Professional Counseling (LCPC) Licensure

Professional Counseling (LCPC) Licensure

Degree Type

Post-Master's Certificate

About

Get ready to officially put all your courses and clinic hours to work as a licensed clinician.

Introduction

This certificate is designed for graduate students aspiring to become Licensed Clinical Professional Counselor (LCPC) in the State of Maryland. This post-master’s certificate provides the opportunity for students with an approved Master’s degree to complete the course requirements needed for Maryland licensure and prepare for the State exam.

Course offerings are approved by the Maryland Board of Examiners of Professional Counselors (MBOPC) and are offered in the Department of Psychology, Counseling and Behavioral Health within the College of Behavioral and Social Sciences.

Students with an MBOPC-approved master's degree should refer to the listing of MBOPC-approved courses offered at Coppin.

Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

Certificate Requirements

To be eligible for the post-master’s certificate, you must have completed or be enrolled in an MBOPC-approved counseling program. Students who have earned the M.ed. in Rehabilitation Counseling from Coppin State University are eligible for this post-master's certificate, and must take the following courses.

Courses for Rehabilitation Counseling Graduates (18 credits)

Course Credits Name
PSYC 614 3 Techniques of Marriage and Family Counseling
PSYC 502 3

Theories of Counseling

PSYC 529 3 Seminar in Human Growth and Development
PSYC 501 3 Assessment of Individuals with Disabilities
PSYC 612 3 Group Counseling
PSYC 625 3 Psychotherapy and Treatment of Mental and Emotional Disorders

Related Programs

Job Development and Job Placement Services

Graduate

Vocational Evaluation and Work Adjustment

Graduate

Assistive Technology

Graduate
College

The post-master's certificate in professional counseling licensure is in the Department of Psychology, Counseling, and Behavioral Health in the College of Behavioral and Social Sciences.

Vocational Evaluation and Work Adjustment

Vocational Evaluation and Work Adjustment

Degree Type

Graduate Certificate

About

Finding a job can be a major milestone, especially for persons with disabilities. Be the person who helps them keep it.

Introduction

Whether at a job for a day, week, month or longer, there is always an adjustment period. And throughout the stages of professional development, we often have multiple adjustment periods depending on what’s happening in our lives as well as at work. For persons with disabilities, work adjustment may be even more challenging to navigate alone.

Through this program, students learn and apply the foundations of vocational education and adjustment. First and foremost, we prepare you to effectively deliver services with sensitivity and cultural awareness. You’ll also learn how to evaluate persons with disabilities, and provide related work adjustment services and recommendations that lead to improved employment outcomes and job retention.

Coursework covers a wide range of topics including computer assisted technology, evaluation measures, techniques and tools, data interpretation of assessment instruments, report writing, and ethics. Also, this certificate provides students with knowledge of the instruments and techniques used to assess personal characteristics (such as aptitude, achievement, interest, values, and other personal traits) as well as worker’s traits, vocational skills, limitations and assets.

Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

Certificate Requirements

To graduate with an graduate Certificate in Vocational Evaluation and Work Adjustment, students must complete 15 total credit hours inclusive of a 3 credit internship:

Certificate Courses (15 credits)

Course Credits Name
REHB 500 3 Sign Language I
REHB 507 3

Introduction to Assistive Technology

REHB 513 3 Introduction to Rehabilitation
REHB 526  3 Internship I
REHB 598 3 Vocational Evaluation and Assessment of Individuals with Disabilities

Related Programs

Job Development and Job Placement Services

Graduate

Counselor Certification and Licensure

Post-Master's

Assistive Technology

Graduate
College

Vocational Evaluation and Work Adjustment is in the Department of Psychology, Counseling, and Behavioral Health in the College of Behavioral and Social Sciences.

Job Development and Job Placement Services

Job Development and Job Placement Services

Degree Type

Graduate Certificate

About

Make a career of helping people find and keep jobs. When you connect employers and qualified candidates, everybody wins.

Introduction

Finding a job—and for some, keeping a job—can feel overwhelming. Not everyone has the skills to be successful on their own. Employers also must devote time and resources to find that perfect employee fit. This certificate helps to bridge that gap.

Our curriculum introduces students to strategic thinking and process around job development, as well as placement services for both employers and job seekers. You’ll also learn training techniques designed to increase employment outcomes and job retention, especially for persons with disabilities. Coursework emphasizes technology in the workplace and special services for individuals who are blind or have vision impairments, and individuals who are Deaf or hard of hearing.

Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

Certificate Requirements

To graduate with an graduate Certificate in Job Development and Placement Services, students must complete 18 total credit hours inclusive of a 3 credit internship:

Certificate Courses (15 credits)

CourseCreditsName
REHB 5133Introduction to Rehabilitation
REHB 5213Seminar in Occupational Information and Rehabilitation Placement
REHB 5073Introduction to Assistive Technology
REHB 526 3Internship I
PSYC 6133Career Development and Occupational Choice

Related Programs

Vocational Evaluation and Work Adjustment

Graduate

Counselor Certification and Licensure

Post-Master's

Assistive Technology

Graduate
College

Job Development and Job Placement Services is in the Department of Psychology, Counseling, and Behavioral Health in the College of Behavioral and Social Sciences.

Minor in Rehabilitation Services

Minor in Rehabilitation Services

Degree Type

Minor

About

Learn the foundational skills to help people out of the worst of what they’re going through and find fulfillment in the process.

Introduction

Why minor in rehabilitation services?

Where some fields, like psychology, have a theoretical focus, skills learned while studying rehabilitation services can pay off immediately after graduation. This field often focuses on caring for vulnerable populations, including but not limited to recently paroled individuals, people with disabilities or impairments, or persons in substance abuse recovery. Working with these populations can be a valuable and fulfilling experience where you can build empathy, develop communication skills, and even get hands on case management experience.

You can also major in Rehabilitation Services.

Minor Requirements

To graduate with a minor in Rehabilitation Services, students must select 21 credit from REHB course offerings, and complete minor each course with a grade of “C’ or better:

CourseCreditsName
REHB 2013Introduction to Rehabilitation
REHB 3013Health and Medical Information
REHB 302 3Sociology Theory
REHB 3033Case Recording and Management
REHB 3053Vocational Development and Employment
REHB 3113Independent Living
REHB 4013Field Work in Rehabilitation I
REHB 4023Field Work in Rehabilitation II
REHB 4033Rehabilitation of the Psychologically Impaired
REHB 4043Rehabilitation Services for Addicted Persons
REHB 4053Multicultural Approaches in Rehabilitation
REHB 4063Seminar in Rehabilitation
REHB 4113Special Topics in Rehabilitation
Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

Related Rehabilitation Programs

Rehabilitation Services

Undergraduate

Clinical Mental Health Counseling Rehabilitation

Graduate
MS

Forensic Rehabilitation

Graduate
College

Rehabilitation Services is in the Department of Psychology, Counseling, and Behavioral Health in the College of Behavioral and Social Sciences.

General Education Requirements - FAQ

General Education Requirements - FAQ

Mon - Fri:
8:30 am - 5:00 pm
Health and Human Services Building, 2nd Floor, Room 218
(410) 951-3009

Academic Advisement in the General Education Requirements

Am I required to complete general education requirements (GERs)?

Yes, everyone must complete 40 or 41 credits of general education requirements to reach the 120 credit hours needed to earn an undergraduate degree.  After the 40/41 credits are completed, students will continue taking courses in the degree program as well as electives. Contact departmental advisers to obtain a current plan of study.


Is there a Plan of Study for the General Education Requirements?

Yes.  General education requirements are taken during the first and second years of matriculation.


How much time does it take to complete my GERs?

The general education requirements are designed for completion in three semesters and a summer OR four full-time semesters.


Are general education requirements included in my degree plan?

Yes. All of the general education requirements are included in degree plans and, in some cases, such as Nursing, Social Work, and Education must be completed before the degree core of courses can be attempted.


Suppose I know that I cannot take courses together as recommended by the First Year Experience Academic Adviser, what can I do?

Course selections are based on several factors such as employment, family responsibilities, hours needed for study and research, as well as mode of instruction. Therefore, students have the flexibility of choosing the right combination of courses to meet their needs; however, students must complete general education requirements by the end of the second year of matriculation.


If I need to repeat a course should I repeat that course at Coppin?

Absolutely! When courses are repeated at Coppin students receive the benefit of the new grade and its quality points. Quality points are used to compute the grade point average.


I am working to complete courses ahead of schedule, how do I obtain permission to attend another college?

If the desire is to attend a community college or other local university that is not a member of the University System of Maryland students are required to obtain the permission form in the department at Coppin where the course is taught.  For example, Philosophy is taught in the Department of Humanities, therefore, students should go to the Department of Humanities which is located in the Grace Hill Jacobs Building in room 530.


Can any FYE Academic Adviser help me with my course selections?

Absolutely! Although each student is assigned to an FYE Adviser to support efficient delivery of services students will be offered the opportunity to consult with another adviser if their assigned adviser is not available when they visit the office.


If I need a permission code for a general education requirement can I obtain it in the First Year Experience main office?

Absolutely! Advisers are able to request permission codes for courses that are filled and do not have waiting lists and will issue the permission code through Coppin email as soon as it is obtained.


Should I wait until I complete all general education requirements before I get involved with the department where I major?

Absolutely not! In fact, and because of general education requirements come out of academic departments, they are students' first exposure to a degree program. Academic department faculty and staff welcome questions and inquiries about their degree programs.


When is the FYE Academic Advisement office open?

The First Year Experience and all of its resources are available to students Monday through Friday beginning at 8:30am. The Writing and Math Centers stay open as late as 6:30pm during specific times of the academic year.  Call 410-951-3555 or 410-951-3508 for scheduling information.


What other kind of help can I find in the First Year Experience department?

In addition to academic advisement and tutors who help with writing essays, reading, and writing research papers, various mathematics courses including statistics, and selected science courses students can also join the First Year Experience Student Steering Committee (SSC). The FYE Student Steering Committee act as advisors to the Director of University College, generally, the First Year Experience Program specifically. Their experiences obtaining services on and off campus, degree completion support, and partnerships which enhance the undergraduate journey are invaluable and influence program planning for University College and all of its programs. Applications for membership in the FYE Student Steering Committee are available in the FYE main office which is located in Grace Hill Jacobs Building-Room 208. The office opens at 8:30am and closes at 5:30pm. Arrangements for services after 5:30pm can be arranged by visiting the main office or by calling 410-951-4154.

General Education Requirements

General Education Requirements

Mon - Fri:
8:30 am - 5:00 pm
Health and Human Services Building, 2nd Floor, Room 218
(410) 951-3009

The General Education Requirements (GER) serve as the core of the undergraduate curriculum. The program consists of a sequence of required courses in communications, the arts and humanities, the natural and physical sciences, mathematics, the behavioral and social sciences, health and information technology, designed to expose every undergraduate to the broad range of disciplines essential to the development of a liberally educated person. The General Education Requirements help students to develop the skills necessary for advanced study and for lifelong learning: to effectively communicate in oral and written formats; to acquire the ability to think analytically, critically, and creatively and to use the scientific method in problem solving; to proficiently use technology when conducting research; to obtain a deeper understanding of themselves, of others, and of our social and physical environment; to develop the capability to integrate their learning with past and present experiences; and to strengthen their potential for contributing to society. The Institutional Student Learning Outcomes (ISLOs) are intended to support, to inform, to provoke, to shape, and to model for students the dynamics of the eternal bond which exists between the right to an education and the responsibility to teach. Please keep reading for more information on ISLOs.

Institutional Student Learning Outcomes (ISLOs)

Coppin students' experiences and instruction over the next three to five years will be anchored within an academic framework of three universal Student Learning Outcomes (SLOs): Oral and Written Communication and Analytical Reasoning. These Student Learning Outcomes (SLOs), by definition, represent the university’s commitment to provide students with academic experiences that support their ability to write clear expository and persuasive prose; to use valid research-based arguments as support for their written or oral positions; to express their ideas in language that is both appropriate to the topic and for the target audience, and to write and speak proficiently for those various audiences. Moreover, students will be trained to apply applications of classical and/or current theories and principles from specific content areas; to use critical judgments from a combination of evidences and assumptions to reach viable conclusions; and to collect, analyze, and interpret data via computational literacy and scientific reasoning.

Oral and Written Communication and Analytical Reasoning also provide impetus for the Writing Across the Curriculum (WAC) initiative as an appropriate and timely response to the importance and functionality of media as a mainstay of human experience. Though inclusive by nature Writing Across the Curriculum is purposed to recognize that while students' 21st century modes of communication are filtered through Facebook, MySpace, blogs, email and among other modes of communication the ability to convey a clear idea and to signal that the clear idea has been received and understood is irrevocably foundational to building lives and relationships. Indeed, it is through the ability to communicate and to respond to clear ideas that students will continue to find their 'voice' as significant communicators, and as undergraduates who have been transformed into life-long learners who learn to maintain their standing among local, national, and international communities.

The remaining Student Learning Outcomes: Informational Literacy, Social Awareness, Reflective Practice, and Responsive Citizenship are strategically infused in General Education Requirements and figure prominently across the spectrum of this core curriculum. Students will become proficient in the use of technology and its appropriate applicability and will learn, for example, to use multiple information sources such as online databases, videotapes, government documents, and journals in conducting research and/or in problem solving (e.g., electronic and print periodicals, chapters in books, government documents, archival material, and microfilm) through Informational Literacy. At the same time, students will learn thru Social Awareness: the importance of understanding self and to embrace their responsibilities as engaged citizens and informed leaders in service within the community; the importance of becoming aware of and understanding economic, political, and organizational systems, and the importance of gaining an appreciation of diverse cultural heritages and global societies. These Student Learning Outcomes, Information Literacy and Social Awareness along with Reflective Practice and Responsive Citizenship further characterize the collective learning experiences found in the General Education Requirements.

In sum, Student Learning Outcomes (SLOs) are intended to support, to inform, to provoke, to shape, and to model for students the dynamics of the eternal bond which exists between the right to an education and the responsibility to teach.

Frequently Asked Questions

Everything from are your general education credits required to what happens if you need to repeat a course, you will find your answers here!
Read more

General Education Requirements

The General Education Requirements apply to all newly admitted Freshmen and Transfer students without an Associate of Arts or Associates of Sciences degree. The newly admitted Freshmen and Transfer students without an Associates of Arts or Associates of Science degree shall be required to complete 40 credit hours of General Education courses in the following Categories:

Please note: English Composition I ENG 101 and English Composition II ENG 102 must be completed with a grade of C or better. The passing grade for the other General Education courses is determined by the guidelines of the program faculty and documented on the program major plan of study.

Plan of study course options 2017 (PDF)

Must take ENG 101 English Composition I and ENG 102 English Composition II. ENG 101 and ENG 102 must be completed with a grade of C* or better. 

Refer to the program major plan of study for designated courses, which include History and World Literature (HIST 205/206 or ENGL 235/236) plus any four other courses from the department.

Refer to the program major plan of study for designated courses. 

Refer to the program major plan of study for designated courses. 

Refer to the program major plan of study for designated courses. 

As per the program major plan of study. Two science courses must be completed. At least one of the courses must have a lab. The science courses can be taken in the same discipline. 

Refer to the program major plan of study for designated courses. 

General Education Program Assessment

The General Education (GE) program correlates to the CSU Strategic Plan of 2013-2020 goal 2 to transform the academic model to meet the higher education and leadership needs of Maryland’s 21st century students, citizens and businesses (CSU Strategic Plan, 2013). As part of the ongoing assessment and evaluation of the General Education program, the Provost and Vice President of Academic Affairs charged the General Education Task Force with a program review specifically related to the updated regulations of the Code of Maryland Regulations (COMAR).

The program reviews occurred during the 2011-2012 and 2016-2017 academic year. The charge from the Provost office was for the General Education Requirements (GER) Task Force to put forth recommendations which: 1) aligned GERs with the 2017 regulatory updates as stipulated in the COMAR; and 2) promote practices that provide increased flexibility in the GER requirements.

In 2015, the Curriculum Standards and Policy Committee approved as part of their bylaws, the creation of a General Education Subcommittee with a charge to evolve outcomes assessment. As part of assessing outcomes, the General Education Subcommittee was charged to review the elimination of curricular cross-linking that hindered timely completion of General Education requirements, particularly for transfer students. The GE Program Subcommittee meets monthly and submits policy recommendations, outcome assessment updates, and reports to both the University Curriculum Standards and Policies Committee and the Council of Deans.

Academic Policies

Academic Policies

Mon - Fri:
8:30 am - 5:00 pm
Health and Human Services Building, 2nd Floor, Room 218
(410) 951-3009

Grading System

grade definition counted in gpa?
A Grade for superior quality work Yes
B Grade for good quality work Yes
C Grade for satisfactory quality work Yes
D Grade for less than satisfactory quality work, and allowable for credit Yes
F Grade for failing quality of work Yes
PT Credit awarded by exam N/A
PS

Grade for satisfactorily completing all course requirements for Math:

  • ENGL 101A
  • MATH 097
  • MATH 098
N/A
CS

Grade for not satisfactorily completing all course requirements for:

English:

  • ENGL 101A
  • ENGL 101
  • ENGL 102

or Math:

  • MATH 097
  • MATH 098

Students who earn a "CS" must register again to repeat the course during the next regular semester.

N/A
AU A no-value grade that represents when a student has registered to audit a course No
AW Grade issued to students who violate the Class Attendance Policy before the official withdrawal period No
FX Grade issued to students who violate the Class Attendance Policy after the official withdrawal period Yes

Declare a Major

Keep in mind, getting admitted to Coppin State University is not an automatic guarantee that you have also been admitted to a major or program. All degree seeking students must officially declare a major. Each major department or school screens and accepts its own students, (i.e., School of Arts and Sciences, School of Professional Studies, School of Nursing or School of Graduate Studies).

Two students on their laptops

Grievance

A student who believes they have a legitimate complaint or dissatisfaction about their academic studies may start the academic grievance process within 15 days of learning about the grievance.

Examples of grievances include, among others:

  • disputes regarding evaluation of scholarship
  • suspension or dismissal from an academic major or from the University.

We encourage students to refer to the Student Handbook for next the steps to file a grievance.

Division of Academic Affairs

Division of Academic Affairs

Our Mission

The Academic Affairs Division includes faculty, staff, and administrators whose primary responsibility is to ensure that students receive an excellent education.

More than a degree. An education

Welcome to Coppin State University. Since 1900, we've been inspiring students to pursue the education of their dreams. We continue our legacy of academic excellence with diverse fields of study, a diverse student body and world-class faculty committed to student success.

Whatever your passion, whatever your interest, we have something to offer - all within the supportive and nurturing environment of an HBCU. Our home is in Baltimore, but our impact is worldwide. Explore what CSU can offer you, as a student or faculty member, today.

The Academic Affairs Division:

  • Fosters an effective and engaging educational environment that promotes outstanding teaching, improved student learning, on-going assessment of student learning outcomes, research, scholarship, service, and other creative endeavors.
  • Provides leadership for its members to grow and to discover potential talents through change shaped by knowledge embedded in historical perspectives.
  • Offers premier academic programs reflective of community needs and workforce trends.
  • Is accountable for teaching and learning consistent with Coppin State University’s mission, goals, and values.
  • Supports student lifelong learning, critical thinking, and engaged citizenship.

Our Vision:

The Academic Affairs Division is striving to become a vibrant scholarly community that values:

  • Academic quality and academic freedom
  • Principles of justice and integrity
  • Faculty participation in shared governance
  • Advancement of faculty interests as professionals
  • Educational approaches that enhance learning and serve as models in the education of diverse populations
  • Commitment to teaching and research that promotes faculty and student success
  • Collaboration among disciplines, programs, and external constituencies
  • Recruitment of highly qualified faculty and staff
  • A learning environment that promotes student persistence to graduation

Why Coppin? Let Coppin help propel you forward!

Forms and Policies

For the Division of Academic Affairs and college policies, visit Academic Affairs Policies.

Browse all forms and downloads

Contact Us

Dr. Chanta Haywood
Interim Provost and Vice President for Academic Affairs

staff

Professor/Interim Associate Provost and Associate Vice President for Academic Affairs

faculty

Special Assistant to the Provost for Strategic Operations

staff

Current student? Report a concern.

Report a concern

COVID-19 disclaimer:

The University reserves the right to provide some or all instruction and related academic activities through alternative methods of delivery, including remote delivery. It also reserves the right to change the method of delivery before or during an academic term in the event of a health or safety emergency or other circumstance when it determines that such change is necessary or in the best interests of the campus community. Tuition and mandatory fees will not be reduced or refunded if the University changes the delivery method for any or all of an academic session.

Rehabilitation Services

Rehabilitation Services

Degree Type

Bachelor of Science

About

Learn the skills to help people out of the worst of what they’re going through and find fulfillment in the process.

Introduction

None of us are born with all the skills we need to successfully thrive in life. It’s through our experiences that we learn to communicate, collaborate, problem-solve, and interact with our environments. For people with temporary or permanent impairments, disabilities, or conditions, learning the skills needed to thrive may feel challenging. Rehabilitation services is an aspect of human services focused on providing services designed to help these individuals maintain or improve quality of life.

With the passing of the Americans with Disabilities Act of 1990 and legislation on independent living rehabilitation, the need for trained rehabilitation professionals is more pressing than ever.

You can choose to major or minor in Rehabilitation Services.

Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

The Skills to Empower Others

Through our program, we empower students to provide rehabilitation services to persons with disabilities, impairments, addictions, as well as other medical and psychiatric conditions. With the creation and amendment of laws regarding independent living rehabilitation and disability, there is an ever-increasing need for trained professionals.

Our particular focus is to strengthen diverse representation in the industry by preparing underrepresented populations to work knowledgeably in various independent, private, and public rehabilitation settings. We encourage any interested students to reach out to a faculty advisor to learn more about the program.

Our Purpose

The faculty created this program to address several local and national healthcare needs. Through the curriculum we work to:

  • Meet local and national needs for entry level rehabilitation personnel
  • Provide a training program for underrepresented minorities to enhance and apply industry skills
  • Prepare competent and professional rehabilitation professionals to work in a variety of settings including but not limited to independent living rehabilitation agencies, as well as nonprofit and private sector organizations

Program Requirements

To graduate with a Bachelor of Science in Rehabilitation Services, students must complete 120 credit hours. These credit hours split among General Education Requirements (GERs), core courses, as well as electives.

Required Core Courses (49 credits)

CourseCreditsName
REHB 2013Introduction to Rehabilitation Services
REHB 3013Health and Medical Information
REHB 3023Theories of Counseling 
REHB 3033Case Recording and Case Management
REHB 3053Vocational Development and Employment
PSYC 2073Basic Statistics in Behavioral Science*
PSYC 3063Personality***
PSYC 3413Psychological Assessments and Evaluation**
PSYC 3514Counseling Techniques**
REHB 401 3Field Work in Rehabilitation Services I****
REHB 4023Field Work in Rehabilitation Services II*****
PSYC 4113Abnormal Psychology**
PSYC 2333Physical and Psychological Aspects of Substance Abuse
PSYC 3473Alcoholism in the Inner City**
REHB 4053Multicultural Approaches to Rehabilitation
REHB 4063Seminar in Rehabilitation

*PSYC 207 requires one of the following prerequisite courses: MATH 110 – College Algebra or MATH 125: Mathematics for Liberal Arts

**PSYC 343 requires PSYC 207 as a prerequisite

Remember! You must complete all major and prerequisite requirements with a grade of C or better.

Fieldwork Requirement

The field work experience complements academic coursework and allows students to apply theory to practice by earning clinically supervised hours in therapeutic settings. This internship component consists of 6 credits across 2 courses:

  • REHB 401, Field Work in Rehabilitation Services I
  • REHB 402, Field Work in Rehabilitation Services II

Students must have earned at least 150 clock hours of supervised clinical experience in a rehabilitation setting to successfully complete each of the internship courses.

Related Rehabilitation Programs

Rehabilitation Services

Undergraduate
College

Rehabilitation Services is in the Department of Psychology, Counseling, and Behavioral Health in the College of Behavioral and Social Sciences.

Addiction Counseling

Addiction Counseling

Degree Type

Master of Science

About

Advance your skills to save lives—become an addiction counselor.

Introduction

Roughly 20 million people report struggling with addiction—and there are many more who struggle in silence. The epidemics of alcoholism, opioid and other addictions continue to spread throughout the world, especially in communities who have historically lacked access to help and treatment resources. Advance your skills to understand, engage, treat, and support individuals and families struggling with substance abuse, and use those skills to save lives.

The Master of Science in Addiction Counseling prepares students for professional careers in drug and alcohol abuse counseling, with emphasis on substance abuse prevention and treatment. It builds on foundational skills learned in the undergraduate Alcoholism and Drug Abuse Counseling concentration in our Applied Psychology program.

Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

Program Requirements

To graduate with a Master of Science in Addictions Counseling, students must complete 39 hours of coursework:

  • Core course (27 credits)
  • Electives (12 credits)

Each chart in this section explains course offerings and requirements

Core Courses (15 credits)

Course Credits Name
PSYC 621 3 Seminar in Physiological and Psycho-Social Aspects of Alcoholism and Other Addictions 
PSYC 622 3

Addiction Prevention Techniques for the Individual, Family, School, and Community

PSYC 641 3 Advanced Individual and Group Counseling, Diagnosis and Assessment of the Addicted Client
PSYC 642 3 Advanced Group Counseling, Diagnosis and Assessment of the Addicted Client
PSYC 644 3 Management of Addiction Treatment Programs and Personnel

Measurement and Research (6 credits)

Course Credits Name
REHB 582 3 Research Methods in Social and Behavioral Sciences
REHB 509 3

Seminar in Rehabilitation Research

Fieldwork and Internship (6 credits)

Please note: Each field training course requires 200 supervised clock hours

Course Credits Name
PSYC 650 3 Field Training in Alcoholism
PSYC 651 3

Addiction Services

Recommended Electives (12 credits)

Course Credits Name
PSYC 511 3 Advanced Abnormal Psychology
PSYC 512 3 Mental Health
PSYC 514 3 Theories of Personality
PSYC 529 3 Seminar in Human Growth and Development
PSYC 612 3 Group Counseling
PSYC 653 3 Theories of Drug Abuse and Alcoholism
PSYC 656 3 The Evaluation of Drug Policies in the U.S.
PSYC 657 3 Seminar in Substance Abuse and Cultural Influences
PSYC 658 3 Assessment Interviewing for Treatment Planning for the Substance Abuser
PSYC 659 3 Applied and Clinical Research in Addictions
PSYC 660 3 Substance Abuse and the Law
REHB 502 3 Medical and Psychosocial Aspects of Disability
REHB 535 3 Community Resources in Mental and Physical Health

Graduation Candidacy Requirements

Students advance to candidacy once completing all coursework. There are 2 options for candidacy:

  • Option I: comprehensive examination and research paper
  • Option II: Thesis I and II course work, along with a master’s thesis

 

Note: Any graduate student who has not completed a basic undergraduate or graduate statistics course with a B or better must take EDUC 581, Statistics in Behavioral and Social Sciences.

Related Program

Applied Psychology

Undergraduate
College

Addiction Counseling is in the Department of Psychology, Counseling, and Behavioral Health in the College of Behavioral and Social Sciences.