin to apply the core skills and techniques introduced in the Techniques course. Students also continue to develop the multicultural competencies needed for counseling. Per program requirements, there is a synchronous experience. Students will receive specific information about their upcoming field experience and credentialing. Prerequisites
|
(0 cr.) |
| COUN 6215 |
Lifespan Development
In this course, students are provided with an overview of development through the lifespan, including childhood, adolescence, adulthood, and aging experiences. Physical, social, emotional, and cognitive issues are covered, as well as the expected developmental milestones during each of these phases of development. The latest research in attachment theory, brain research, and aging is included, and themes of diversity issues related to developmental research are highlighted throughout the course. Prerequisites MS in Clinical Mental Health Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6720 |
Diagnosis and Assessment
Students are provided with an overview of what is commonly referred to as abnormal psychology; however, students also consider factors constituting normalcy from multiple perspectives. Students explore the application of diagnostic criteria in various mental health work settings, such as schools, rehabilitation facilities, community agencies, and private practices. Using the scholar-practitioner model, students consider environmental and biological factors contributing to behavioral disorders. Students also examine techniques commonly used for the diagnosis and treatment of cognitive, emotional, and developmental disorders as well as for psychophysiological and psychosocial problems. Though coursework and discussions, students consider multicultural factors that complicate diagnosis as well as current trends and contemporary issues in clinical assessment and diagnosis. Prerequisites MS in Clinical Mental Health Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6250 |
Group Process and Dynamics
Group work is an effective counseling method that allows group members to share perspectives and provide useful feedback and information in a structured setting. Using relevant literature, multimedia resources, and a scholar-practitioner model, students examine stages of group process; group dynamics; and ethical, legal, and training standards. Students examine the types of counseling groups as well as the unique leadership skills required for each type of group. Students are provided with a comprehensive review of theoretical approaches applicable to group counseling. Students engage in a variety of practical application assignments and discussions, focusing on the efficacy of using group counseling with multicultural and diverse populations. Students will develop an evidence-based mental health group proposal appropriate for potential implementation in field experience. Students engage in a process of self-reflection to increase self-awareness for enhanced group leadership knowledge and skills.Group lab is a separate 0-credit, required course that occurs simultaneously with the Group Process and Dynamics course. Students need to ensure that they are enrolled and participating in both courses. Prerequisites
|
(5 cr.) |
| GRPL 6100 |
Group Lab
This is an experiential lab in which students learn by doing (i.e., participate in a small group activity). This lab is provided to students as part of their program requirements set forth by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). To maintain CACREP accreditation, all students must participate in a minimum of 10 hours of small group activity over the course of one academic term (CACREP, 2016, 2.F.6.h.). |
(0 cr.) |
| CPLB 602L |
Pre-Practicum 2
In Pre-Practicum 2, students continue to develop core skills from Pre-Practicum 1 and integrate advanced skills in their development as scholar-practitioners. Through their Pre-Practicum experiences, students expand their network of peers and faculty members while they continue to develop professional skills and identity. In Pre-Practicum 2, students begin to develop group leadership skills, integrate counseling theory, and continue to demonstrate cultural competency skills. Students will engage in developing their upcoming field experience plan and continue credentialing skills activities. Prerequisites
|
(0 cr.) |
| COUN 6626 |
Research Methodology and Program Evaluation
Students in this course are introduced to evaluating professional counseling research and provided with a foundation in program evaluation. Analysis of counseling literature is used to demonstrate the importance of research in advancing the counseling profession, including how to critique research to inform counseling practice. Students learn to distinguish between quantitative, qualitative, and mixed-methods designs, the strengths and limitations of each method, and under what circumstances each design would be most appropriate. Additionally, students consider the ethical and cultural issues associated with research involving human subjects. Through evaluating professional literature, students will gain an understanding of designs used in research and program evaluation and the use of data in counseling. Additionally, students explore the ethical underpinnings of program evaluation, approaches to evaluation, and techniques used to perform the assessment of program effectiveness. Students examine the procedures involved in evaluating the needs of a specific group or organization and gain hands-on experience conducting a search for professional counseling literature, developing an annotated bibliography, and identification of evidence-based counseling practices. Prerequisites
|
(5 cr.) |
| COUN 6726 |
Couples and Family Counseling
An important skill for clinicians to have is a fundamental understanding of the dynamics and functioning of couples and families. Students in this course are introduced to concepts and applications in theoretical perspectives and techniques, classical schools of thought, and recent developments in couples and family therapy. Students explore culture, gender, and ethnicity factors in family development. They also review and compare theoretical frameworks in couples and family therapy, including psychosocial, psychodynamic, transgenerational, strategic, cognitive-behavioral, and social constructionist models. Additionally, students assess the roles of culture, spirituality, and values in understanding families. Prerequisites MS in Clinical Mental Health Counseling
MS in School Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6317 |
Child and Adolescent Counseling
Students in this course are provided with an overview of empirically supported theories and techniques for working with children and adolescents in the counseling process. The course is designed to enhance students' theoretical and practical understanding of the systemic interplay among children, adolescents, families, and the stakeholders in their lives. Emphasis is given to a family-systems view of intervention, with specific attention to developmental, cognitive, behavioral, educational, multicultural, and environmental issues. Students will be exposed to a distinct group of empirically supported interventions aimed at improving individual and family functioning. Legal and ethical issues related to counseling children and adolescents will be explored. Prerequisites MS in School Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6753 |
Career Counseling
Students in this course are provided with the opportunity to develop practical skills in career and vocational assessment as well as functional knowledge of how career assessment can assist in the exploration and understanding of the interrelationship among work, family, and life roles. They examine major sources of career and work information available on the Internet as well as through printed material and computer-based guidance systems. Gaining practical career counseling experience, students administer, score, and interpret printed and computer-based assessments of career interests, beliefs, and values. Students learn how to integrate career development theory and assessment results with career clinical interventions. They also examine clinical and assessment issues, devoting attention to computer-based applications and multicultural implications. Prerequisites MS in Clinical Mental Health Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6785 |
Social Change in Action: Prevention, Consultation, and Advocacy
In this course, students prepare for their roles as counselors and agents of social change in the areas of prevention, consultation, and community advocacy with diverse populations in different settings in order to bring about positive social change. At Walden University, positive social change is "a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies. Positive social change results in the improvement of human and social conditions" (Walden University, 2018). Prevention, consultation, and advocacy are tools and methods to help bring about positive social change in local communities and globally. Students examine relationships between prevention, consultation, and advocacy giving consideration to theoretical underpinnings, diversity, and ethics. Students also identify a mental health or public health need in their community, develop a prevention plan to address that need, engage in consultation with fellow students about the prevention plan, and explore advocacy related to the community need. Applying prevention, consultation, and advocacy in this course is all oriented toward promoting positive social change and becoming more effective agents of change. Prerequisites MS in Clinical Mental Health Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
| COUN 6730 |
Counseling Addictive Disorders
Students are provided with a foundation for counseling clients who have both substance-related and behavioral addictions. In this course, students examine historical perspectives and current trends in addiction treatment, as well as the biological and environmental influences on the etiology of addiction. Techniques and processes for assessment and diagnosis are examined in the context of individual, group, and systemic perspectives, with attention given to developmental and multicultural influences on addiction. Influences of public policy and advocacy on addiction and treatment are also examined. Prerequisites MS in Clinical Mental Health Counseling
MS in School Counseling
MS Dual Degree in Clinical Mental Health Counseling and School Counseling
|
(5 cr.) |
MUST COMPLETE PRE-PRACTICUM LAB 2 BEFORE MOVING FORWARD |
||
| COUN 6743 |
Psychopharmacology
As client advocates, counselors rely on knowledge of psychotropic medications to inform treatment. This course introduces a spectrum of psychotropic medications used in the management of mental, behavioral, and addictive disorders. Students explore medication classification, drug interaction, and side effects. In addition, students distinguish between medical and psychopathological conditions that present in similar ways to addictive disorders. As part of a professional learning community, students collaborate with peers in written scholarly dialogue to explore psychopharmacological intervention in the treatment of addiction and other psychopathologies that may coexist. Students analyze factors that increase the likelihood for a person, community, or group to be at risk for disorders and examine the cultural and contextual factors considered in the ethical treatment of clients. Across counseling specializations, this course builds foundational clinical knowledge of the intersection of counseling and psychotropic medical treatment. Prerequisites
|
(5 cr.) |
| COUN 6336 |
Crisis, Trauma, and Disaster Response
This course is designed to provide students with an understanding of the personal and systemic impact of crises, disasters, and other trauma-causing events on individuals, couples, families, and communities. Students examine theories and response models as they relate to sexual trauma, crisis in individuals and families, crisis in the community, and crisis in the nation and in the world. They explore and discuss topics related to counselor competencies, vicarious trauma and counter transference, specific diagnoses, and advocacy. Students also engage in assignments designed to provide practical application of crisis assessment. Through contemporary articles and case studies, they consider and discuss cultural, legal, and ethical issues related to crisis, trauma, and disaster events and response. Prerequisites
|
(5 cr.) |
| COUN 6771 |
Counseling Practicum
The Counseling Practicum is an introduction to the capstone experience. During the practicum course, students begin to synthesize and apply the knowledge, skills, and professional dispositions learned throughout their program of study. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for practicum enrollment. Once enrolled, students will spend a minimum average of 8–10 hours per week at the site that they have secured. They will complete direct counseling hours, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students will participate in weekly case conceptualization activities, 2 hours of group supervision per week with their faculty supervisor, and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components in this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites
|
(3–5 cr.) |
| COUN 6782D |
Counseling Internship I
Counseling Internship I is the first course of a two-part capstone experience. By the end of the two courses, students will have conducted 600 hours of focused application of their counseling skills, with 240 of those hours being direct services to their identified population/setting. During the Internship I course, site and faculty supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions learned throughout their program of study. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Internship I enrollment. Once enrolled, students complete direct counseling hours, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students participate in course activities each week designed to integrate their experiences at the site into their skills and professional identity as counselors-in-training, as well as participate in 2 hours of group supervision per week with their faculty supervisor and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites
|
(3–5 cr.) |
| COUN 6782E |
Counseling Internship II
Counseling Internship II is the second course of a two-part capstone experience. By the end of the two courses, students will have conducted 600 hours of focused application of their counseling skills, with 240 of those hours being direct services to their identified population/setting. During the Internship I course, site and faculty supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions learned throughout their program of study. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Internship II enrollment. Once enrolled, students complete direct counseling hours, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students participate in course activities each week designed to integrate their experiences at the site into their skills and professional identity as counselors-in-training, as well as participate in 2 hours of group supervision per week with their faculty supervisor and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites
|
(3–5 cr.) |
| COUN 6700D |
School Counseling Internship I
Counseling Internship I is the first of a two-part capstone experience. During the Internship I course, site and faculty supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions learned throughout their program of study. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Internship I enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site that they have secured. They will complete direct counseling hours, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students will participate in weekly case conceptualization activities, 2 hours of group supervision per week with their faculty supervisor, and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components in this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites
|
(3 cr.) |
| COUN 6701D |
School Counseling Internship II
Counseling Internship II is second of a two-part capstone experience. During the Internship II course, site and faculty supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions learned throughout their program of study. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Internship II enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site that they have secured. They will complete direct counseling hours, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students will participate in weekly case conceptualization activities, 2 hours of group supervision per week with their faculty supervisor, and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components in this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites
|
(3 cr.) |
| VIEW ALL COURSES | ||
Omega Zeta—Walden’s chapter of Chi Sigma Iota, the international counseling honor society—offers many ways to get involved and make your voice heard. This includes participating in Learning Communities—biweekly groups of students and faculty who gather to talk about counseling topics such as play therapy, private practice, and telemental health. Learning Communities are one more way to practice your skills, develop your professional school counselor identity, and forge lasting connections with like-minded peers.
Program Admission Considerations: A bachelor's degree or higher.
General Admission Requirements: Completed online application and transcripts. Please note that the materials you are required to submit may vary depending on the academic program to which you apply. More information for international applicants.
| Curriculum Component | Requirements | Cost | amount |
|---|---|---|---|
| Tuition | 96 credits of core courses 15 credits of Practicum and Internship experiences |
$482 per quarter hour No Tuition |
$46,272 $0 |
| Pre-Practicum Labs | Two in program | $1,450 each (virtual) $1,550 each (in-person: travel, lodging, and other expenses are additional) |
$2,900–$3,100 |
| Technology Fee | Per quarter | $165 | $2,475 |
| $51,647–$51,847* |
*Tuition reflects the minimum time to completion. Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition reductions. Walden may accept up to 45 transfer credits. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 844-768-0199.
Tuition and fees are subject to change. Books and materials are not included and may cost up to an additional $4,500.
No tuition cost for 9 credits of the Practicum and Internship experience only applies to students who started the program in February 2017 or after.
| Curriculum Component | Requirements | Cost | amount |
|---|---|---|---|
| Tuition | 106 credits of core courses 15 credits of Practicum and Internship experiences |
$482 per quarter hour No Tuition |
$51,092 $0 |
| Pre-Practicum Labs | Two in program | $1,450 each (virtual) $1,550 each (in-person: travel, lodging, and other expenses are additional) |
$2,900–$3,100 |
| Technology Fee | Per quarter | $165 | $2,475 |
| $56,467–$56,667* |
*Tuition reflects the minimum time to completion. Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition reductions. Walden may accept up to 45 transfer credits. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 844-768-0199.
Tuition and fees are subject to change. Books and materials are not included and may cost up to an additional $4,500.
No tuition cost for 9 credits of the Practicum and Internship experience only applies to students who started the program in February 2017 or after.
Our Enrollment Specialists can help you outline a plan and find resources for funding your education.
Learn moreSpeak with an Enrollment Specialist to learn about our current tuition savings.
Get Started NowGain the confidence, insights, and critical thinking skills needed to help clients overcome their greatest challenges.
Prepare to provide addiction counseling services to various clients in schools, businesses, community agencies, and other settings.
Learn conflict management and negotiation skills and how they can be applied to resolve conflicts in the criminal justice system.
Build cross-cultural competencies as you explore family structures, intergenerational influences, and healthy family functioning.
Explore the hardships associated with military life, such as prolonged separation and post-traumatic stress disorder (PTSD).
Learn about crisis management and how to help communities develop effective, responsive trauma treatment services.
In our clinical mental health counseling and school counseling dual degree program, you’ll gain the insights and hands-on training to positively impact the lives of children, adults, and families. Walden is one of the few institutions to fully integrate the counseling simulation software Skillsetter into our dual counseling degree curriculum. This technology empowers you to refine your counseling skills through intensive practice, opportunities for reflection, exploration of alternatives, and faculty assistance.
The counseling field is in need of qualified, compassionate professionals like you to meet the demand for services. Through 2029, employment for substance abuse, behavioral disorder, and mental health counseling professionals is expected to grow by 25%—much faster than the national average.1 The outlook for school and career counselors is bright as well, with a projected 8% employment growth.2
With a dual degree program in clinical mental health counseling and school counseling, you can earn two credentials at once. Gain more flexibility in your choice of work settings and the types of populations you counsel.
A dual counseling degree program can prepare you to work in settings such as:
As a graduate of the MS Dual Degree in Clinical Mental Health Counseling and School Counseling program, you will be able to:
MS in Clinical Mental Health Counseling
MS in School Counseling
Read our MS in Clinical Mental Health Counseling Program Outcomes Report, MS in Clinical Mental Health Counseling Annual Data Report, MS in School Counseling Program Outcomes Report , and MS in School Counseling Annual Data Report on the School of Counseling DATA webpage.
Dr. Senstock has been training counselors and counselor educators since 1988. She has served in program administration since 1990 and has helped achieve CACREP accreditation for many programs. Dr. Senstock is a licensed professional counselor in Colorado and a National Certified Counselor.
Dr. Harrison is a licensed school counselor in Virginia, a certified school counselor in Georgia, and a licensed professional counselor in Georgia. She has worked as a school counselor for almost 12 years in elementary, middle, and high school settings that include private, public, and charter schools.
Dr. McDonald has worked in a residential setting for juveniles, a county jail, university counseling and psychological services settings, and community agencies. She is a licensed professional counselor in Minnesota, a National Certified Counselor, and a Board-Certified TeleMental Health Provider.
Graduates from the MS Dual Degree in Clinical Mental Health Counseling and School Counseling are well prepared to pursue state licensure as a professional counselor and licensure or certification as a school counselor. Graduates may also pursue work in agencies, youth detention centers, hospitals, trauma centers, shelters, correctional facilities, community churches, public and private schools, universities, and private practice. Graduates who work in schools can help improve student success by implementing comprehensive school counseling programs that support the academic, personal-social, and career needs of all students. School counselors also provide short-term counseling; collaborate with teachers, families, administrators, and community members to support students; advocate for students and student needs; and analyze data that identifies student needs, concerns, and challenges. Graduates who work in mental health positions provide counseling to individuals of all ages, couples, and families. Mental health counselors also serve as advocates for the mental health needs of their clients and their communities.
Walden’s MS in Clinical Mental Health Counseling and MS in School Counseling programs are both accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). Although these programs focus on specialty areas within the field of counseling, much of the foundational coursework is identical (i.e., students take the same courses on topics such as counseling theories, techniques of counseling, life span development, assessment, and research). Earning an MS degree in clinical mental health counseling and then returning to pursue an MS degree in school counseling is not always possible due to institutional policies held by universities that restrict students from earning a second degree in a similar field, due to an overlap in coursework. Students may encounter financial aid restrictions as well. CACREP is aware of these complications and has a dual degree policy that allows students to complete two CACREP-accredited master’s-level programs at one time (e.g., dual degree). In order for students to be recognized for earning degrees from CACREP-accredited programs, the organization stipulates that both degrees must be completed concurrently and both must require full internship experiences.1
1Source: https://www.cacrep.org/for-programs/cacrep-policy-document/#policy5.c
Because of institutional policies held by universities that restrict students from earning a second degree in a similar field due to an overlap in coursework, it would be difficult and potentially cost prohibitive to earn these two degrees separately. The best way to obtain two master’s-level degrees from CACREP-accredited programs is to complete them in a dual degree program in adherence with the CACREP dual degree policy. Walden meets the dual degree policy outlined by CACREP.1
1Source: https://www.cacrep.org/for-programs/cacrep-policy-document/#policy5.c
Students who successfully complete two classes a quarter can expect to complete the dual degree in three years and nine months. Students may enroll in three courses each quarter to potentially shorten the duration of the program, as long as their GPA remains a 3.5 or higher.
Yes, both the MS in Clinical Mental Health Counseling and the MS in School Counseling programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). Additionally, Walden University is accredited by the Higher Learning Commission.
Yes. All of Walden’s programs are online. Walden has been a leader in distance education since 1970.
Students complete core courses, field experiences in both clinical mental health counseling and school counseling, pre-practicum and group labs, optional specialization courses, and more. As a result, graduates earn two MS degrees, are academically prepared to sit for licensure exams, and enter the professional world as a well-rounded job candidate.
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