phd mental health counseling

• Associate’s
• Certificate
• Marriage & Family
• Mental Health

School Counseling

• Rehabilitation
• Substance Abuse
• Pennsylvania
• School Counselor
• All Careers

PhD in Counseling Guide

• Author: Janan Dean
• Expert Reviewer: Brittainy Lindsey, LMHC
• Editorial Process

A PhD in counseling is the terminal degree for aspiring counseling researchers, clinical supervisors, and counseling educators. Pursuing a PhD in counseling allows students to develop in-depth knowledge of a particular area of counseling through independent study and research. Doctoral degrees in counseling often include clinical internships or field experiences. When applying to counseling PhD programs, applicants will likely already be licensed or practicing in one of the major counseling areas.

Table of Contents

Why Earn a PhD in Counseling?

Choosing a phd in counseling degree program, licensure with a phd in counseling, types of phd degrees in counseling, on-campus counseling phd degree programs, online counseling phd degree programs, careers with a phd in counseling, frequently asked questions.

Counseling PhDs prepare students for advanced counseling practice or careers requiring significant expertise and work experience. Most PhDs in counseling take four years of full-time study to complete, but students with other obligations such as work or child care may complete a PhD part-time.

In most states, to qualify for a counseling license, you must have at least a master’s degree. However, licensed counselors may pursue a PhD in counseling to develop advanced practice skills beyond what is possible in a master’s degree program. Counseling PhD degree students can develop a practice specialization or conduct scholarly research and contribute to the counseling knowledge base. Many PhD degrees in counseling can be completed part-time to accommodate the needs of working professionals who wish to remain active in practice while studying.

Doctoral degrees also increase job opportunities in clinical supervision, counselor education, or research. These positions typically require training and experience beyond a master’s degree in counseling and completing a PhD can be one way of meeting these requirements. A PhD in counseling qualifies graduates for work in various counseling-related fields, such as policy development and analysis, consulting and advising, and counseling services management. PhD-degree-holders may also command a higher salary due to their advanced knowledge and expertise.

PhD degrees are available in the five major categories of counseling that are generally recognized from state to state: mental health counseling (also known as professional counseling or clinical counseling), marriage and family therapy, school counseling, substance abuse counseling, and rehabilitation counseling. Some doctoral degrees offer specialization opportunities within these major areas including specific coursework and research opportunities. Applicants are typically required to have a master’s degree in the practice area of the PhD; the program may also require students to be licensed or eligible for licensure as some PhD programs do not meet state licensing requirements.

Choosing the right PhD degree will help students develop skills related to their career goals and contribute research to their area of counseling practice. Aspiring counseling PhD students can also consider the importance of research, supervision, and teaching skills to their career goals as some PhDs may require an independent dissertation or a portfolio of academic publications while others may focus on clinical internships.

Admission Requirements

Application packages for PhD degrees in counseling are thorough due to the competitive nature of the programs. Each institution sets the admission requirements for its own doctorate in counseling, including minimum GPA and testing requirements. Most institutions require applicants to submit college transcripts, standardized test scores such as the GRE, letters of recommendation, and a resume. Programs may also require applicants to prepare a statement of purpose or personal statement outlining their career goals upon graduation.

The career pathways available to graduates of doctoral degree programs in counseling can vary depending on the type of degree completed. Some PhD graduates may continue to work as licensed counselors while others may seek teaching, research, or supervision opportunities in their area of counseling specialization. Similarly to master’s degree graduates, the career options for PhD graduates relate to the main areas of counseling or another area. Counseling licenses that may be available to those with doctoral degrees in counseling include:

• Licensed Clinical Supervisor (LCS)
• Licensed Drug and Alcohol Counselor (LDAC)
• Licensed Marriage and Family Therapist (LMFT)
• Licensed Professional Clinical Counselor (LPCC)
• Licensed Professional Counselor (LPC)
• Licensed Rehabilitation Counselor (LRC)
• Licensed Substance Abuse Counselor (LSAC)

To find out more about counseling licensure, review our guide to counseling licensure by state or contact your state counseling licensing body.

There are many different types of counseling PhD programs to choose from, with each focusing on a different counseling specialization. The degree title Doctor of Philosophy is often shortened to PhD with the area of specialization indicated afterward. Doctoral degrees in counseling may also focus on specific practitioner skills, such as advanced counseling techniques, supervision, teaching, or research. When applying to the program, students often indicate their area of interest or specialization and are matched with a faculty mentor with similar interests. A PhD in counseling typically takes four years of full-time study to complete or more for part-time students. Fve main categories encompass most counseling subspecialties: marriage and family therapy, mental health counseling, rehabilitation counseling, school counseling, and substance abuse counseling. Continue reading to learn more about the PhD degrees in each category.

Marriage and Family Therapy

PhD degrees in marriage and family therapy (MFT) typically focus on helping students develop advanced therapeutic and clinical skills to use in practice or scholarly research skills for teaching and research careers. Alongside core MFT coursework, students can choose a research topic in their area of interest. MFT specializations include systems theories, couples counseling, child and youth development, or family therapy.

A master’s or doctoral degree in MFT is required for state licensure; applicants who are not already licensed should ensure the MFT program meets state requirements before applying. Those interested in licensure will likely need to complete a supervised practicum or internship as part of the PhD. Learn more about these degree programs on our MFT degree guide .

Mental Health Counseling

Mental health counselors may be interested in PhD degree programs in mental health counseling that offer advanced learning opportunities in supervision, teaching, and research. Most mental health counseling doctoral degrees are offered as PhDs in counseling or PhDs in counseling education and supervision. These programs may include areas of specialization related tof specific populations or practice topics, such as depression, anxiety, or severe mental health disorders.

PhDs in mental health counseling may meet state requirements for counseling licensure, while PhDs in counseling education and supervision are often designed for applicants who are already licensed or eligible for licensure. Those who do not have counseling licensure should ensure their degree meets state licensing requirements. Licensed applicants should ensure their degree curriculum covers coursework and training aligned with their future career goals. Find out more about counseling degrees in this field in our Mental Health Counseling Degree Guide .

Rehabilitation Counseling

Rehabilitation counseling refers to the field of counseling focused on helping clients improve their day-to-day functioning, set and achieve functional goals, and adapt to physical, developmental, or mental disabilities. A PhD degree in rehabilitation counseling may prepare graduates to work as rehabilitation counselors, educators, supervisors, and researchers in this area of specialization. Students in PhD programs can choose to specialize in a particular demographic, such as children with disabilities, or a particular type of disability, such as acquired brain injury, by completing related coursework and choosing a relevant research topic.

State regulations for licensure as a rehabilitation counselor vary and while a few states license rehabilitation counselors separately, most include rehabilitation counseling in the professional counseling practice area. Many states recognize the Certified Rehabilitation Counselor Examination (CRCE) from the Commission on Rehabilitation Counselor Certification (CRCC) as a qualifying exam for mental health counseling licensure for those interested in specializing in this area. Prospective applicants are advised to check with the licensing body in the state of practice to ensure the PhD degree meets these requirements, if necessary. To learn more, read our guide to rehabilitation counseling degrees , which provides more information on degrees in this field.

The school counseling profession provides social, emotional, and academic support to children from pre-K through 12th grade through one-on-one guidance and school-wide support programs. The steps to becoming a school counselor vary by state so aspiring school counselors should check with their state licensing body before choosing a degree path. Some states require school counselors to be licensed educators with teaching experience while others accept graduate-level study in guidance and counseling. A doctoral degree in school counseling may be offered as a PhD in Counseling, which has a greater focus on counseling research, or as a Doctor of Education (EdD), which develops counseling skills and prepares students for applied school counseling settings. Typically, a master’s degree in school counseling is required for school counseling licensure, while a PhD or EdD is considered supplementary and aimed more at those interested in school or district administration. Our school counseling degree resource offers more information about the various types of school counseling degrees.

Substance Abuse Counseling

Substance abuse counselors, also known as addiction counselors, work with people experiencing substance abuse, addiction, and recovery challenges. PhDs may be offered in addiction counseling, substance abuse studies, substance abuse counseling, and recovery studies. A PhD degree is not necessary to work as a substance abuse counselor but it may lead to more advanced career opportunities, particularly in substance abuse research, clinical supervision, or teaching. Some doctoral degrees in mental health counseling also offer the opportunity to specialize in substance abuse counseling as the co-occurrence of mental health disorders and substance abuse challenges is an area of counseling specialization. Take a look at our Substance Abuse Counseling Degree Guide for more information about degrees in this area of specialization.

Columbia University

Columbia University offers a PhD in Counseling Psychology with a focus on multicultural and social justice approaches to counseling. Entry to the program is competitive, so applicants are expected to have above-average verbal and quantitative skills as demonstrated by transcripts, references, and GRE scores. The program has a mentorship format that pairs students with faculty supervisors. Students indicate their preferred faculty supervisor in their application, although not all supervisors may accept new PhD students each year. While the degree focuses on practical counseling skills and a dissertation, students can pursue additional research opportunities as part of the degree plan. Course topics include statistics, research design, human behavior, and professional ethics. Applications are accepted once per year for a fall term start. The degree is also available with a Bilingual Latinx Mental Health concentration that trains students to offer culturally appropriate counseling services in Spanish to Latinx populations. Applicants must meet this specialization’s Spanish language competency requirement and complete an internship in a Spanish language agency.

Pace University

At Pace University’s Westchester Campus in New York, students can earn a PhD in Mental Health Counseling with specializations in grief counseling, substance abuse counseling, or positive psychotherapy and counseling. This CACREP-accredited program trains students to work in applied settings providing mental health counseling services, clinical supervision, or conducting scholarly research. A master’s degree in mental health counseling or a related field with a cumulative 3.6 GPA is required for admission; applicants must also be licensed or eligible for professional counseling licensure in New York. Students take 46 credits of research methods, statistics, and counselor education classes during the fall, spring, and summer terms in the first two years of study and have a maximum of six additional years to complete the dissertation requirements.

Michigan State University

Those interested in rehabilitation counseling careers can consider the PhD in Rehabilitation Counselor Education offered at Michigan State University in East Lansing. This CACREP-accredited degree prepares graduates in five key areas: counseling, supervision, teaching, research and scholarship, and leadership and advocacy in the field of rehabilitation counseling. During the program, students can take advantage of exchange opportunities at partner universities in Ireland and across the United States. Applicants must have a master’s degree with at least a 3.3 GPA and submit transcripts and letters of recommendation as part of the application package. GRE scores can be submitted to demonstrate academic merit, but are no longer an admission requirement. The university offers financial support through teaching and research assistantships, conference support, scholarships, and fellowships. Applications are due December 1 and new students are admitted to start the program in the fall semester.

Virginia Tech

The PhD in Marriage and Family Therapy at Virginia Tech is a CACREP-accredited degree that prepares students for advanced learning and applied careers in the marriage and family therapy field. The program includes coursework, mentorship from a supervisor, and clinical and research experiences. Courses focus on human development through the lifespan, human sexuality, and systems theories. Applicants must have a master’s degree in a mental health field with at least 36 credits in marriage and family therapy or related subjects. It is also expected that applicants will have extensive experience providing marriage and family therapy. Applications are due in January for a fall term start date. Virginia Tech also offers combined master’s and doctoral degree programs in counseling.

Adams State University

Adams State University, in Alamosa, Colorado, has a CACREP-accredited PhD in Counselor Education and Supervision with a hybrid format that requires students to attend four, week-long summer residencies during the program. The degree prepares graduates for careers as clinical supervisors, counseling researchers, or academic scholars. Students must take 66 credits with courses in qualitative and quantitative research methodologies, data analysis, and counselor education. Students must complete at least 100 hours of practicum and 600 hours of internship in counseling. Applicants must have a master’s degree that meets CACREP coursework requirements with at least a 3.0 GPA and either licensure in their state of residence or one year of counseling work experience. An in-person interview is also required for acceptance and enrollment. The program only admits new students in the fall term with applications due the preceding December.

Hampton University

Hampton University is a historically Black institution based in Hampton, Virginia. The university offers a PhD in Counselor Education and Supervision with optional specializations in School Counseling and Community Mental Health Counseling. Students complete 64 credits of research, clinical, and supervision training in courses such as Counseling Leadership and Advocacy, Theories and Practice of Counseling Supervision, and Research and Program Evaluation. The degree includes a practicum, two internships, and a research dissertation. It takes approximately three-and-a-half years to complete the degree full-time or longer for part-time students. Applicants must submit transcripts, GRE scores from within the past five years (unless waived), a writing sample, and a personal statement. Coursework in abnormal psychology and ethics are prerequisites for entry and must be identifiable on student transcripts. Financial aid may be available for qualified applicants.

Regent University

Regent University offers a fully-online PhD in Counseling & Psychological Studies – Addictions Counseling with a Christian worldview. The program is suited for students who already have counseling licensure or do not wish to seek licensure as the curriculum is research-focused. Students complete 51 credit hours of coursework covering topics such as qualitative methods, statistics, psychometrics, and advanced counseling skills. The program follows a cohort model with new students admitted in the fall, spring, and summer terms. Applicants must have a master’s degree in a mental health field with a minimum 3.5 GPA, preferably with coursework in research methods, statistics, counseling, and ethics. Work experience in a counseling-related field is also highly desirable. Selected applicants will be invited to attend a mandatory online interview before they are officially accepted into the program. Regent University also offers numerous online master’s degrees in counseling, including addiction counseling and marriage and family therapy.

University of Louisiana at Monroe

For those interested in a nonclinical, theoretical, or interdisciplinary PhD in counseling, the University of Louisiana at Monroe offers a PhD in Marriage and Family Therapy with a concentration in Systemic Studies designed to help marriage and family therapy professionals extend their knowledge of family and systems theories. The program has a cohort structure that requires full-time study with courses during the fall, spring, and summer semesters. Students must complete at least 69 credit hours, including a doctoral practicum, internship, and dissertation in addition to the core curriculum. Examples of required courses include Family Systems I and II, Qualitative and Ethnographic Research, and Couple and Marital Therapy. The majority of the coursework is completed during the first two years of study, while the third and fourth years comprise a continuation of the doctoral internship and dissertation. Applicants must send completed application packages to the university by the February deadline, including the application form, transcripts, GRE scores, and references.

Our counseling career guides provide more information about the degree requirements, licensure processes, average salaries, and job outlooks for licensed counselors including:

• Marriage and Family Therapists
• Mental Health Counselors
• Rehabilitation Counselors
• School Counselors
• Substance Abuse Counselors

What is CACREP accreditation for doctoral degrees in counseling?

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) is the country’s leading accreditation organization for counseling education standards. CACREP sets standards for master’s and doctoral degrees based on areas of core competency. To earn accreditation, a doctoral degree must consist of at least 48 credits and meet coursework requirements, including a 100-hour practicum and a 600-hour internship. The course content must cover five key areas: counseling, supervision, teaching, research and scholarship, and leadership and advocacy. A directory of accredited programs is available online .

What is the difference between a doctoral dissertation and a research project?

PhD degrees in counseling often require students to complete a dissertation or a research project as part of degree requirements. A traditional dissertation is an independent piece of research completed by the student under the supervision and mentorship of a faculty member. This requirement is more common in research-focused doctoral degree programs; in some instances, a portfolio of published academic articles may also be accepted in lieu of a dissertation. Clinical or applied doctoral degrees may require students to complete a research project instead of a dissertation. The research project may be smaller in scale than a dissertation or consist of only a portion of a research project, such as a literature review or secondary data analysis.

Do I need to complete a practicum or an internship to earn a PhD in counseling?

PhD programs will vary regarding practicum and internship requirements, but as counseling is an applied field, many programs include a mandatory practicum or internship. Research-focused doctoral degrees in counseling-related fields may not have the same requirements. CACREP-accredited degrees must require at least 100 hours of practicum and at least 600 hours of counseling internship. If you are not already licensed as a counselor in your state, check state regulations to determine whether the practicum and internship components of the doctoral degree meet licensure requirements.

Can I complete a PhD in counseling online?

With the rise in online education, many institutions now offer online programs in counseling. Online programs may refer to fully-online programs or hybrid programs that combine online and on-campus elements. Fully-online courses allow students to take all required coursework online although some course elements, such as internships or practicum, may need to be completed in-person. Hybrid degree programs may require students to attend some on-campus events or courses. Online classes may be offered through synchronous methods that require students to attend classes online at specific times or through asynchronous methods that enable students to study independently.

How long will it take to complete my PhD in counseling education?

Doctoral degrees generally take four years of full-time study but timelines vary depending on the course, practicum, and research requirements. Working professionals or those looking for more flexible arrangements may choose to complete the program on a part-time basis, although many schools impose a maximum time frame to complete the program ranging from seven to 10 years.

PhD in Counseling Psychology

Join our nationally recognized, social justice oriented, apa-approved program in counseling psychology.

Earn your doctoral degree and license to practice as a professional psychologist in a program focused on breaking down barriers to equity in health and education.

Our commitment to you

Upon graduation with a PhD in counseling psychology from Loyola, you will possess the following knowledge, skills, and professional values necessary to work as a licensed psychologist, conducting research, teaching, and/or counseling in a variety of settings.

You'll gain discipline-specific knowledge in counseling psychology (including vocational psychology, prevention and outreach, and multicultural and international psychology), the psychological sciences, measurement, research methods, and statistics, as well as foundational knowledge in the history and philosophy of counseling psychology, current professional issues and trends, theories and research on normal human development, and major theories and research in vocational psychology, prevention and outreach, and multicultural and international psychology. Throughout all this, there will be an emphasis on how social injustice affects human functioning.

You will   engage in independent scholarship on questions important to counseling psychology, and develop and evaluate interventions to promote positive human development. You'll be equipped to practice as a health service psychologist with competencies in research, ethical and legal standards, individual and cultural diversity, professional values and attitudes, communication and interpersonal skills, assessment, intervention, supervision, consultation and inter-professional/interdisciplinary knowledge and skills.

Professional Values

You'll be educated in the scientist-practitioner model, committed to both research and its practical applications, all with social justice and equality in mind. You will display effective communication and interpersonal skills, as well as professional behaviors, and apply the knowledge base of the discipline in a scientifically-based, theoretically-driven, ethical, and culturally-responsive manner.

Program Faculty

Our dedicated  Counseling Faculty  are experts in their fields who will support students throughout each stage of the program.

APA Student Admissions, Outcomes, and Other Data

Click here to access the APA Student Admissions, Outcomes, and Other Data (2024) related to this program.

Accreditation

Loyola's PhD in counseling psychology has been accredited by the  American Psychologist Association (APA)  since 1984.

2023 Current Students

Aaron Graham, M.S. (enrolled 2022)

• Hometown: Matteson, IL • Ethnicity: Black • Clinical Interests: My clinical interests reside in mindfulness-based therapies and counseling practices, vocational counseling, psychoeducation, mind & body integrative therapy, and general mental health wellness. • Research interests: My current research interests are in the stigma against mental health in underrepresented communities, community-based participatory research, workplace mental health, and counseling training. • Contact info:  [email protected]

Jiwon Lee, M.Ed. (enrolled 2022)

• Hometown: Seoul, South Korea • Ethnicity: Asian • Clinical Interests: Trauma-informed therapy, cross-cultural counseling (working with racial/ethnic minorities, LGBT+ population), self-acceptance/self-compassion, social anxiety • Research interests: Experiences of racism and microaggressions among Asians/Asian Americans, systemic interventions that target racism • Contact info:  [email protected]

Claude Louis, M.S. (enrolled 2022)

• Hometown: Norwalk, CT • Ethnicity: Black/Haitian American • Clinical Interests: Community based counseling, integration of social justice in counseling for marginalized populations, LGBTQ focused counseling existential, humanistic, and person-centered counseling interventions. • Research interests: LGBTQ, minority and urban populations; development of humanistic, social justice interventions in community counseling settings to address retention, quality of mental health treatment and other disparities among urban vulnerable populations; counselor education, with a focus on counselor competency working with multicultural, immigrant, and other underserved populations. Counselor identity development and internalized racism. • Contact info:  [email protected]

Trayvon Truss, M.A. (enrolled 2022)

• Hometown: Chicago, IL • Ethnicity: African American • Clinical and Research Interests: Stigma among mental health in African American men. • Contact info:  [email protected]

Kayla Horne, M.A.

• Hometown: Indianapolis, IN
• Ethnicity: African American/ Black
• Clinical Interests: Trauma-informed care, addictions counseling, person-centered interventions, and social justice and multiculturally competent counseling.
• Research Interests: I am excited to research identity development in people who have become bilingual or multilingual after attending an International School. I am interested in understanding how the language(s) have shaped the graduates and how they have integrated the new language and culture into their identity.
• Contact info: [email protected]

Katharina Lippert, B.S.

• Hometown: Miami, FL
• Ethnicity: White
• Clinical Interests: My clinical interests focus on mindfulness/ positive psychology intervention techniques, as well as focusing on self-identity and purpose in life.
• Research Interests: My current research interest focuses on how well-being and positive psychology methods can help identity development in youths and adults across cultures. Especially the effectiveness of positive psychology interventions across cultures and social classes.
• Contact info: [email protected]

Kristin Woodlen, M.A.

• Hometown: Harrisburg, PA
• Ethnicity: Asian, Chinese American
• Clinical Interests: Person-Centered therapy, Cross-cultural counseling (working with racial/ethnic minorities and diverse families), Racial/Ethnic Identity Development.
• Research Interests: Racial/Ethnic identity development and mental health of transracial adoptees.
• Contact info: [email protected]

Length of Program

The program typically takes four to five years of study, including a full-time pre-doctoral internship. Time for degree completion, including the dissertation is six years.

Continuous Enrollments Doctoral students in counseling psychology are required to maintain continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal  leave of absence  may be granted upon request and with the approval of the Graduate School’s Associate Dean.

Comprehensive Assessment

Comprehensive take-home exam is required. Refer to the 2024 CPSY Doctoral Handbook for more information.

Admission Requirements

Interested in applying? Check out the  PhD Counseling Psychology application requirements .

• For  application  related questions,  contact Graduate Enrollment Management . 
• For  program structure and academics  related questions, contact:  Matthew Miller and Elizabeth Vera , Program Chairs

Tuition, Financial Aid and Scholarships

The School of Education and Loyola's Financial Aid Office are committed to helping students secure the necessary financial resources to make their education at Loyola affordable. You can learn more on the  Financial Assistance  page.

Doctorate in Counseling Programs

BestColleges.com is committed to delivering content that is objective and actionable. To that end, we have built a network of industry professionals across higher education to review our content and ensure we are providing the most helpful information to our readers.

Drawing on their firsthand industry expertise, our Integrity Network members serve as an additional step in our editing process, helping us confirm our content is accurate and up to date. These contributors:

• Suggest changes to inaccurate or misleading information.
• Provide specific, corrective feedback.
• Identify critical information that writers may have missed.

Integrity Network members typically work full time in their industry profession and review content for BestColleges.com as a side project. All Integrity Network members are paid members of the Red Ventures Education Integrity Network.

Explore our full list of Integrity Network members.

A doctoral program may be the logical next step for many counselors . Beginning a doctorate in counseling and taking on more debt deserves careful consideration. But for many, the program cost is a worthy investment as graduates can expand their career options and increase their earning potential.

You can build extensive knowledge and clinical expertise to prepare for careers as clinical leaders, counseling researchers, or counseling educators. Learn more about the top doctoral in counseling programs, tuition, and potential careers.

Popular Online Doctorate Counseling Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

Best Accredited Doctorate in Counseling Programs

How We Rank Schools

At BestColleges, we believe a college education is one of the most important investments you can make. We help you navigate the college selection process by offering transparent, inclusive, and relevant school rankings. We use datasets from trusted sources like the National Center for Education Statistics to inform the data for these schools and our methodologies. This ranking is from 2022. To learn more, check out our full ranking methodologies .

Top Three Benefits of a Counseling Degree

Counseling is a growing field, a doctorate in counseling can lead to leadership roles, graduates can expect a wide selection of career options, what can i expect from a doctorate in counseling program.

Students in a doctorate in counseling program can complete their degree in 2-4 years. Degree-seekers encounter advanced counseling theories and clinical techniques in their graduate school coursework. Some common topics covered include advanced theories of counseling, research methods in psychological sciences, and advocacy and leadership in counseling.

In addition to core academic requirements, doctoral students can specialize in substance use, mental health, educational and vocational counseling. Before graduation, counseling students typically complete a dissertation or a degree-culminating research project and fieldwork in a clinical setting.

What Programs Are Similar to Counseling?

What can i do with a doctoral degree in counseling.

Counseling Not for You? Check Out These Related Careers.

Counseling licensing and certification.

Licensed counselors must complete all the academic and clinical requirements to qualify for licensure. Requirements vary between states, but generally, counselors must:

• Hold a master’s degree
• Pass a background check
• Pass the National Counselor Examination
• Complete at least 2,000 hours of supervised clinical experience.

You can review state-by-state requirements through the National Board for Certified Counselors .

While many individuals enrolling in a doctorate in counseling program already hold professional licensure and certification, you can enhance your skills through academic specializations and additional clinical experiences.

Should I Get a Doctorate in Counseling Online?

When choosing a program and deciding whether to attend online or on campus , prospective students should consider the differences between these two delivery options. Compare some of the pros and cons for each format to determine if an online degree is worth it .

Pros of Online Degrees

Cons of online degrees, pros of on-campus degrees, cons of on-campus degrees, how to choose an online degree program, frequently asked questions about doctorate in counseling programs, is a doctorate in counseling worth it.

Completing a doctorate in counseling can be worth it for graduates who want to lead their field because it offers graduates the academic and clinical skills that they can convert into expanded career options and earning potential. Degree-seekers in these programs complete high-level coursework, research, and hands-on experiences.

What can I do with a doctorate in counseling?

Graduates often tackle managerial and leadership roles because of the experience, higher-level knowledge, and status that come with a doctorate in counseling. These programs prepare graduates for careers in both academic and clinical settings.

Some popular career paths include clinical counseling directors, social and community services managers, postsecondary teachers, and postdoctoral research associates. Graduates can work in higher education, clinical settings, private practice, and nonprofits.

How long does it take to get a doctorate in counseling?

The time it takes to earn a doctorate in counseling can vary between programs. Most students take 2-4 years to earn 60-70 credits to graduate. Degree-seekers in these programs complete traditional coursework, an intensive research project like a dissertation, and supervised clinical experiences.

Some common doctoral courses include the advanced theory of counseling, research methods in psychological sciences, and leadership and advocacy in counseling. Alongside supervised clinical work, doctoral programs require an internship before graduation.

How much money can I make with a doctorate in counseling?

The average salary for a doctorate in counseling is $84,000, according to April 2023 data from Payscale . Several factors, including geographical location, job position, and specialization, affect your salary potential.

What are the highest-paying jobs with a doctorate in counseling?

According to Payscale, the top four of the highest-paying jobs for graduates with a doctorate in counseling psychology are clinical director and organizational development director. Professionals in these roles can earn six figures per year.

Explore More College Resources

Best Online Doctorate in Family Counseling Programs

by Staff Writers

Updated November 16, 2023

Best Online Doctorate in School Counseling Programs

Updated August 29, 2023

Online Doctorate in Psychology Programs of 2024

by Meg Embry

Updated May 9, 2024

View the most relevant schools for your interests and compare them by tuition, programs, acceptance rate, and other factors important to finding your college home.

Online PhD Programs in Mental Health Counseling

Counseling schools search.

When you click on a sponsoring school or program advertised on our site, or fill out a form to request information from a sponsoring school, we may earn a commission. View our advertising disclosure for more details.

Most people know the terms counselor, therapist, and psychologist . But many want to know: what are the differences between these professions? 

Counselors, also known as mental health therapists, are trained to work with patients and have master’s or doctoral degrees in psychology, marriage and family therapy, and counseling. 

Psychologists, on the other hand, often require a doctoral degree in psychology for clinical research work, but a master’s degree can be sufficient for some client-based practices. Doctoral degree holders in counseling have people-oriented skill sets that qualify them to work with patients and teach and advise students in higher education. 

What does it take to earn a PhD in mental health counseling? After earning a master’s degree, most graduates choose to begin work in a clinical setting or apply for a PhD program. Accredited online doctoral degrees are available in counselor education and supervision and typically require three to four years of coursework and a clinical internship. 

Earning a PhD in counselor education and supervision gives professionals options to continue to see patients in a clinical setting or pivot their skills into teaching and mentoring roles in higher education to prepare the next generation of mental health counselors. 

A commonly asked question is: why pursue a PhD? The two biggest reasons are expanded opportunities and higher salaries. 

For starters, careers in psychology and postsecondary education are growing. The U.S. Bureau of Labor Statistics (BLS) predicts that between the years 2021 and 2031, job openings for psychologists are projected to grow by 6 percent—which is as fast as the national average, while postsecondary teaching jobs will increase by 12 percent—a rate much faster than the national average for all occupations at 5 percent (BLS 2022). 

Secondly, doctoral degree holders earn higher salaries than those with master’s degrees. The BLS shows the average annual salary for clinical, counseling, and school psychologists is $102,740 ( BLS May 2022). The salary percentiles based on employment location, education, and work experience range from $42,760 in the bottom 10th percentile to $168,790 in the top 90th percentile. 

While it’s possible to see clients with a master’s degree, most clinical counselors have a doctoral degree. According to CareerOneStop (2023), a resource from the US Department of Labor, 66 percent of clinical and counseling psychologists have a PhD, putting those with a doctoral degree at a competitive edge with regard to opportunity access and salary negotiations. 

In short, pursuing an online PhD program enables students to expand their knowledge, grow their careers, and increase their earning potential in the future without sacrificing their earning potential in the present. 

Read on to learn more about online PhD programs and career opportunities in mental health counseling.

THANK YOU FOR YOUR INTEREST IN Southern New Hampshire University Online MS - Construction Management

Typical admissions requirements for mental health counseling phd programs.

Every educational program has unique admissions requirements, and most online PhD programs in mental health counseling require the following for admission: 

• A master’s degree from a CACREP-accredited counseling program 
• Criminal background check 
• Current counseling license or be eligible to apply for licensure in the state of residence 
• GPA of 3.0 or higher from a master’s degree program
• GRE scores 
• Interview with an admissions committee
• Official transcripts for undergraduate and graduate coursework
• One year of full-time post-master’s degree counseling experience
• Statement of career or research goals
• Three letters of reference

Courses in Mental Health Counseling PhD Programs

• Capstone in counseling
• Clinical supervision
• Diversity and social justice in counselor education
• Ethical and legal issues in counselor education and supervision
• Neuroanatomy & behavioral medicine
• Online teaching and learning
• PhD residency
• Program evaluation & grant writing
• Quantitative and qualitative research methods
• Supervision & consultation

Supervised Clinical Hour Requirements & Internships – Mental Health Counseling

In CACREP-accredited programs, students must complete their skill development preparation to be eligible for a minimum of 700 hours of supervised clinical experience . 

Clinical hours are divided into two categories: practicum and internship. A minimum of 100 practicum hours are required, with 40 hours spent in direct service with clients. A minimum of 600 internship hours are also required, with a minimum of 240 hours spent in direct service with clients. Direct service hours include time spent with actual clients and activities such as assessment, counseling, psycho-educational activities, and consultation. 

In general, observation and administrative tasks generally do not count toward the direct service supervised clinical hours requirements.

Program Accreditation for Mental Health Counseling – CACREP

As previously mentioned, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) is the leading accrediting organization for master’s and doctoral counseling degree programs. 

As of 2023, 916 programs hold CACREP accreditation status, earned through a two-part process: a self-assessment and a peer assessment. Programs are evaluated and must demonstrate that their mission, curriculum, and teaching standards meet the high standards of excellence. 

Notably, CACREP is recognized by the Council for Higher Education Accreditation (CHEA). Nine of the 90 CACREP-accredited PhD programs in counseling are offered online, and six are featured below.

Featured CACREP-Accredited Online PhD & EdD Programs in Mental Health Counseling

Here are six featured CACREP-accredited online PhD programs in counseling. 

Adams State University

The PhD in counselor education and supervision program at Adams State University is designed to prepare counseling professionals for future positions in leadership. Through academic and clinical coursework, graduates are prepared for future clinical, research, or leadership careers in counseling. 

Students in this 66-semester hour, fully-online program begin their program in a cohort and must complete four one-week summer residencies. This curriculum meets Colorado state standards for licensure, but prospective students are urged to research the requirements for counseling licensure in the state they plan to work after graduation. 

• Location : Alamosa, CO
• Duration : Four years
• Accreditation : CACREP
• Tuition : $357 per credit 

Oregon State University (Hybrid)

Located in the heart of the Willamette Valley, Oregon State University offers a PhD program in counseling that prepares graduates to work as advanced practitioners, clinical supervisors, and counselor educators. This doctoral program emphasizes academic, professional, and research mastery. 

Applicants to this program must have a master’s in counseling or a closely-related discipline to complete their PhD coursework. Taught in a cohort model, this hybrid program requires online coursework and face-to-face classes twice each quarter, which meets on weekends. Graduates from this program go on to work in clinical and academic settings.

• Location : Corvallis, OR
• Duration : 3-5 years
• Tuition : $590 per credit 

Regent University

Regent University offers a fully-online 66-semester-hour PhD program in counselor education and supervision to teach students to explore, research, and innovate to transform mental health. This Christian program features three instructional residencies and real-world experience to help graduates apply faith-based interventions as educators, scholars, and clinical practitioners. 

Residency requirements are two weeks long and provide in-person networking and mentoring opportunities for students and faculty. 

• Location : Virginia Beach, VA
• Duration : Approximately three years
• Tuition : $900 per credit

Shippensburg University (Hybrid)  

Offering a part-time 60-credit program, Shippensburg University offers an EdD in counselor education and supervision. This hybrid program features online classes and on-campus courses on Saturdays—a format that allows current clinical practitioners with master’s degrees to maintain part-time or full-time employment while pursuing a doctoral degree. 

Students in this program take courses together in a cohort model for three years, and additional semesters may be required to complete dissertation defense requirements. This program meets the requirements for counseling licensure in Pennsylvania. 

• Location : Shippensburg, PA
• Tuition : $699 per credit (residents); $1,046 per credit (non-residents)

University of the Cumberlands  

Focused on preparing graduates for research and higher education careers, the University of the Cumberlands offers a 66-credit PhD program in counselor education and supervision. Students in this program can specialize in addiction counseling, advanced counseling, or leadership. 

The curriculum consists of three essential components: leadership, professional research and clinical, and specialty area content courses. Graduates from this program pursue careers as research and counseling psychologists, compliance officers, and post-secondary instructors in higher education. 

• Location : Williamsburg, KY
• Tuition : $449 per credit

Walden University  

Since 1970, Walden University has offered distance learning opportunities, so it is no surprise that it is one of the eight accredited universities offering an online PhD in counselor education and supervision. This program is designed for CACREP-accredited master’s degree holders in counseling who want to pursue roles in administration, teaching, private practice, or research. 

To help students meet their professional goals, Walden University offers seven areas of specialization: general program, advanced methods, consultation, counseling and social change, forensic mental health counseling, leadership and program evaluation, and trauma and crisis. 

• Location : Minneapolis, MN
• Duration : Three to five years
• Tuition : $605 per credit

Professors to Know in Mental Health Counseling

Dr. Laura Bruneau  

Dr. Laura Bruneau has a BA in psychology from Miami University, an MEd in community counseling, and a PhD in counselor education and supervision from Kent State University. 

Her specialty areas of interest at Adams State University include creativity in counseling, therapeutic reading, animal-assisted therapy, women’s issues, and counseling children. She has held counseling licenses in Ohio and Colorado and is registered with Pet Partners Team and Registered Reading Education.

Dr. Shay Carper  

University of the Cumberlands

Dr. Shay Carper is an adjunct professor at the University of Cumberlands Department of Counseling. She is a licensed counselor educator and licensed professional counselor. She earned a PhD in counselor education from Sam Houston University in 2019. Dr. Carper holds certification as a Global Career Development Facilitator. 

Dr. Carper’s research focuses include accessing and addressing implicit racial bias in higher education and mental health awareness. Her dissertation, published in 2019, is titled: “The lived experiences of Black master-level graduate students enrolled in predominantly White counseling programs in Texas: A transcendental phenomenological approach.”

Dr. Kok-Mun Ng  

Oregon State University

Specializing in mental health counseling and couples and family counseling, Dr. Kok-Mun Ng is a professor and core faculty member of the College of Education at Oregon State University. He holds a BS in applied geology from the University of Malaya, Kuala Lumpur, multiple master’s degrees (including an MEd in community counseling from the University of North Texas), and a PhD in counselor education and supervision from Texas A&M University. 

In addition to his credentials, his area of research and teaching emphasis includes training, supervision, and professional identity in the development of counselors, theories, and practices of multicultural and social justice advocacy in counseling, and the internationalization of counseling. 

Jobs for Mental Health Counseling PhDs

As previously mentioned, those with a PhD in counseling can look forward to various career paths in teaching, administration, and clinical counseling. Here are three jobs for graduates of counselor education and supervision programs. 

Become an Assistant/Associate Professor of Counseling Education and Supervision 

Colleges of arts and science and education hire PhD degree-holders to teach courses for their counselor education and supervision programs. Assistant professors are responsible for teaching, research, and professional development. Some tenure-track positions may lead to permanent associate professor positions. Visiting assistant professor positions are also available for those who want to explore teaching options at different universities. 

Depending on job requirements, applicants may need proof of licensure and previous teaching and research experience. The BLS (2022) shows that opportunities for postsecondary teachers nationally are growing 12 percent (2021 to 2031), more than twice as fast as the national average.

Become a Compliance Officer

A career that spans several sectors and disciplines, compliance officers are responsible for examining, evaluating, and investigating eligibility for laws and regulations concerning contracts, licenses, inspections, and permits. Degree holders in counseling education and supervision may be qualified to work in public schools or healthcare facilities to ensure that educational and mental health services are administered fairly and within the prescribed scope of practice at the state and federal levels. 

Depending on the employer, certification may be required for these positions. The BLS (May 2022) shows that most compliance officers work in the federal executive branch of the government and earn an average annual salary of $76,980.

Become a Psychologist

In a career that can include clinical and research components, psychologists work one-on-one with individuals or families in private practice or mental health facilities, or research facilities. Depending on qualifications, a clinical psychologist may provide general behavioral health support or specialized services through educational counseling, couples counseling, addiction issues, grief and loss, or eating disorders. Research psychologists may evaluate patients individually for cognitive assessments for patient or research purposes. 

Psychologists may have state licensing requirements to fulfill before applying for certain jobs. The BLS (2022) shows job openings in psychology are growing as fast as the national average at 6 percent between 2021 and 2031, creating a demand for 11,300 new positions.

Rachel Drummond, MEd

Rachel Drummond has used her expertise in education and mindfulness to guide aspiring counselors since 2020. Her work emphasizes the importance of integrating reflective mindfulness into counseling techniques, helping readers understand how mental and physical well-being can enhance their professional practice and personal development in counseling.

Rachel is a writer, educator, and coach from Oregon. She has a master’s degree in education (MEd) and has over 15 years of experience teaching English, public speaking, and mindfulness to international audiences in the United States, Japan, and Spain. She writes about the mind-body benefits of contemplative movement practices like yoga on her blog , inviting people to prioritize their unique version of well-being and empowering everyone to live healthier and more balanced lives.

Related Articles

• 2024 Guide to Counseling Scholarships 12/08/23 Matt Zbrog
• Telebehavioral Health During Covid-19 08/03/20 Nina Chamlou
• Interview with a Certified Sex Therapist – What to Know About This Growing Career 08/04/20 Becca Brewer, MEd
• How to Avoid Mental Health Professional Burnout – Interview with an Expert 08/03/20 Nina Chamlou
• Understanding Anticipatory Grief 05/14/24 Lisa Hutchison, LMHC
• How Mental Health Counselors Can Help Clients Examine Gender Labels 12/18/23 Alex Stitt, LMHC
• LGBTQ+ Sandplay Therapy: Collecting Queer Symbols 12/01/23 Alex Stitt, LMHC

Related Careers

• 1 Child (Pediatric) Behavioral Therapist
• 2 Christian Counselor
• 3 Crisis Counselor
• 4 Holistic Health Counselor
• 5 Juvenile & Correctional Counselor
• 6 Life Coach – Transformational Counselor
• 7 Recreational Counselor

Related Programs

• 1 Online Doctorate in (Clinical) Psychology – PhD Programs
• 2 Online PhD Programs in Counseling and Psychology
• 3 Online Bachelor’s Degrees in Counseling and Psychology
• 4 Online Doctorate in Behavioral Health Leadership | PhD, PsyD, DBH
• 5 Online Doctorate in Educational Psychology – PhD Programs
• 6 Online Master’s Degrees in Addiction Counseling
• 7 Online Master’s Degrees in Child (Pediatric) Psychology

Counseling Psychology PhD

Doctor of philosophy in counseling psychology.

The Ph.D. Program in Counseling Psychology is dedicated to the preparation of counseling psychologists who facilitate the optimal development of individuals, groups, and organizations that is culturally relevant and psychologically appropriate across the lifespan. Our students are taught to use strategies of prevention, intervention, and remediation to assist others in developing effective coping skills and responses to their environments.

The program prepares students to meet the following profession wide competencies:

Individuals who successfully complete programs accredited in health service psychology (HSP) must demonstrate knowledge, skills, and competence sufficient to produce new knowledge, to critically evaluate and use existing knowledge to solve problems, and to disseminate research. This area of competence requires substantial knowledge of scientific methods, procedures, and practices.

Doctoral students are expected to: 

• Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base. 
• Conduct research or other scholarly activities. 
• Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.

Doctoral students are expected to demonstrate competency in each of the following areas:

• Be knowledgeable of and act in accordance with each of the following: 
• the current version of the APA Ethical Principles of Psychologists and Code of Conduct; 
• relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and 
• relevant professional standards and guidelines. 
• Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
• Conduct self in an ethical manner in all professional activities. 

Trainees must demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities who embody a variety of cultural and personal background and characteristics. The Commission on Accreditation defines cultural and individual differences and diversity as including, but not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socioeconomic status. 

Doctoral students are expected to demonstrate: 

• An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service. 
• The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.
• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others. 
• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness. 
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training. 

Communication and interpersonal skills are foundational to education, training, and practice in psychology. These skills are essential for any service delivery/activity/interaction and are evident across the program’s expected competencies. 

• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services. 
• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts. 
• Demonstrate effective interpersonal skills and the ability to manage difficult communication well. 

Trainees should demonstrate competence in conducting evidence-based assessment consistent with the scope of HSP. 

Doctoral students are expected to demonstrate the following competencies: 

• Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
• Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
• Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
• Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
• Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
• Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

Trainees should demonstrate competence in evidence-based interventions consistent with the scope of HSP. Intervention is being defined broadly to include but not be limited to psychotherapy.  Interventions may be derived from a variety of theoretical orientations or approaches. The level of intervention includes those directed at an individual, a family, a group, an organization, a community, a population, or other systems. 

Doctoral students are expected to demonstrate the ability to: 

• Establish and maintain effective relationships with the recipients of psychological services. 
• Develop evidence-based intervention plans specific to the service delivery goals. 
• Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables. 
• Demonstrate the ability to apply the relevant research literature to clinical decision making. 
• Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking, 
• Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation. 

Supervision involves the mentoring and monitoring of trainees and others in the development of competence and skill in professional practice and the effective evaluation of those skills. Supervisors act as role models and maintain responsibility for the activities they oversee. Doctoral students are expected to demonstrate knowledge of supervision models and practices. 

Consultation and interprofessional/interdisciplinary skills are reflected in the intentional collaboration of professionals in health service psychology with other individuals or groups to address a problem, seek or share knowledge, or promote effectiveness in professional activities. 

Doctoral students are expected to demonstrate knowledge and respect for the roles and perspectives of other professions, as well as knowledge of consultation models and practices.

Strengths and highlights of our training program include:

In-depth infusion of racial-cultural and social justice emphases throughout program components. Although our curriculum features certain courses with words like "multicultural" in the titles, our multicultural-social justice instruction does not just reside in those courses. Rather, we conceptualize every course and program experience within the context of a social justice and racial-cultural framework. Not only is this orientation consonant with our belief that socially-just practice is ethical, effective practice, it also allows us to align our work with broader movement toward social equity.

Research exposure and opportunities.  At Teachers College, you have the opportunity to get first-rate practitioner preparation in the context of first-rate scholarship. Our faculty includes researchers whose work has shaped the counseling profession, and every faculty member maintains ongoing research teams to which students at any level of training may apply. To find out more about our faculty's research interests, please consult their individual pages on the TC website.

A commitment to the crucial role of experiential training and self-awareness within psychotherapist preparation.  As a counselor or therapist, the instrument that you use to enact your professional work is you -- so the more aware you are of your own interpersonal style, skills, and biases, the more effectively you can use your instrument. Many students find that some of the most important, challenging, and transformational aspects of their TC training results from courses like Foundations, Group Counseling, and Racial-Cultural Counseling Lab, where students learn about themselves as they learn about the practice of psychology.

TC's program of study leading to the doctorate in Counseling Psychology is guided by criteria adopted by the  American Psychological Association  for accredited programs in professional psychology.

The course of study includes:

• Scientific and professional ethics and standards
• Psychological measurement, statistics, and research design and methodology
• Knowledge and understanding of a) history and systems of psychology b) the biological basis of behavior c) the cognitive-affective bases of behavior d) the social bases of behavior (e.g., social psychology) and e) individual behavior (e.g., personality theory, human development)
• Intervention strategies and methods of inquiry; and
• Preparation to undertake a doctoral dissertation.

In developing the necessary mastery of these areas, students are expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the vocational guidance movement, and the mental health movement. Similarly, they are expected to be prepared for the probable future of counseling psychology in the areas of expertise represented by the faculty, especially the influence of social and cultural systems (home, family, workplace, and environment) on human development and change.

Mentorship model.  Students are advised by the faculty mentor with whom they selected during the application process. The advisor serves the important roles of orienting students to the program and helps them to develop their curriculum plans. Students receive mentorship in research by serving on the research teams of their advisors and ordinarily do research practicum on their mentor’s research team.  The doctoral mentors are:

• Melanie E. Brewster: ( Not interviewing new Ph.D. students to enroll in Fall 2025) Mental and physical health correlates of marginalization and/or objectification; atheism and nonreligious identities; collective action and well-being; instrument development and psychometric evaluation. Co-directs the Sexuality, Women, and Gender Project, which offers a graduate certificate. Link to website . 
• Whitney J. Erby: (Interviewing new Ph.D. students to enroll in Fall 2025) The relationship between the experience of racism, racial identity, and well-being; career development; Black women’s mental health; couple’s therapy; psychological assessment.
• George V. Gushue: (I nterviewing new Ph.D. students to enroll in Fall 2025) The influence of racial/cultural attitudes, beliefs, and values on social cognition (e.g., perception, judgment, memory, and attribution) in the areas of client evaluation and counseling practice, career development, and health; group and family counseling; psychosocial dimensions of HIV/AIDS. Link to website. 
• Marie L. Miville: (I nterviewing new Ph.D. students to enroll in Fall 2025) Multicultural counseling; universal-diverse orientation; Latina/o psychology; LGBT issues; women's issues; intersections of identities; supervision and training. Link to website.  
• Laura Smith: (I nterviewing new Ph.D. students to enroll in Fall 2025)
• Social inclusion/exclusion and wellbeing; psychological dimensions of social class, poverty, and classism; intersections of race and class; Whiteness and antiracism; participatory action research; community-based psychological interventions.  Link to website.
• Derald Wing Sue : Multicultural counseling and therapy, cultural competency, multicultural consultation and organizational development, psychopathology, racism and antiracism, law and ethics.  Link to website.
• Brandon L.  Velez (Director of Clinical Training ) [Not i nterviewing new Ph.D. students to enroll in Fall 2025]
• The associations of discrimination and identity-related attitudes with mental health and career outcomes among sexual, gender, and racial/ethnic minority individuals, as well as populations with multiple minority identities. Link to website. 

For detailed information about the program and its requirements, please see the Doctoral Student Handbook available for download below.

The Ph.D. program also offers a  Bilingual Latinx Mental Health Concentration .

Questions related to the program's accredited status should be directed to the Commission on Accreditation: 

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002 Phone: (202) 336-5979 / Email: [email protected] Web:  www.apa.org/ed/accreditation

Admission Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall
• Enrollment Formats: Full-Time

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

For admission-related inquiries, please contact [email protected] .

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The program of study that follows is described in terms of full-time study. Some of the courses may be taken on a part-time basis. However, full-time study after the first 30 applicable credits is required unless the student can present persuasive evidence that his or her living and working circumstances have not prevented, and will not prevent, him/her from taking full advantage of the College’s resources. Certain essential subjects and practica are offered only in the morning and early afternoon hours.

The doctorate degree is granted after successful completion of a minimum of 90 points of planned, sequential study beyond the bachelor’s degree, of which at least 60 points must be taken at Teachers College. The doctoral program is accredited by the American Psychological Association and requires at least five years, including the equivalent of four years of academic study beyond the bachelor’s degree and one calendar year of internship.

Please note that upon admission to the Ph.D. program in Counseling Psychology, students will receive a Doctoral Student Handbook for the Ph.D. program in Counseling Psychology which will provide updated policy, program features, and requirements. (The most recent handbook is available on the Program website). The program of study leading to the Doctorate in Counseling Psychology is guided by criteria adopted by the American Psychological Association for accredited programs in professional psychology.

The course of studies includes: scientific and professional ethics and standards; psychological measurement, statistics, and research design and methodology; knowledge and understanding of: (a) history and systems of psychology, (b) the biological basis of behavior, (c) the cognitive-affective bases of behavior, (d) the social bases of behavior (e.g., social psychology), and (e) individual behavior (e.g., personality theory and human development), intervention strategies and methods of inquiry; and preparation to undertake a doctoral dissertation.

In developing the necessary mastery of these areas, the student is expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the vocational guidance movement and the mental health movement. Similarly, she or he is expected to be prepared for the probable future of counseling psychology in the areas of expertise represented by the faculty, especially the influence of social and cultural systems (home, family, workplace, and environment) on human development and change.

In addition to core requirements, courses in specific and specialized areas of counseling psychology are available. Courses in the department are supplemented by appropriate offerings in other Programs and Departments at Teachers College, and Columbia University.

Please note that satisfactory performance in the degree program is defined as no incomplete grades and no courses in which the grade earned is lower than B. Academic dishonesty and unethical behavior may be grounds for immediate dismissal from the program (master’s or doctoral). Specific information regarding curriculum requirements are contained in the Doctoral Student Handbook. In addition to coursework, a number of other academic experiences are required.

Doctoral Certification

Candidacy as a doctoral student expires after a certain number of years. Ph.D. candidates must complete all degree requirements within seven years of first entering the program (six years if they have an applicable master’s degree or 30 points of advanced standing prior to doctoral admission).

Counseling Psychology students do not become official candidates for the degree of Doctor of Philosophy until they have passed: 1) a College-Wide Psychology Research Methods Exam, and 2) a Program Comprehensive exam which includes both a written exam and the submission of a Research Competence project paper. The written exam covers several areas in Counseling Psychology, including: (1) theoretical concepts; (2) core psychology course work; (3) clinical interventions; (4) assessment in career work and personal/social counseling; (5) professional issues such as ethics, professional trends, and developments in counseling psychology. Cultural issues will be infused into the content questions in the exam. In addition, they must satisfy all other requirements for certification prescribed by the Office of Doctoral Studies (ODS). Students who fail to take the certification examination at the appropriate point in their studies are subject to certain penalties. Also there are evaluations done annually to facilitate students’ timely completion of the Ph.D. degree (See Doctoral Student Handbook for more information).

Practicum and Externship

Practicum placements are available both on-campus and off-campus. The Dean Hope Center for Educational and Psychological Services (CEPS) is an in-house training clinic located at 657 528 Building. Students may petition program faculty to complete practicum placements off-campus and should contact the Fieldwork Coordinator for further information. A year-long externship placement may be required of students who do not obtain sufficient clinical hours during their practicum rotations.

For doctoral students only: Supervised experience in approved and appropriate agencies, institutions, and establishments. Students are required to petition faculty for internship training and must be approved to apply for an internship. Students must have completed all coursework during the academic year in which they are applying for an internship. Students must have passed all certification and comprehensive examinations as well as have an approved dissertation proposal.

The Dissertation

For most doctoral students, the completion of course requirements presents few problems. Successful completion of a dissertation is usually less easily managed. Unless carefully planned in advance, it can prove a difficult hurdle. Accordingly, the degree program has several built-in features designed to facilitate the formulation and successful execution of an acceptable dissertation proposal and assistance in completing the dissertation. These include the completion of a research competence project, the Dissertation Seminar course, and a Review of Research course.

• View Other Degrees

Teachers College, Columbia University 428 Horace Mann

Contact Person: Jacob Holober

Phone: (212) 678-3397 Fax: (212) 678-3397

Email: jsh2239@tc.columbia.edu Admissions Inquiries: CCPadmission@tc.columbia.edu

• Biochemistry and Molecular Biology
• Biostatistics
• Environmental Health and Engineering
• Epidemiology
• Health Policy and Management
• Health, Behavior and Society
• International Health
• Mental Health
• Molecular Microbiology and Immunology
• Population, Family and Reproductive Health
• Program Finder
• Admissions Services
• Course Directory
• Academic Calendar
• Hybrid Campus
• Lecture Series
• Convocation
• Strategy and Development
• Implementation and Impact
• Integrity and Oversight
• In the School
• In the Field
• In Baltimore
• Resources for Practitioners
• Articles & News Releases
• In The News
• Statements & Announcements
• At a Glance
• Student Life
• Strategic Priorities
• Inclusion, Diversity, Anti-Racism, and Equity (IDARE)
• What is Public Health?

Doctor of Philosophy (PhD)

Offered By: Department of Mental Health

Onsite | Full-Time | 4 – 5 years

• MSPH Field Placements
• Master's Essays
• MAS Application Fee Waiver Requirements
• Master of Arts and Master of Science in Public Health (MA/MSPH)
• Master of Arts in Public Health Biology (MAPHB)
• Master of Bioethics (MBE)
• Mission, Vision, and Values
• Student Experience
• Program Outcomes
• For Hopkins Undergraduate Students
• Master of Health Science (MHS) - Department of Biochemistry and Molecular Biology
• Master of Health Science (MHS) - Department of Epidemiology
• Alumni Update
• MHS Combined with a Certificate Program
• Master of Health Science (MHS) - Department of Molecular Microbiology and Immunology
• Bachelor's/MHS in Health Economics and Outcomes Research
• MHS HEOR Careers
• Frequently Asked Questions
• Master of Health Science (MHS)
• Concurrent School-Wide Master of Health Science Program in Biostatistics
• Master of Health Science - Department of Population, Family and Reproductive Health
• Master of Health Science Online (MHS) - Department of Population, Family and Reproductive Health
• Careers in Health Economics
• Core Competencies
• Meet the Director
• What is Health Economics
• MPH Capstone Schedule
• Concentrations
• Online/Part-Time Format
• Requirements

Tuition and Funding

• Executive Board Faculty
• Master of Science (ScM) - Department of Biochemistry and Molecular Biology
• Master of Science (ScM) - Department of Biostatistics
• Master of Science (ScM) - Department of Epidemiology
• Master of Science (ScM) - Department of Molecular Microbiology and Immunology
• Bachelor's/MSPH in Health Policy
• FAQ for MSPH in Health Policy
• Field Placement Experience
• MSPH Capstone
• MSPH Practicum
• Required and Elective Courses
• Student Timeline
• Career Opportunities
• 38-Week Dietetics Practicum
• Completion Requirements
• MSPH/RD Program FAQ
• Program Goals
• Biophysics and Structural Biology
• Cancer Biology
• Cell Biology
• Cellular Stress and Cell Signaling
• Chemical Biology and Proteomics
• Genetics, Genomics, and Gene Regulation
• Immunology and Infectious Diseases
• Translational Research
• Program Scope
• Application Fee Waiver Requirements
• Doctor of Philosophy (PhD) - Department of Biostatistics
• Doctor of Philosophy (PhD) - Department of Epidemiology
• Program Goals and Expectations
• Doctor of Philosophy (PhD) - Department of Molecular Microbiology and Immunology
• Doctor of Philosophy (PhD) - Department of Population, Family and Reproductive Health
• Doctor of Philosophy (PhD) in Clinical Investigation
• Recent Graduates and Dissertation Titles
• PhD Funding
• PhD TA Requirement
• Recent Dissertation Titles
• JHU-Tsinghua Doctor of Public Health
• Prerequisites
• Concentration in Women’s and Reproductive Health
• Custom Track
• Concentration in Environmental Health
• Concentration in Global Health: Policy and Evaluation
• Concentration in Health Equity and Social Justice
• Concentration in Health Policy and Management
• Concentration in Implementation Science
• Combined Bachelor's / Master's Programs
• Concurrent MHS Option for BSPH Doctoral Students
• Concurrent MSPH Option for JHSPH Doctoral students
• Doctor of Medicine and Doctor of Philosophy (MD/PhD)
• Adolescent Health Certificate Program
• Bioethics Certificate Program
• Clinical Trials Certificate Program
• Community- Based Public Health Certificate Program
• Demographic Methods Certificate Program
• Epidemiology for Public Health Professionals Certificate Program
• Evaluation: International Health Programs Certificate Program
• Frequently Asked Questions for Certificate Programs
• Gender and Health Certificate Program
• Gerontology Certificate Program
• Global Digital Health Certificate Program
• Global Health Certificate Program
• Global Health Practice Certificate Program
• Health Communication Certificate Program
• Health Disparities and Health Inequality Certificate Program
• Health Education Certificate Program
• Health Finance and Management Certificate Program
• Health and Human Rights Certificate Program
• Healthcare Epidemiology and Infection Prevention and Control Certificate Program
• Humanitarian Health Certificate Program
• Implementation Science and Research Practice Certificate Program
• Injury and Violence Prevention Certificate Program
• International Healthcare Management and Leadership Certificate Program
• Leadership for Public Health and Healthcare Certificate Program
• Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Public Health Certificate Program
• Maternal and Child Health Certificate Program
• Mental Health Policy, Economics and Services Certificate Program
• Non-Degree Students General Admissions Info
• Pharmacoepidemiology and Drug Safety Certificate Program
• Population Health Management Certificate Program
• Population and Health Certificate Program
• Public Health Advocacy Certificate Program
• Public Health Economics Certificate Program
• Public Health Informatics Certificate Program
• Public Health Practice Certificate Program
• Public Health Training Certificate for American Indian Health Professionals
• Public Mental Health Research Certificate Program
• Quality, Patient Safety and Outcomes Research Certificate Program
• Quantitative Methods in Public Health Certificate Program
• Requirements for Successful Completion of a Certificate Program
• Rigor, Reproducibility, and Responsibility in Scientific Practice Certificate Program
• Risk Sciences and Public Policy Certificate Program
• Spatial Analysis for Public Health Certificate Program
• Training Certificate in Public Health
• Tropical Medicine Certificate Program
• Tuition for Certificate Programs
• Vaccine Science and Policy Certificate Program
• Online Student Experience
• MAS and Affiliated Certificate Programs
• Barcelona Information
• Registration, Tuition, and Fees
• Agency Scholarship Application
• General Scholarship Application
• UPF Scholarship Application
• Course Evaluations
• Online Courses
• Registration
• General Institute Tuition Information
• International Students
• Directions to the Bloomberg School
• All Courses
• Important Guidance for ONSITE Students
• D.C. Courses
• Registration and Fees
• Cancellation and Closure Policies
• Application Procedures
• Career Search
• Current Activities
• Current Trainees
• Related Links
• Process for Appointing Postdoctoral Fellows
• Message from the Director
• Program Details
• Admissions FAQ
• Current Residents
• Elective Opportunities for Visiting Trainees
• What is Occupational and Environmental Medicine?
• Admissions Info
• Graduates by Year
• Compensation and Benefits
• How to Apply
• Academic Committee
• Course Details and Registration
• Tuition and Fees
• ONLINE SOCI PROGRAM
• Principal Faculty
• General Application
• JHHS Application
• Our Faculty
• Descripción los Cursos
• Programa en Epidemiología para Gestores de Salud, Basado en Internet
• Consultants
• Britt Dahlberg, PhD
• Joke Bradt, PhD, MT-BC
• Mark R. Luborsky, PhD
• Marsha Wittink, PhD
• Rebekka Lee, ScD
• Su Yeon Lee-Tauler, PhD
• Theresa Hoeft, PhD
• Vicki L. Plano Clark, PhD
• Program Retreat
• Mixed Methods Applications: Illustrations
• Announcements
• 2023 Call for Applications
• Jennifer I Manuel, PhD, MSW
• Joke Bradt, PhD
• Josiemer Mattei, PhD, MPH
• Justin Sanders, MD, MSc
• Linda Charmaran, PhD
• Nao Hagiwara, PhD
• Nynikka R. A. Palmer, DrPH, MPH
• Olayinka O. Shiyanbola, BPharm, PhD
• Sarah Ronis, MD, MPH
• Susan D. Brown, PhD
• Tara Lagu, MD, MPH
• Theresa Hoft, PhD
• Wynne E. Norton, PhD
• Yvonne Mensa-Wilmot, PhD, MPH
• A. Susana Ramírez, PhD, MPH
• Animesh Sabnis, MD, MSHS
• Autumn Kieber-Emmons, MD, MPH
• Benjamin Han, MD, MPH
• Brooke A. Levandowski, PhD, MPA
• Camille R. Quinn, PhD, AM, LCSW
• Justine Wu, MD, MPH
• Kelly Aschbrenner, PhD
• Kim N. Danforth, ScD, MPH
• Loreto Leiva, PhD
• Marie Brault, PhD
• Mary E. Cooley, PhD, RN, FAAN
• Meganne K. Masko, PhD, MT-BC/L
• PhuongThao D. Le, PhD, MPH
• Rebecca Lobb, ScD, MPH
• Allegra R. Gordon, ScD MPH
• Anita Misra-Hebert, MD MPH FACP
• Arden M. Morris, MD, MPH
• Caroline Silva, PhD
• Danielle Davidov, PhD
• Hans Oh, PhD
• J. Nicholas Dionne-Odom, PhD RN ACHPN
• Jacqueline Mogle, PhD
• Jammie Hopkins, DrPH, MS
• Joe Glass, PhD MSW
• Karen Whiteman, PhD MSW
• Katie Schultz, PhD MSW
• Rose Molina, MD
• Uriyoán Colón-Ramos, ScD MPA
• Andrew Riley, PhD
• Byron J. Powell, PhD, LCSW
• Carrie Nieman MD, MPH
• Charles R. Rogers, PhD, MPH, MS, CHES®
• Emily E. Haroz, PhD
• Jennifer Tsui, Ph.D., M.P.H.
• Jessica Magidson, PhD
• Katherine Sanchez, PhD, LCSW
• Kelly Doran, MD, MHS
• Kiara Alvarez, PhD
• LaPrincess C. Brewer, MD, MPH
• Melissa Radey, PhD, MA, MSSW
• Sophia L. Johnson, PharmD, MPH, PhD
• Supriya Gupta Mohile, MD, MS
• Virginia McKay, PhD
• Andrew Cohen, MD, PhD
• Angela Chen, PhD, PMHNP-BC, RN
• Christopher Salas-Wright, PhD, MSW
• Eliza Park MD, MS
• Jaime M. Hughes, PhD, MPH, MSW
• Johanne Eliacin, PhD, HSPP
• Lingrui Liu ScD MS
• Meaghan Kennedy, MD
• Nicole Stadnick, PhD, MPH
• Paula Aristizabal, MD
• Radhika Sundararajan, MD
• Sara Mamo, AuD, PhD
• Tullika Garg, MD MPH FACS
• Allison Magnuson, DO
• Ariel Williamson PhD, DBSM
• Benita Bamgbade, PharmD, PhD
• Christopher Woodrell MD
• Hung-Jui (Ray) Tan, MD, MSHPM
• Jasmine Abrams, PhD
• Jose Alejandro Rauh-Hain, MD
• Karen Flórez, DrPH, MPH
• Lavanya Vasudevan, PhD, MPH, CPH
• Maria Garcia, MD, MPH
• Robert Brady, PhD
• Saria Hassan, MD
• Scherezade Mama, DrPH
• Yuan Lu, ScD
• 2021 Scholars
• Sign Up for Our Email List
• Workforce Training
• Cells-to-Society Courses
• Course/Section Numbers Explained
• Pathway Program with Goucher College
• The George G. Graham Lecture

About the PhD in Mental Health Program

The PhD degree is a research-oriented doctoral degree. In the first two years, students take core courses in the Departments of Mental Health, Biostatistics, and Epidemiology, in research ethics, and attend weekly department seminars. Students must complete a written comprehensive exam (in January of their second year), a preliminary exam, two presentations and a final dissertation including presentation and defense. Throughout their time in the department, we encourage all doctoral students to participate in at least one research group of the major research programs in the department: Substance Use Epidemiology, Global Mental Health, Mental Health and Aging, Mental Health Services and Policy, Methods, Prevention Research, Psychiatric and Behavioral Genetic Epidemiology, Psychiatric Epidemiology, and Autism and Developmental Disabilities.

PhD in Mental Health Program Highlights

One-of-a-kind.

We are the only department of mental health at a school of public health in the U.S.

WORLD-CLASS MENTORSHIP

Get research experience and mentorship from renowned public mental health experts

Research Opportunities

Students conduct original research with practical applications

Domestic and international opportunities

Conduct research in the U.S. or abroad

What Can You Do With a Graduate Degree In Mental Health?

Visit the  Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Sample Careers

• Assistant Professor
• Postdoctoral Fellow
• Psychiatric Epidemiologist
• Prevention Scientist
• Social and Behavioral Scientist

Curriculum for the PhD in Mental Health

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue , explore all course offerings in the Bloomberg School  Course Directory .

Current students can view the Department of Mental Health's student handbook on the Info for Current Students page .

Research Areas

The Department of Mental Health covers a wide array of topics related to mental health, mental illness and substance abuse. Faculty and students from multiple disciplines work together within and across several major research areas.

Admissions Requirements

For general admissions requirements, please visit the How to Apply page.

Standardized Test Scores

Standardized test scores are  not required and not reviewed  for this program. If you have taken a standardized test such as the GRE, GMAT, or MCAT and want to submit your scores, please note that they will not be used as a metric during the application review.  Applications will be reviewed holistically based on all required application components.

Program Faculty Spotlight

Judith K. Bass

Judith Bass, PhD '04, MPH, MIA, is an implementation science researcher, with a broad background in sociology, economic development studies, and psychiatric epidemiology.

Renee M. Johnson

Renee M. Johnson, PhD, MPH, uses social epidemiology and behavioral science methods to investigate injury/violence, substance use, and overdose prevention.

George W. Rebok

George Rebok, PhD, MA, is a life-span developmental psychologist who develops community-based interventions to prevent age-related cognitive decline and reduce dementia risk.

Heather E. Volk

Heather Volk, PhD, MPH, seeks to identify factors that relate to the risk and progression of neurodevelopment disorders.

Per the Collective Bargaining Agreement (CBA) with the JHU PhD Union, the minimum guaranteed 2025-2026 academic year stipend is $50,000 for all PhD students with a 4% increase the following year. Tuition, fees, and medical benefits are provided, including health insurance premiums for PhD student’s children and spouses of international students, depending on visa type. The minimum stipend and tuition coverage is guaranteed for at least the first four years of a BSPH PhD program; specific amounts and the number of years supported, as well as work expectations related to that stipend will vary across departments and funding source. Please refer to the CBA to review specific benefits, compensation, and other terms. Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU   starting in Fall 2023 or beyond can apply to receive a need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

Prospective Student or Applicant Inquiries [email protected]

Compare Programs

• Check out similar programs at the Bloomberg School to find the best fit.
• Doctor of Philosophy (PhD) in International Health
• Doctor of Philosophy (PhD) in Epidemiology
• Doctor of Philosophy (PhD) in Health Policy and Management

• Admission + Financial Aid
• Annual Report
• Strategic Plan
• University Culture
• Faculty Excellence
• Institutes + Centers
• Socially Responsible Practice
• Commitment to Diversity

Social Justice Practicum

• Student Organizations
• Common Book Program
• Social Justice Programming
• Applied Psychology (Master of)
• Counselling Psychology (M.A.)
• Counselling Psychology (Master of)
• Counselling Psychology: Art Therapy (Master of)
• Counselling Psychology: School and Youth Concentration (M.A.)
• Counselling Psychology: School and Youth Concentration (Master of)
• Industrial and Organizational Psychology (M.A.)
• Industrial and Organizational Psychology (Master of)
• Public Policy and Administration (Master of)
• Clinical Psychology (Psy.D.)
• Clinical Mental Health Counseling (M.A.)
• Clinical Mental Health Counseling Online (M.A.)
• Clinical Rehabilitation Counseling (M.A.)
• Counseling: Art Therapy (M.A.)
• Couple and Family Therapy (M.A.)
• Forensic Mental Health Leadership (M.A.)
• Sport & Human Performance (M.S.)
• Art Therapy Online (Ph.D.)
• Counselor Education and Supervision (Ph.D.)
• Couple and Family Therapy (Ph.D.)
• Certificate in Sex Therapy
• M.A. in Psychology (M.A.)
• Military Psychology (M.A.)
• Organizational Leadership (M.A.)
• Industrial and Organizational Psychology (Ph.D.)
• Organizational Leadership (Ph.D.)
• Financial Aid
• Center for Learning & Teaching
• Academic Calendar
• Catalog and Handbook
• Scholarships
• International Students
• Campaign for Social Justice
• Make a Gift
• University News
• In the Media
• Adler Insider
• Request Info

Request Information

You need a Bachelor’s degree from a regionally accredited institution to enroll in Adler University programs.

By submitting this form, I am giving Adler University consent to contact me by email, telephone and/or text messaging at the address(es) and telephone number(s) provided above, including wireless, even if I am on a corporate, state or national Do Not Call Registry. This consent includes contact via automated means. I understand that consent is not required to attend Adler University. The Adler University Privacy Policy governs our data collection policy.

Chicago | Doctorate

Ph.D. in Counselor Education and Supervision

Department of counseling & integrated programs, program overview, student outcomes, accreditation, admissions requirements, tuition & fees.

Adler University’s Doctor of Philosophy (Ph.D.) in Counselor Education and Supervision program prepares students to become expert clinicians, academics, or professional consultants in a unique program guided by themes of freedom and liberation. Our program develops empathetic, compassionate, and socially responsible leaders to promote humanistic scholarship and practice.

Our innovative program is also accredited by the Council for Accreditation of Counseling and Related Programs (CACREP).

Students are prepared to publish in peer-reviewed journals, and encouraged to examine and engage in research interests that will drive their doctoral dissertation. Upon graduation, many work as professional consultants, advanced clinicians, and in academia.

Through strong faculty support and professional networks, along with the University’s partnerships with hundreds of community agencies, our doctoral students gain valuable experience in scholarship, clinical counseling and therapy, clinical supervision, leadership, advocacy, teaching, and consulting.

Program Objectives

The DCES program objectives are developed based on three guiding forces: the Program Mission, the Adler Institutional Broad Learning Outcomes, and the CACREP 2016 accreditation standards, Section VI, Doctoral standards on Counselor Education and Supervision.

• Program Objective 1: Professional Identity Demonstrate an in-depth understanding and identification of the various roles of counselor educators in the training and supervision of counselors, teaching, advancing the standards, knowledge, and skills based on the profession of counseling, research and scholarly work, advocating for the welfare of those whom they serve, and advocating for and leadership within the profession.
• Program Objective 2: Supervision Demonstrate a conceptual understanding of and ability to apply various theories and models in the supervision of counselors with reference to the characteristics of the counselor supervisees, clinical settings, and relevant therapeutic issues.
• Program Objective 3: Clinical Practice Demonstrate the ability to apply, evaluate, and integrate theories from both individual and systems perspectives in the provision of interventions in different practice areas in counseling and in serving diverse populations.
• Program Objective 4: Teaching Demonstrate competencies in applying teaching strategies, instructional theories, and evaluative measures in the development of curriculum and teaching modules pertaining to counselor education and the training of counselors.
• Program Objective 5: Research Demonstrate an in-depth understanding and ability to design and implement sound scholarly research from both quantitative and qualitative paradigms and methodologies. This involves displaying an awareness and understanding of the importance of research and the ability to conceive of research as a researcher. An additional ability is to have the capability to ask proper research questions that lead to proper research designs capable of producing substantial scholarly contributions to the profession.
• Program Objective 6: Multicultural and Social Justice Competency Demonstrate an advanced understanding of social change theories and a keen awareness of social justice issues and their respective causes from social, cultural, and systemic perspectives.
• Program Objective 7: Leadership and Advocacy Demonstrate an in-depth understanding of the role of counselor educators in social changes and advancement of the counseling profession, and ability to utilize leadership and advocacy models in order to initiate changes with reference to topical and political conditions.
• Program Objective 8: Assessment and Evaluation Demonstrate a high level of awareness and aptitude in assessment and evaluation as well as evidence-informed practices in areas of counseling, teaching, supervision, advocacy, and program development.
• Program Objective 9: Adlerian Principles and Practice Integrate Adlerian principles and counseling approach in areas of counseling, teaching, supervision, and advocacy.
• Program Objective 10: Professional Practice and Ethics Demonstrate a commitment to socially responsible practice and adherence to ethical standards established by the profession and to regulations set up by local, regional, and national authorities.
• Program Objective 11: Multicultural and Social Justice Counseling Demonstrate multicultural competencies in all aspects of practice as a counselor educator, with advanced understanding of the impact and management of diverse factors in the preparation of counselors, provision of treatment and intervention for clients, promotion of client welfare, development of programs and services, observation of ethical and legal standards, and initiation of social change through political venues and strategies.
• Program Objective 12: Scholarship Forms an identity and function of that of a scholar capable of actively contributing to the knowledge base of the profession, as well as to the knowledge base of the mental health professions in general, through scholarly publications. This can be done conceptually through scholarly writing in the form of analysis of the literature, designing research-based models, or constructively writing articles analyzing the profession itself with the intention of improving it. This also involves not only the ability to conduct quantitative and qualitative research, but also the ability to logically conceive and put in writing both the results and the implications of those results in the venue of scholarly, peer-reviewed journal articles and books.

Student Data (2022-2023)

The following are the most recent program outcomes for the Ph.D. in Counselor Education and Supervision program for the 2022-2023 academic year. On a regular basis, Adler University surveys students, graduates, site supervisors, and employers to obtain useful information about the program.

• There were 74 students enrolled in the program in 2022-23.
• Six students graduated in 2022-23. Based on a 7-year maximum program completion period, the graduation rate of this program is 100% in summer 2023.
• Job placement rates for graduates is 100% within the first year of graduation.
• 100% of students passed the doctoral comprehensive examination in Summer of 2023.

2021-22 Ph.D. in Counselor Education and Supervision Program Annual Report.

2019-20 Ph.D. in Counselor Education and Supervision Program Annual Report.

2017-18 Ph.D. in Counselor Education and Supervision Program Annual Report .

2016-17 Ph.D. in Counselor Education and Supervision Program Annual Report .

2015-16 Ph.D. in Counselor Education and Supervision Program Annual Report .

Careers in Counselor Education and Supervision

Our program is designed to prepare our doctoral graduates with the advanced skills, knowledge and experience for roles such as:

• Leaders and advocates in the profession
• Clinical supervisors
• Expert clinicians in area of practice
• Clinical and Specialist Consultants
• Professors of counselor education programs or other counseling disciplines
• Skilled researchers and scholars in the advancement of the field of counseling

Our students are prepared for careers in a wide variety of diverse settings, including academia, community agencies, mental health counseling centers, research institutions, hospitals, and educational and mental health settings. We also train doctoral students in how to establish their own successful, independent counseling and consulting practices.

Students enjoy individualized attention from our faculty through advising, mentoring, and professional scholarship that includes collaboration on publishing projects. Our diverse teaching faculty is made up of scholars, practicing clinicians, consultants, and researchers with extensive scholarly and research experience in counselor education and supervision, as well as related fields. Recognized as leaders in their fields, they bring intensive real-world experience to the classroom.

As part of successfully completing our program, you will complete an advanced clinical practicum and an internship that consists of 600 training hours in the areas of clinical supervision, advanced clinical practice, teaching, and diversity, leadership, and advocacy. Upon completion of the program, graduates will have an array of experiences to equip them to be a well-rounded counselor educator.

CACREP Accreditation

Adler University’s Ph.D. in Counselor Education and Supervision program is accredited by the Council for Accreditation of Counseling and Related Programs (CACREP), which recognizes programs that meet or exceed the highest standards for counselor preparation.

The Doctor of Philosophy in Counselor Education and Supervision is a 60-credit hour program. As part of the program, students will complete a clinical practicum, an internship, social justice internship, comprehensive examination and dissertation.

Find course descriptions and more information in the Adler University Course Catalog .

Program Prerequisites

Applicants are expected to have adequate coursework in the following areas. Applicants who did not graduate from a CACREP-accredited or equivalent program will be assessed to determine whether they have adequate coursework in the following master’s-level counseling course areas and whether they need to complete additional master’s-level courses prior to the beginning of the doctoral program.

This course provides a foundation for the ethical practice of professional counseling. It introduces students to the history of the counseling profession as well as professional roles (practitioner, supervisor, educator, etc.) and professional organizations.

This course provides a survey of models and theories consistent with current research (evidenced-based) and practice in the counseling profession. Approaches include psychoanalytic, individual psychology, person-centered, existential, cognitive-behavioral, Gestalt, family systems, and postmodern theories.

This course teaches basic relationship and counseling skills using role-plays and other experiential activities. The course covers basic counseling skills (e.g., attending, active listening, building rapport), intake interviewing, and self-reflection/self-assessment procedures. It also addresses additional skills such as confrontation, immediacy, hereand-now processing, self-disclosure, and stages of change.

This course presents an overview of various models and theories in the discussion of the characteristics, developmental needs, and tasks at different stages of a person’s life cycle. The impact of social, cultural, biological, and psychological factors on prenatal life, childhood, adolescence, adulthood, and aging will be discussed.

This course is designed to provide a basic foundation of knowledge, awareness, and skills needed for providing more effective counseling services in a multicultural society.

This course introduces students to theory and principles of group dynamics as well as developmental stages of groups.

This course will provide foundational knowledge of individual and group approaches to assessment and evaluation commonly used in counseling practice. Students will be introduced to a variety of formal and informal assessment tools and instruments.

This course is a master’s-level introduction to research methods and program evaluation as it pertains to the field of professional counseling. Major research designs including both quantitative and qualitative methods will be explored.

This course will examine career development and decision-making models and ethical counseling applications to diverse/multicultural client populations.

This course provides an overview of the major disorders in the current edition of the DSM. A range of mental disorders from adjustment disorders to serious psychopathologies will be discussed.

This course presents an overview of major models of couples and family therapy. The impact of multigenerational and environment factors on family dynamics and couples’ relations will be examined through various systemic perspectives.

This course provides an introduction to substance use and the treatment of addictive disorders. Assessment of substance use disorders and current treatment models for substance use, misuse, abuse, dependence, and concurrent disorders are discussed.

Core Counselor Education and Supervision Courses

This is the first course of a three-course sequence (DCES-700,  DCES 701 , and  DCES 702 ). This course aims at fostering the development of the counselor educator identity among the students. It will orient students to the role of counselor educator and their ethical and legal responsibility as a scholar, trainer, supervisor, and gatekeeper of the profession.

In this second course of the three-course sequence ( DCES 700 , DCES-701, and  DCES 702 ), this course aims at strengthening the development of the counselor educator scholarly identity as an active contributing member dedicated to the profession. It will emphasize students’ actual involvement in counseling organizations.

In this last course of the three-course sequence ( DCES 700 ,  DCES 701 , and DCES-702), this course aims at further strengthening the development of the counselor educator identity as a scholar and active contributing member to the literature of the field.

This course is an advanced, in-depth, exploration of the theories of counseling, including philosophical presuppositions, assumptions, and implications of counseling and psychotherapy and its theoretical dilemma. Also examined are research findings on consciousness and human change processes such as the stages, processes, and precursors of change.

This course is designed to strengthen doctoral students’ ethical and multicultural competencies as counselors/practitioners, counselor educators, supervisors, and researchers. In addition, this course also focuses on students’ understanding of leadership and advocacy models and development of advocacy and leadership skills.

This course is designed to orient doctoral-level counseling students to the major teaching and learning theories, perspectives, and developmental trends in the field of counselor education. The course includes in-depth discussion of teaching methods, pedagogy, learning styles, and characteristics of effective teachers.

This course is designed to explore and apply theoretical and practical knowledge of clinical supervision models in clinical and mental health settings.

This course will explore in-depth models of program evaluation and development. Students will learn about the application of research techniques and models to conduct needs assessments, input, process, and outcome program evaluation and use the evaluation data to inform program development or enhancement.

This course is designed to advance clinicians’ knowledge and skills in responding to both small- and large-scale crises and trauma, as an individual practitioner and as part of an interdisciplinary team in an agency or a community.

The course is designed to advance both students’ theoretical understanding and skill level in actual practice in facilitating group dynamics. Several approaches to group work are covered, including wellness and personal growth, mental health, and therapeutic groups for diverse clienteles, settings, and clinical issues.

As the logical extension of the Advanced Counseling Theories course ( DCES 703 ), this course explores the wide range of techniques, strategies, procedures, and approaches in counseling and psychotherapy, all in the context of successfully treating mental and emotional disorders as well as bringing about enhanced states of wellness, well-being, and psychological freedom.

This course is designed to provide in-depth study in various qualitative research methods in counseling, program evaluation, education, and behavioral sciences.

This course focuses on the use of quantitative data and application of both descriptive and inferential statistical research methods in the field of counseling, program evaluation, education, and behavioral sciences.

This course provides students training in advanced statistical methods and techniques in analyzing, interpreting and reporting quantitative data in research.

This course is a highly practical description and demonstration of consulting in a professional counseling and mental health context. Consulting skills are compared and contrasted with counseling skills.

Students may choose three, three-hour courses (9 credit hours total) offered by the program, or 700- or 800-level courses listed in the department elective menu with approval from their Faculty Advisor.

Field Training

The practicum aims at students’ advancement of counseling skills in their chosen areas to that of an expert level. It requires a minimum of 100 hours at a mental health setting, including 40 hours of direct client counseling service in the form of individual, couple and family, and group counseling.

Students are required to complete 600 hours of internship. In this course, students are expected to provide supervision to either master’s students who are in practicum or practicing counselors at an external site.

This is a continuation of students’ internship experience toward the goal of completing the 600-hour requirement, which includes the mandatory 100 hours of experiences in group leadership and supervision for master’s students or groups at an external site.

This is a continuation of students’ internship experience toward the goal of completing the 600-hour requirement, which includes the mandatory 100 hours of experiences in research.

This is a continuation of students’ internship experience toward the goal of completing the 600-hour requirement, which includes the mandatory 100 hours of experiences in teaching.

For students who completed the 200 hours of Social Justice Practicum in their master’s degree.

This is a continuation of students’ internship experience toward the goal of completing the 600 hour requirement which includes 100 hours of experiences in one of the following areas: program development, clinical counseling, consultation, professional leadership, and/or other approved activities.

For Students who did not complete the 200 hours of Social Justice Practicum in their master’s program.

The Social Justice Internship (SJI) is designed to advance students’ degree of understanding of leadership in effecting change at the community and professional level.

DCES Comprehensive Examination

Students can apply for the comprehensive examination during the last semester when they are finishing all the core courses and may take the examination in the following semester while working on the electives (option).

Dissertation

Students are expected to apply one or more of the major research models or theories to conduct a research project in a dissertation format.

In this phase of the dissertation, students are to complete chapters 1, 2, and 3 with all the necessary supporting documents for the research project. Students are expected to coordinate an oral defense of the research proposal.

Upon the approval of the study by the IRB, students can begin to implement the methodology of the dissertation research, including data collection and analysis.

200-hour internship to give students real world experience

A unique and proven program designed to give students real world experience throughout their time at Adler University, the Social Justice Practicum is a required 200-hour internship that spans four courses (or terms for online programs). Every student is given a number of civic-minded categories to choose from. They submit their desired areas of interest. After which, they are assigned a specific and aligned community outreach site where they will work 8 to 10 hours per week.

Learn about Adler’s Social Justice Practicum

Faculty Spotlight

Fred J. Hanna, Ph.D. Ph.D. in Counselor Education and Supervision Program

“Pretty much everything I have done has a humanistic bend to it,” said Dr. Hanna. “Alfred Adler was a humanist himself, so it aligns very closely [with our mission.] If a person is humanistic then they are also oriented around social justice and social responsible practices.”

Students come to Adler with a wide range of personal, professional, and cultural backgrounds and experiences. We admit individuals who can demonstrate a commitment to social justice as well as academic excellence.

Applicants to our Doctor of Philosophy in Counselor Education and Supervision program must meet University Admissions requirements in addition to criteria specific to the Ph.D. program. These include:

• A master’s degree in counseling or a related field from a regionally accredited U.S. institution or a comparable degree from an international institution.
• Applicants who did not graduate from CACREP-accredited or equivalent programs may be required to complete the equivalency requirements in addition to the doctoral curriculum.
• Successful completion of master’s level counseling coursework, and clinical training, practicum and/or internship as part of a master’s program.
• An academic record that demonstrates ability to fulfill the academic demands of our program. Successful applicants typically have a grade point average of 3.25 or higher on a 4.0 scale for graduate-level coursework.
• Approved applicants will be invited to complete an interview as part of the application process.

Applicants are required to submit the following items to be considered for admission:

• Application and application fee
• Why are you interested in your chosen field and program?
• Why is Adler University’s program a good fit for you?
• Adler University mission is based on social justice. Share your perspective of social justice.
• What are your career goals and interests?
• Resume or Curriculum Vitae
• Please have official transcripts sent directly to the Office of Admissions
• Unofficial transcripts may be accepted for any schools in which a degree was not received
• International transcripts must be evaluated by a transcript evaluation service
• These should be from someone who can specifically speak to your academic and professional abilities

Approved applicants will be invited to complete an interview with faculty.

Please submit all application materials including official transcripts to the Office of Admissions prior to the application deadline.

Adler University – Office of Admissions 17 N. Dearborn Street Chicago, IL 60602

Official electronic transcripts should be sent to [email protected] .

Information for International Applicants

Tuition for Adler University’s programs is charged each term according to the number of registered academic credits. The number of credits a student will register for varies by academic program and by term. To estimate the amount of tuition and fees that would be charged in a given term, please use our Tuition Estimator tool below, or read about tuition and fees for all Chicago programs .

Tuition Estimator

• Tsui-Yee Chow, Ed.D. Department Chair, Department of Counseling and Integrated Programs
• Fred J. Hanna, Ph.D. Professor, Ph.D. in Counselor Education and Supervision program
• Elvita Kondili, Ph.D. Assistant Professor, Ph.D. in Counselor Education and Supervision program

Explore More

Adler university honored with first-ever 2024 heed award for higher education diversity, women we admire names adler president lisa coleman as ‘top women leader’ of 2024.

As president of Adler, Dr. Coleman is committed to applying the insights and strategies developed at organizations throughout her career to build upon Adler’s successes and usher in a new era of innovation and inclusion.

Karyna Shea Strickland, Ph.D., joins Adler University as program director for Clinical Mental Health Counseling