Counseling and Development

M.S. in School Counselor

The Master of Science in School Counselor program is nationally accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).  By maintaining CACREP accreditation, the program strives to provide the highest quality of faculty and curriculum standards.  The program prepares students to work with young people from a developmental perspective to clarify goals, to overcome behavioral and social obstacles, and to enhance the learning experience. Graduates of this program help students cope with a myriad of problems. They learn effective individual and group counseling techniques and gain practical field experience through internships at all levels (elementary, middle and high school). This 48-credit program, plus two years of experience as a school counselor in New York, leads to permanent New York State certification as a school counselor.

This program will be moving to 60 credits as required and once approved by NYSED.

For more information on the American School Counselor Association (ASCA) model, click here.

Program Curriculum

Required Courses

EDC 610

Psychopathology for the Professional Counselor


EDC 613

Diversity and Socio-Cultural Issues in Counseling


EDC 614

Human Growth and Development Over the Lifespan


EDC 615

Theories of Counseling


EDC 616

Family Counseling


EDC 668

Counseling Pre-Practicum


EDC 669

Counseling Practicum


EDC 676

Career Development


EDC 687

Group Counseling:  Theory and Practice


EDC 702

Research Methods In Counseling


Specialization Requirements

EDC 602

Introduction to School Counseling and Ethics


EDC 653

Evidenced-Based School Counseling


EDC 654

Introduction to Addiction Counseling


EDC 604

Leadership, Advocacy, Collaboration and Systemic Change


EDC 659

College Admissions and Educational Planning


EDC 670

Educational Tests and Measurements


EDC 690

School Counseling Internship I


EDC 691

School Counseling Internship II




Program Admission

It is recommended that an Application for Admission to the M.S. in School Counselor or the Clinical Mental Health Counseling programs be submitted at least one month prior to the start of classes. Applications are accepted for the Fall semester only.

All applications and requested materials (i.e. application fee, transcripts, letters of recommendation, personal statement) should be submitted to the LIU Post Graduate Admissions Processing Center.

To apply for admission: 

1. Long Island University Online Application for Admission
Applicants must complete the Long Island University Online Application for Admission. You can also request that a graduate application be mailed to you by calling 516-299-2900 or emailing

2. Application Fee
Mail a non-refundable application fee of $50 by either check or money order (made payable to Long Island University) or contact the Bursar to submit fee via credit card. Please write your name on the check or money order, if that is your preferred method of payment. International applicants must pay the fee in U.S. dollars by sending an international money order or check. You can also pay by credit card by printing the Credit Card Authorization form on the Bursar website or by calling 516-299-2323. Cash, international postal money orders or Eurochecks are not accepted.

3. Transcripts
Submit official undergraduate and/or graduate transcript with a GPA of 3.0 or higher. Applicants who will have not completed their degrees prior to admission deadlines should submit a transcript without the final semester’s grades. Such applicants may be accepted pending receipt of their final degree noted transcripts. Submit one copy of official transcripts from all other institutions attended, including other graduate programs.

International students should refer to the International Admissions website for    transcript requirements.

4. Letters of Recommendation
Submit two professional and/or academic letters of recommendation that address your potential for success in the profession and your ability to complete a graduate program. Letters of recommendation should be from an academic source, preferably a professor or academic official who is familiar with your academic history and achievement. If you have been out of school for several years, recommendations may come from your employer or supervisor. The references should be given the Letter of Recommendation signed by you, along with a stamped envelope addressed to: Graduate Admissions, LIU Post, Admissions Processing Center, P.O. Box 805, Randolph, MA 02368-0805.

5. Personal Statement
Submit a statement of approximately 500 to 1,000 words describing your reason for pursuing graduate study at LIU, your personal and academic background, relevant experience, and your professional goals. You may submit this statement as part of the Online Application for Admission, or follow at a later date as a hard copy.

6.  Submit GRE Results
If applicable (see Admission Requirements on left-hand navigation bar) submit the results of the Graduate Record Exam. Inquiries concerning this testing program and application to take the test should be addressed to the Graduate Record Examinations, Educational Testing Service at, or call 1-800-GRE-CALL. Ask ETS to send an official copy of your scores to the LIU Post Graduate Admissions Office. The institution code for the LIU Post is 2070.

7.  International Students
In addition to the requirements listed above, international applicants must submit official score results of the Test of English as a Foreign Language (TOEFL). The required minimum acceptable TOEFL score is: 79 Internet-based (213 computer-based or 550 paper-based) or minimum IELTS score: 6.5. International students whose native language is English, or who have attended for at least two years an accredited College or University where the only medium of instruction is English, may have the English Language proficiency requirement waived. The waiver is determined on an individual basis following a review of the student’s application. Students whose English Language proficiency is below the required minimum score but who are academically admissible will be “Conditionally Admitted” to the program and required to first complete LIU Post’s English Language Institute prior to enrolling in any academic coursework.


Graduate applicants can send their admissions materials to:
Long Island University
Graduate Admissions Office
720 Northern Blvd.
Brookville, NY 11548

International applicants should send their admissions materials to:
LIU Post
720 Northern Blvd.
Brookville, NY 11548-1300 USA


If you have any questions about the admissions application process or requirements, please contact the Department of Counseling and Development graduate advisors at 516-299-2183 or email Daniel Heller or call the LIU Post Graduate Admissions Office at 516-299-2900 or email


EDC 602 Introduction to School Counseling and Ethics

This is the basic introductory course that exposes the student to the world of professional counseling with an emphasis on school counseling. It also provides the students with training in ethics within the counseling profession with specific attention given to the American Counseling Association (ACA) Code of Ethics and the Code of Ethics of the American School Counselors Association (ASCAS). This foundation course prepares students to apply basic counseling skills in the elementary, middle and high school settings.

Emphasis is placed on the expanded role of the school counselor in curriculum, instruction, assessment, and consultation, as well as providing

EDC 610 Psychopathology for the Professional Counselor

This course provides an in-depth review of a broad spectrum of psychopathological conditions as defined in the current edition of the Diagnostic and Statistical Manual (DSM) of the American Psychiatric Association. The course will focus on understanding the etiology, prevalence and incidence, signs and symptoms of the various mental disorders delineated in the DSM. A focus will also be placed on learning the criteria necessary to provide a differential diagnosis. There will also be an emphasis on increasing understanding of clinical issues and current research in development and maladaptive behavior and on comparing and contrasting different theoretical perspectives on each mental disorder. Ethical issues and limitations related to current diagnostic systems will be discussed. This course will provide the student with a solid foundation in psychopathology and enhance the student's mastery in understanding the pathogenesis of the various mental disorders.

Credits: 3

Every Fall and Spring

EDC 613 Diversity and Socio-Cultural Issues in Counseling

Major 21st century contributions of sociology and anthropology are examined with a view to understanding the role of socio-cultural factors in human development and behavior. This course also examines the impact of the socio-cultural viewpoint on contemporary concepts of adaptive and maladaptive human behavior and related mental health issues.

Credits: 3

Every Fall and Spring

EDC 614 Human Growth and Development Over the Lifespan

This course focuses on understanding the principles and rationale of developmental counseling over the lifespan from a multicultural perspective. Students become familiar with the primary functions of the developmental counselor: counseling, consulting, coordinating, assessment and advocacy. Students will examine the developmental theories of Piaget, Erikson, Vygosky and others. They will examine the cognitive, physical, social and emotional development of the individual during early childhood, middle childhood, adolescence and adulthood. In addition to an overview of developmental stages and developmental tasks which children face, the course includes exploration and experimentation with various and unique methods used in developmental counseling. Students will explore various developmental crises and impediments to optimum development and, in small groups, do an oral report of their findings.

They will compile a developmental portfolio, presenting characteristics of each developmental milestone, and develop a comprehensive guidance plan to address the developmental needs during the school years.

A pre requisite or co requisite of EDC 601 or EDC 602 is required.

Credits: 3

Every Fall and Spring

EDC 615 Theories Of Counseling

This is a basic course in counseling theories and techniques and their application within a multicultural and diverse society. Students gain an understanding of the major theories of counseling and psychotherapy (e.g., psychoanalytic, existential, person centered, gestalt, reality, behavioral, cognitive-behavioral and family systems, etc.). In addition, the counselor as a person and a professional is explored as well as ethical issues in counseling and therapy.

A pre requisite or co requisite of EDC 601 or EDC 602 is required.

Credits: 3

Every Fall and Spring


EDC 616 Family Counseling

This course offers a consideration of theories, practices and related activities with couples, parents and/or other related adults and children. Included in the course is a survey of some major trends and problems associated with individual adjustments, adaptations and other reactions within family and social settings.

Credits: 3 Every Fall

EDC 653 Evidenced-Based School Counseling

This course offers a preparatory to evidenced-based school counseling practice and provides students with the information and skills to identify, track, and analyze data through the examination of case examples and scenarios. In addition, students will be able to develop a basic knowledge on how to use and evaluate data and promote evidenced-based interventions.

Credits: 3

EDC 654 Introduction to Addictions Counseling

Alcoholism, addiction and substance abuse as behavioral psychological problems are analyzed to enable professional counselors to integrate current theories of abuse and addiction and etiological models into their work with individuals manifesting problems with abuse and dependence on alcohol or other substances. The course will provide a comprehensive overview of the full spectrum of addictive disorders and their consequences.

Approaches to the assessment and evaluation of alcoholism and substance abuse will be reviewed, discussed and analyzed, as well as, cross cultural concerns and considerations. Training in tobacco use and nicotine dependence will also be covered. Ethical guidelines for addiction counseling will be addressed as detailed in the ethical guidelines of the National Association for Alcoholism and Drug Abuse Counselors (NAADAC).

Credits: 3 Every Fall

EDC 659 Counseling for the College Admission and Selection Process

This advanced course provides a deeper exploration into the multifaceted roles of the school counselor. Topics of discussion include the processes of educational planning, the college admissions process, family community partnerships, students with special needs and varying exceptionalities, the impact of current special education regulation, and current educational standards.

A pre requisite of EDC 602 is required. Credits: 3

Every Spring

EDC 668 Counseling Pre-Practicum

This is the basic counseling laboratory course designed to provide supervised practical counseling experience from a life span and a multicultural perspective that can be applied in the school or agency. Students learn the basics in terms of the active listening skills and the use of appropriate counseling techniques through role-play and other activities. Students must have three to five actual tape-recorded role playing sessions with another student in the course who will act as the client; the professor may give permission for students to work with a client who is not a member of the class.  Interview summaries, detailed analyses and other relevant counseling experiences are part of the course. Orientation to the role of the professional counselor and ethical concerns are discussed.

A pre or co requisite of EDC 601 or EDC 602 and EDC 615 is required

Credits: 3

Every Fall and Spring

EDC 669 Counseling Practicum

This course is an in-depth counseling laboratory course designed to provide supervised practical counseling experience from a life span and multicultural perspective through successful completion of 100 hours of to with: 60 hours of observation, interaction, and supervision at a school or mental health agency site; 30 hours of direct service via individual and group counseling to clients at that site; and 10 hours off site with clients who will be audio taped. The purpose of the 60 hours, which can be interspersed throughout the semester, is to acclimate the practicum students to the environment in which the counseling experience occurs. Interview summaries, detailed analysis and other relevant counseling experiences are a part of this course. Again, it must be emphasized that practicum students in 669 must provide 40 hours of direct service to clients of which 30 hours take place at a school or agency site and 10 hours are provided to non-site clients. With onsite clients, practicum students are to document and describe each individual and group counseling experience, which are to be shared with the cooperating counselor and reflected in the logs given to the University professor. These clients are supervised by and remain the primary responsibility of the cooperating counselor. The remaining ten

(10) hours with non-site clients are audio recorded and shared only with the University professor and the other students in EDC 669. Practicum students meet in group seminar with the University professor every week. In addition, the University professor provides an hour of individual or triadic supervision (i.e. professor and two students), the time for which is built into this six (6) credit course. While the professor and the two students are interacting, the other practicum students observe the supervision being given by the professor. After the triadic supervision occurs, the observing students will be asked to offer their comments and suggestions immediately after the triadic supervision or during the group class. The appropriate roles of the professional counselor, based upon the Ethical Guidelines of the American Counseling Association, are covered. This course is also designed to develop and extend the student's understanding and competencies begun in EDC 668, Counseling Pre-Practicum. This course must be completed prior to taking EDC 683,Mental Health Counseling Internship I or EDC 690, School Counseling Internship I. Health Insurance required for Mental Health Counseling students. Prerequisite of EDC 668 and a prerequisite or co- requisite of EDC 610 is required.

Credits: 6

Every Fall and Spring

EDC 670 Educational Tests and Measurements 

This is a survey course in the principles and practices of testing and assessment used in schools. After a quick look at the concepts of educational statistics and the underlying mathematical basis of standardized tests, the student will examine the most widely used tests and assessments that he/she will be expected to know and understand in the K- 12 setting: achievement tests, interest inventories, aptitude and intelligence measures. In addition, time will be devoted to the New York State Learning Standards and the assessments which will accompany the higher graduation requirements. Credits: 3

Every Fall


EDC 676 Career Development

This course provides students with an in-depth study of theories and emerging patterns in career development counseling, as well as their application across a range of settings including schools and agencies. Emphasis is placed on practical counseling techniques, psychoeducational approaches, and evaluation of resources used in career counseling and education. Attention is given to psychological, sociological, economic and educational dynamics; multicultural, gender, and disability perspectives of career development are also discussed. Technological and other current trends as they relate to career counseling and education are reviewed.

Credits: 3

Every Fall and Spring

EDC 687 Group Counseling:Theory and Practice

This course will examine the dynamics present in a counseling group and how these forces can be employed in the service of therapeutic change. Leadership styles and skills will be discussed with special consideration given to their application and impact on members. The progressive stages in group development will be identified. Concomitant strategies for addressing relevant issues within the stages will be presented. Practical considerations necessary for screening potential members, beginning/ending groups, process interventions, discussing confidentiality and ethical considerations will be included. A variety of theoretical orientations on groups will be explored.

Credits: 3

Every Fall and Spring

EDC 690 School Counseling Internship I

This course is designed for students in the school counseling specialization. It is taken in the latter part of the graduate program after they have taken considerable theory and coursework in the counseling process and its application within a school setting. The student is required to attend weekly seminar meetings, and to prepare weekly logs directed toward observation, insight, and evaluation of activities in the field setting. Related professional readings are also required. The student is expected to develop a counseling caseload, participate in group work, attend staff meetings, and meet with the cooperating counselor for evaluation. A minimum of 300 hours in a school setting, acceptable to the department is required. Pre requisite of EDC 669 and EDC 659, and a pre or corerequisite of EDC 687 is required.

Credits: 3 Every Fall

EDC 691 School Counseling Internship II This course consists of a supervised experience involving 300 hours in a school setting. Course

content and time requirements are the same as 690. A permission form signed by the field supervisor must be on file with the Department of Counseling and Development before the student begins the internship placement.

Prerequisite of EDC 690 is required. Credits: 3

Every Spring

EDC 702 Research Methods In Counseling

This is a course in the understanding of the use, process and applications of research findings in

counseling. Students will examine recent research studies, explore topics of particular interest to them, and prepare a draft research proposal on an issue of their choosing. This course is project-based, relevant and practical.

Credits: 3

Every Fall and Spring


“The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA), has granted Re-accreditation to the following programs in the Department of Counseling and Development at Long Island University: Clinical Mental Health Counseling (M.S.), School Counseling (M.Ed.).” By maintaining CACREP accreditation, the program strives to provide the highest quality of faculty and curriculum standards. 

CACREP Liaison

To view all CACREP and program assessment information click here.  

LIU Post has been approved by OASAS (Office of Alcoholism and Substance Abuse Services) as an Education and Training Provider. Our master’s degree program in Clinical Mental Health Counseling meets all the educational requirements for the  CASAC-T (Certified Alcoholism and Substance Abuse Counselor – Trainee Certificate). 

The Advanced Certificate in Clinical Mental Health Counseling is a licensure qualifying bridge program approved by the New York State Education Department (NYSED), Office of the Professions.  The Advanced Certificate in CMHC offers the opportunity for individuals with a master’s degree in school counseling or other related counseling fields to meet the educational requirements for licensure as a clinical mental health counselor in New York State.


  • Number of graduates in the past year-88
  • Completion rate of our student is 84%
  • Licensure  rate is 63% for MHC, and Certification rate for SC is 100%
  • National Counselor Examination (NCE) Pass Rate 84%
  • Job placement rate for MHC is 45%,  and SC is 35%

Faculty & Staff

Dr. James J. Colangelo
Mental Health Counseling, Marriage and Family Therapy, Sex Therapy, Hypnosis and Hypnotherapy

Dr. Jonathan Procter 
Dr. Jonathan Procter earned his Bachelor of Science degree in Family Studies from Ohio University, his Master of Science in Behavior Analysis from Swansea University in Wales, and his Ph.D. in Counselor Education and Supervision from Ohio University.  His dissertation explored the impact Religious Fundamentalism plays within counselor trainee’s development of multicultural counseling competencies and empathy towards the Lesbian, Gay, Bisexual, and Transgender (LGBT) communities in master level counseling students.

Dr. June Ann Smith
Dr. June Ann Smith, Ph.D., LMHC, LMFT, NCC, LCSW-R, ACS - Associate Professor of Education. Dr. Smith earned her Ph.D. in counseling and human services from Andrews University, Michigan. In addition, she holds an M.S.W. degree from Yeshiva University, New York. She served as an Assistant Professor in the Department of Counseling, Research, Special Education, and Rehabilitation, Hofstra University before coming to LIU Post. In addition, she worked as Director of Educational Services at Grand Street Settlement, a Social Services Agency, on the lower East side, Manhattan, where she worked in collaboration with the Department of Education of New York State and United Way of New York City. Over 10 years in this role, she managed and implement drop out prevention programs in several New York City High Schools in Brooklyn and Manhattan.

Dr. Kathleen Keefe-Cooperman
Kathleen Keefe-Cooperman received an undergraduate degree in psychology from Rhode Island College, a master’s degree in counseling from Pace University, and another master’s degree in the area of clinical practices in psychology from the University of Hartford, where she also received a doctorate in clinical psychology.Dr. Keefe-Cooperman is a licensed New York State Psychologist who is currently an assistant professor in the Department of Counseling and Development.  She first taught as an adjunct for LIU at the West Point site before becoming director for the counseling programs at the Rockland Graduate Campus for five years. This professor then moved to the LIU Post campus in 2009. She greatly enjoys being part of the larger campus, and provides supervision for Psy. D. students performing psychological evaluations. Dr. Keefe-Cooperman is active in the fields of counseling and psychology. She is chair for the Diversity Subcommittee for the Teaching of Psychology Division of APA. The psychologist also specializes in the psychological evaluations of children and adolescents.

Dr. Kristin Schaefer-Schiumo
Dr. Kristin Schaefer-Schiumo is a tenured professor in the Department of Counseling and Development at LIU, Post. A proud recipient of Long Island University’s prestigious David Newton Award for Teaching Excellence, she previously taught in Long Island University’s Tactical Officers’ Education Program at the United States Military Academy at West Point and is a former assistant professor in the Department of Human Development and Leadership at LIU, Brooklyn. Dr. Schaefer-Schiumo served as the coordinator for coalition enhancement for a $300,000 grant offered through the Substance Abuse and Mental Health Services Association (SAMHSA), where she wrote grants contributing to the further funding of a school-based violence prevention initiative. She has had extensive clinical experience working in hospital, community, and university-based settings with child, adolescent, and adult populations.

Dr. Paul J. Ciborowski
Dr. Paul J. Ciborowski is an associate professor in the department. He has been a faculty member for 30 years. Dr. Ciborowski graduated from New York University with a MA degree and received his PhD from Fordham University.Dr. Ciborowski is currently pursuing his interest in diversity counseling particularly as it relates to training counselors who will be working with Muslim youth. There are many serious misunderstandings regarding this minority group that counseling may help to assuage.Dr. Ciborowski is also active with the counseling honor society - Lambda Iota Beta. He is the faculty advisor to the Brentwood chapter. 

Carol Soucie
Phone: 516-299-2244

Miriam (Mimi) McCormack
Clinical Placement Coordinator

Isaac Yadegari 
Academic Counselor-LIU Brentwood 
Phone: 631-287-8507


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