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Doctor of Philosophy Clinical/Counseling Psychology

The principles underlying our Clinical/Counseling Psychology doctorate are a combination and integration of models traditionally associated with clinical psychology–including health, wellness, and psychological science–and models traditionally associated with counseling psychology–including strength- and asset-based, social justice-oriented, and multicultural perspectives.

Degree Details

Official degree title.

PhD in Clinical/Counseling Psychology

About the Program 

The program follows the basic pattern of a scientist-practitioner model. The major components of the Clinical/Counseling Psychology doctorate are course work, clinical training (practica, externships, internship), and research training (including dissertation). Solid training in teaching and mentoring, giving students the professional background toward a career in academics, is another key feature of our program. Across all components, attention is given to the integration of practice, theory, and research. The program prepares students to engage in empirically-informed and social justice-oriented clinical practice as well as clinically-informed research. Special attention is paid to honoring the individual differences and cultures of those students with whom they work (in clinical work and in research), as well as understanding the structural and systemic forces that impact their well-being.

Licensure and Accreditation

The PhD in Clinical/Counseling Psychology was first registered with the New York State Department of Education for the professional preparation of psychologists in 1971. Graduates of the program become fully qualified psychologists with specialized training in counseling and are eligible for licensure by the state. Learn more about licensure requirements in those states in which students are doing learning placements.

The Clinical/Counseling Psychology program has been fully accredited since 1981 by the American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington DC 20002-4242 (202-336-5979). Questions related to the program's accreditation status may be directed to this office.

The program is currently accredited by the APA as Counseling Psychology program, with a reaccreditation visit scheduled for 2025 to become officially accredited as a combined Clinical/Counseling Psychology program.

Center for Counseling and Community Wellbeing

The Center is part of the teaching and training program in Clinical/Counseling Psychology and provides services to meet the local community's social, emotional, and behavioral health needs. We provide a range of services to children, adolescents, adults, and families.  Learn more about the Center , an important part of the Department of Applied Psychology at NYU Steinhardt.

Admissions Information

Careers and outcomes.

CNPS Student Handbook

Clinical/Counseling Psychology Doctoral Program Online Info Session

Individuals interested in learning about and applying for the Doctoral Program in Counseling Psychology in the Department of Applied Psychology at New York University will have the opportunity to hear from the Chair of the Admission Committee, Dr. Anil Chacko, about the process. This will include information about the mission of the program, requirements for applying, and what makes for a successful candidate/application. There will also be an opportunity for Questions and Answers.

Registration Required. 

GRE Requirements: 

The GRE (both the general test and the GRE subject test) is not a requirement for applications to the Clinical/Counseling Psychology PhD program. Even if GREs are submitted, they will not be considered.

Research Mentors:

The doctoral program in Clinical/Counseling Psychology at NYU is a small, individualized scientist-practitioner training program; thus, we pay close attention to the match between the candidate and the program’s faculty and resources. In particular, we seek to admit students whose professional interests align with the program as a whole and whose research interests are well-matched with those of one or more faculty member. Each new student will be matched with a primary research mentor and will also be supported by secondary faculty mentors in other research and clinical roles.

The faculty who are available to serve as primary research mentors for the Fall 2025 admissions cycle are:

• Anil Chacko
• Shabnam Javdani
• William Tsai
• Jordan Wright  

Other faculty are potentially available to serve as secondary mentors, so we encourage you to write about your interests and experiences that demonstrate that you are a good match with the program as a whole as well as with your potential primary mentor.

Questions: 

If you have questions regarding admission requirements, please review our How to Apply  page.

If you have any additional questions that are not addressed on the "How to Apply" page, please contact us at  [email protected] .

NYU Steinhardt offers a competitive funding package for PhD students who study full time.   Learn more about Steinhardt's funding opportunities .

Our program will prepare you for diverse roles in academia, social research, and clinical practice. In the academic arena, our students can go on to jobs in schools of psychology, public health, and public policy. In the area of social research, students are prepared to obtain positions in research, advocacy, and social service organizations. 

Additionally, our students are well-positioned for jobs in private-practice and healthcare organizations. Indeed, there is increasing demand for evidence-based strategies in health and social service organizations and our students are qualified to contribute to the design and implementation of such strategies, and the delivery of evidence-based interventions.

Learn more about Students Admissions, Outcomes, and Other Data .

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Mental health counseling, phd.

• Westchester

This PhD in Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Next Generation Leaders

This program is designed to train mental health counselors in advanced clinical and supervisory skills, prepare counselors to conduct research that will further the profession’s knowledge base, and foster the next generation of leaders who will be teachers and advocates for the mental health counseling profession across the country.

Advance your education

• Students emerge as highly skilled professionals in therapeutic practice and research, well-positioned to be leaders in the field and advocates for their clients and the profession.
• Master-level students gain advanced professional training, opportunities for intensive research, and opportunities to significantly advance the field of mental health.
• Specializations include grief counseling, substance abuse counseling, and positive psychotherapy and counseling.

Take Courses Like…

Throughout the curriculum, you’ll receive intensive training focused on advanced clinical issues, counseling education, supervision, and research focused on the promotion of mental health and the counseling profession.

Graduates leave the program equipped with a solid foundation in counseling built upon a combination of coursework, fieldwork, seminars, and guided research.

• MHC 731 Theories and Methods of Counselor
• MHC 732 Theories and Methods of Counselor Supervision
• MHC 831 Doctoral Dissertation Seminar I

Add Opportunities And Experiences

A small and selective program—accepting approximately 10 students per academic year—means small classes, in which students are exposed to evidence-based counseling approaches for demographically and clinically diverse populations.

Students work closely with faculty to develop and carry out independent research projects culminating in a doctoral dissertation. These activities are designed to integrate counseling intervention and research skills training, preparing graduates for a variety of counseling, policy-based, advocacy, teaching, and research careers.

The Department of Psychology’s strong community of faculty, professionals, and alumni in the field of mental health equip doctoral students with an established network of support. Both faculty and alumni hold key leadership positions in the New York Mental Health Counselors Association (NYMHCA).

Each semester, the department offers a speaker series inviting leading researchers and professionals to talk about current and pertinent issues in the field.

“This unique doctoral program will provide mental health professionals with the opportunity to take their training and knowledge to the next level in a way that will help them stand apart from the crowd. In essence, we are seeking to develop the next wave of leaders in counseling that will help significantly advance the study and treatment of mental health.” –Paul Griffin, PhD, Department Chair

Professional Associations

Students and faculty can interact, join, and present at regional, state, and national association conferences. This includes developing partnerships to conduct critical research on topics impacting individuals seeking mental health counseling services and beyond. Faculty have a longstanding and collaborative relationship with the following key organizations, allowing them to guide students in establishing professional connections during their time in the program.

• American Counseling Association (ACA)
• American Counseling Association-New York (ACA-NY)
• American Mental Health Counselors Association (AMHCA)
• New York Mental Health Counselors Association (NYMHCA)
• Association for Counselor Education and Supervision (ACES)
• North Atlantic Region Association for Counselor Education and Supervision (NARACES)
• New York Association for Counselor Education and Supervision (ACES)

Choose Your Career

Career options.

The PhD program prepares candidates for a multitude of growing careers, including:

• Community mental health
• Mental health policymaking
• Private practice
• University teaching

What You Need to Know

Students who substantially meet the following requirements will be invited to an interview with the departmental admission screening committee:

• An earned master’s degree in mental health counseling with a curriculum equivalent to that of Pace University’s 60-credit graduate master of science program in mental health counseling.
• Earned graduate-level GPA of 3.6 or higher.
• Submitted letters of recommendation, personal statement, and official academic transcripts.
• Students are required to complete 100 clinical hours in a supervised clinical setting for MHC 710: Doctoral Practicum in Mental Health Counseling
• Students are required to complete 600 internship hours of supervised experiences in at least three of the five doctoral core areas (counseling, teaching, supervision, research and scholarship, leadership and advocacy) for MHC 725 & MHC 726: Doctoral Internship I & II
• Be eligible for New York State limited permit in mental health counseling.
• Obtained a limited permit in New York State.
• Be licensed in mental health counseling in New York State.
• Be licensed in mental health counseling in a state other than New York.

CACREP Annual Assessment Reports

MS and PhD Programs in Mental Health Counseling-Field Placement Site Supervisor Training (PDF) Please read and review the PowerPoint Training and the MS and/or corresponding PhD Field Placement Practicum and Internship Handbook as part of our CACREP Accreditation Requirement.

MS and PhD Programs in Mental Health Counseling Field Placement Site Supervisor Training Verification (PDF) Site supervisors are required to complete this form each semester that they sponsor MS and/or PhD Practicum or Internship students as part of our CACREP Accreditation Requirement.

• Meet Program Faculty
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• PhD Program of Study Curriculum Worksheet
• Dissertation Template

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program's annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

The assessment data compiled and analyzed is based on a five-point scale which is constituted as:

• Ineffective
• Somewhat Ineffective
• Very Effective

Program goals are baselined at a minimum standard of 80% to designate “meeting standard” or above. Our students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including:

• Supervision
• Research and scholarship
• Leadership and advocacy.

99% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives. Again, 99% of our stakeholders indicated that the program was Adequate, Effective, or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2022–2023 (PDF)

99% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives. 100% of our stakeholders indicated that the program was Adequate, Effective, or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2021-2022 (PDF)

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program’s annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

• Somewhat Effective

Our previous program goals have been baselined at a minimum standard of 85% to designate “meeting standard” or above. As a result of the COVID-19 pandemic, while students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including: (1) counseling; (2) supervision; (3) teaching; (4) research and scholarship; (5) leadership and advocacy, all transitioned to remote platforms. The results of our annual Program Objectives assessment were impacted due to classes and field placements transitioning to remote platforms. This resulted in all of our constituencies adapting to multiple modalities, including academic instruction, clinical telehealth services and provisions, and remote supervision. Several of our students needed to secure new practicum placements and/or professional roles for internship as their original sites either fully paused services or could not support the requirements associated with CACREP standards and/or New York State Office of the Professions regulations. As such, we have adjusted our baseline minimum standard from 85% to 80% for this academic year to reflect these adjustments. Additionally, we have also included Adequate, Effective, and Very Effective in the five-point scale to calculate our aggregate outcome. While this baseline adjustment has been made, the program will continue to document, review and report any changes based on the 85% original baseline.

97% of our stakeholders indicated that the program was Adequate, Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2020-21 (PDF)

The assessment data compiled and analyzed is based on a five point scale which is constituted as:

• Very Effective.

Program goals are baselined at a minimum standard of 85% to designate “meeting standard” or above.

97% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2019-20 (PDF)

Part I: Narrative

During the 2018-2019 academic year, the faculty and staff of the Doctor of Philosophy programs in Mental Health Counseling at Pace University conducted an annual review of the program. The program’s core objectives remain focused on fostering student development in advanced clinical and supervisory skills, training them to become proficient researchers that will advance knowledge on issues pertaining to mental health and counseling, and to promote future leaders of the profession who will serve as both educators and advocates. Past and current students’ dissertations have examined key issues in clinical mental health counseling and counselor education. To assist them in their studies, graduate assistantships and adjunct teaching assignments continue to be offered to doctoral students in the department. Based on the feedback that we received during the CACREP Site Visit in May 2018, the changes outlined below were implemented:

• MHC 707: Qualitative Methods in Counseling Research (4 credits)
• MHC 710: Doctoral Practicum in Mental Health Counseling (4 credits)
• MHC 726: Doctoral Internship II in Mental Health Counseling (0 credits)
• MHC 734: Advanced Theory & Practice of Counseling (4 credits)

Additionally, the department modified the following course curriculum to include Leadership and Advocacy (CACREP Section 6 Standard B 5.d.-Accreditation): MHC 733: Leadership & Advocacy in Mental Health Counseling

Further, the MHC 710: Doctoral Practicum in Mental Health Counseling course at the master’s level is now a significant preparation for our program. Michael Tursi, Ph.D. (from the counselor education doctoral program at the University of Rochester) continues to advance our practicum and internship courses, including MHC 725: Doctoral Internship I in Mental Health Counseling and MHC 726: Doctoral Internship II in Mental Health Counseling. Both courses are significantly structured and students’ progress is documented throughout.

Part II: Graduates and Pass, Completion, and Job Placement Rates

• Number of Graduates: 6
• Program Completion Rate: 100% for the 2018-2019 academic year
• Estimate of Job Placement Rates: Many of our students enter our program either as licensed and/or certified counselors, limited permit holders, and/or apply for permits in mental health counseling while enrolled. The graduates who complete their doctorate in May 2019, are employed either full time or part in mental health counseling settings, school setting, and/or teach as adjuncts in counseling or related areas.

View complete Program Objectives (PO) Annual Assessment Report for 2018-19 (PDF)

During the 2017-2018 academic year, the faculty and staff of the Master of Science in Mental Health Counseling at Pace University conducted an annual review of the program.

We focused on following up on emphasizing ethical standards in the key practice courses within the program. We have included this focus as it relates to internships, practicum experiences, as well as other courses. We stress the importance of ethics and multicultural diversity in the foundations course, the introductory counseling courses, as well as the group counseling, family counseling, social and cultural foundations, and the elective LGBTQA+ course.

In the past year, the practicum course has evolved into a robust preparation for the internship courses. Dr. Michael Tursi, a new addition to our department with a doctorate in counselor education from the University of Rochester, has brought fresh perspectives into this course as well as into the doctoral-level internship course.

Finally, the department determined that additional faculty in the field of mental health counseling was needed. We have hired two new full-time faculty in the counselor education field to start in the Fall 2018 semester.

• Number of Graduates: 27
• # tested: 5
• # passed: 3
• # passed: 5
• Program Completion Rate: 100% for 2017-18 Academic Year
• Estimate of Job Placement Rates: Approximately 60% of our graduates are currently employed in a counseling or a counseling-related capacity.

View complete Program Objectives (PO) Annual Assessment Report for 2017-18 (PDF)

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Doctor of Philosophy (PhD)

Offered By: Department of Mental Health

Onsite | Full-Time | 4 – 5 years

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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

mental health dept. in a school of public health

World renowned faculty

who are experts in the field

Students conduct

original research

Research opportunities

in the US and globally

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.

All full-time PhD students will receive the following support for the first four years of the program: full tuition, individual health insurance, University Health Services clinic fee, vision insurance, and dental insurance. Stipends are available for students accepted into an NIH-funded training grant in the areas of Psychiatric Epidemiology, Global Mental Health, Substance Use Epidemiology, Aging, and Mental Health Services and Systems. To be considered for a NIH-funded training grants you must be a US Citizen or permanent resident of the US.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU   starting in Fall 2023 or beyond can apply to receive a $1500 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]

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• 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

Online PhD Programs in Mental Health Counseling

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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.

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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.

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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.

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: ( Now interviewing new Ph.D. students to enroll in Fall 2024) 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: (Now interviewing new Ph.D. students to enroll in Fall 2024) 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: ( Now interviewing new Ph.D. students to enroll in Fall 2024) 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. 
• Cindy Y. Huang : Cultural factors associated with child development and psychopathology for ethnic minority and immigrant youth; prevention of psychopathology; culturally-informed child and family interventions; and family, school, and community-based prevention intervention.  Link to website . 
• Marie L. Miville : Multicultural counseling; universal-diverse orientation; Latina/o psychology; LGBT issues; women's issues; intersections of identities; supervision and training.  Link to website.  
• Laura Smith:  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 & currently interviewing new Ph.D. students to enroll in Fall 2024)  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

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall

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

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.

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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

• Partnerships

Counseling Psychology (PhD)

YOU ARE BOUVÉ

We’re training the next generation of mental health professionals

The Ph.D. Program in Counseling Psychology offers doctoral education and training in psychology and prepares students for entry-level practice in counseling psychology.

Doctoral-level counseling psychologists conduct research, teach at the university level, supervise students and professionals, consult with community agencies, and provide clinical services to people across the developmental lifespan.

Counseling psychologists also enhance the science of health promotion and health psychology and emphasize community-based interventions.

Unique Program Features

• Translational research related to health promotion of individuals, groups, families, and communities
• Empirically-based practice in urban community centers, agencies, schools, and hospitals
• Merging of science and practice within multicultural and urban contexts
• Development of consultation and leadership skills in researchers and practitioners

Program Emphasis

• Culturally and ethnically diverse faculty
• Ecological model
• Developmental emphasis throughout the lifespan
• Research teams where students gain valuable experience evaluating and conducting research
• Student-centered faculty
• Strong and supportive student cohort groups

Degree type: – Counseling Psychology PhD Study options: – Boston campus – Full-time

Application Deadline: Dec 1, 2023

Official TOEFL or IELTS* required

Please Note: PhD students in the Bouvé College of Health Sciences may not request enrollment deferrals. If you are admitted for a given term but wish to be considered for a future term instead, you must re-apply to the program in order to be considered for admission and funding. 

Counseling Psychology PhD

Our clinical training prepares counseling psychologists to work in various settings with individuals presenting with a variety of psychological and health-related issues. We emphasize an ecological model that encourages the conceptualization of relationships and research across multiple systems: biological, cultural, and relational.

These relationships occur in various social contexts, including families, schools, neighborhoods, and communities. At least two years of intensive clinical training is required. This preparation includes advanced fieldwork at various mental health settings in the Boston area. Students are expected to be at their site for 20 hours each week. Approximately half of their time is direct service delivery.

Training goals include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling, and treatment planning and practice, consultation, effective use of supervision, and an understanding of and commitment to the profession’s ethical codes. Students must complete a one-year, full-time pre-doctoral internship that has been approved by the program.

Accreditation and Licensure

The PhD in Counseling Psychology at Northeastern University is accredited by the Commission on Accreditation of the American Psychological Association and meets the “Guidelines for Defining ‘Doctoral Degree in Psychology’” as implemented by the ASPPB/National Register Designation Project.

Therefore, a graduate of this designated program who decides to apply for licensure as a psychologist typically will meet the jurisdictional educational requirements for licensing. However, individual circumstances vary, and, there may be additional requirements that must be satisfied prior to being licensed as a psychologist, potentially including specific clinical practice supervision requirements at the advanced practicum, internship, and post-doctoral level.

Students should contact the state/provincial/territorial licensing board in the jurisdiction in which they plan to apply for exact information. Additional information including links to jurisdictions is available on the ASP PB’s website. For questions about the PhD in Counseling Psychology as it relates to doctoral psychology licensure, please contact Program Director Christie Rizzo .

Handbooks and Tools

Sample curriculum.

Students will enter the program with a master’s degree. It is anticipated that the time to completion is a minimum of four years.

Total 62 Credits

The curriculum is subject to change so please also check the university catalog .

• Dissertation

CAEP 6390 History and Systems of Psychology

CAEP 6394 Advanced Multicultural Psychology

CAEP 7750 Biological Bases of Behavior

CAEP 7755 Cognitive and Affective Bases of Behavior

CAEP 775 6 Social Psychology in an Organizational and Ecological Context

Complete 8 semester hours from the following :

CAEP 77 41 Advanced Fieldwork 1

CAEP 77 4 2 Advanced Fieldwork 2

CAEP 77 4 3 Advanced Fieldwork 3

CAEP 77 4 4 Advanced Fieldwork 4

CAEP  6350 Introduction to Cognitive Assessment

CAEP  6352 Personality Assessment

CAEP 6360 Consultation and Program Evaluation

CAEP 7710 Advanced Clinical Assessment

CAEP 7720 Advanced Clinical Interventions

CAEP 7758 Doctoral Seminar in Contemporary Theories of Psychotherapy

Three semester hours can be chosen from any graduate level CAEP course or combination of graduate level CAEP courses outside of the PhD in Counseling Psychology program of study. Other electives may be chosen upon approval of the program director and faculty adviser:

Professional

Complete 6 semester hours from the following:

CAEP 7701 Doctoral Seminar in Counseling Psychology (Repeatable 3 times for 1 credit and 3 times for 0 credits)

CAEP 7732 Legal and Ethical Issues in Community and Educational Settings

CAEP 7711 Measurement: Advanced Psychometric Principles

CAEP 7712 Intermediate Statistical Data Analysis Techniques

CAEP 7716 Advanced Research and Data Analyses 2

Complete 3 semester hours. Prior to beginning internship consult with director, DCT, and/or the Doctoral Internship Seminar instructor.

CAEP 7798 Doctoral Internship

CAEP 9990 Dissertation Term 1

CAEP 9991 Dissertation Term 2

Admissions Requirements

Candidates for admission are expected to meet the following requirements:

Master’s degree in psychology or related field

Strong academic record (3.5 GPA and above preferred)

Demonstrated interest in and commitment to counseling psychology

Official TOEFL or IELTS*

Three letters of reference 

Personal statement. The applicant may wish to highlight:

• Specific research and clinical interests
• Long-term career goals.
• Current and past clinical and research experiences
• Fit with program emphasis

Completed application (due December 1)

Personal interviews with the faculty and current students will be held in February

Got questions?

Christie Rizzo, PhD Program Director 617-373-2333

Or contact our Graduate Enrollment team.

The Counseling Psychology PhD program will not require students to submit GRE (General Test of the Graduate Record Exam) scores for the Fall 2023 admissions cycle. Applicants who have taken or are planning to take the GRE may submit their scores if they choose. Those applicants choosing not to submit GRE scores will not be negatively impacted in the admissions decision process. Applications will be evaluated based on all materials provided. 

Admission is based on evaluation of the above factors, previous relevant experiences, and your fit within our program. The program faculty reviews your credentials to assess the likelihood of your successful completion of the program and your potential for contribution to the field of counseling psychology and the community at large.

Student Admissions Outcomes and Other Data

Program details.

• Minimum of two years of advanced fieldwork
• At least 20 hours per week at an approved fieldwork site with supervision by a licensed psychologist or a licensed psychiatrist for a minimum of 600 hours per year
• Minimum of one hour of individual supervision per week by a licensed doctoral level psychologist
• Minimum of half (50%) of the 20 hours per week are required in direct service

Research Topics

Applied psychology program for eating and appearance research — appear, faculty leaders.

Rachael Rodgers Jessica Edwards George

Dating Violence and Relationship Risk Prevention Team

Faculty leader.

Christie Rizzo

Feminist Therapy and Theory; Feminist Ecological Model

William Sanchez

Intersectionality Lab in Applied Psychology

Tracy Robinson-Wood

Mindfulness for Health Behavior Change

Laura Dudley

Use of Technology and Games for Health Behavior Change

Babatunde Aideyan received a BA in Psychology from Emory University and an MA in Counseling from Northwestern University. Tunde began the Counseling Psychology program in 2018 and is a PhD candidate at Northeastern University. He has several years of work experience in corporate work environments where he developed data analysis and survey research skills.

At Northeastern, Tunde has researched with his advisor, Dr. Jessica Edwards George, the neurocognitive effects of gluten exposure in individuals with celiac disease. While obtaining his master’s degree, Tunde interned at a community mental health agency that supported group home and foster care residents, as well as in a private practice setting.

At the doctoral level, Tunde spent a year at Butler Hospital administering neuropsychological assessments for individuals presenting with memory problems; he is currently co-facilitating resilience training groups at the MGH Resilience and Prevention Program.

Clinically, Tunde is interested in breathwork practices, health psychology, and strength-oriented counseling. His research interests involve using artificial intelligence methods for improving mental health diagnosis and prognosis.

Payton Bruland has been a doctoral student in the Counseling Psychology program at Northeastern University since the Fall of 2019. She earned her Bachelor’s degree in Psychology from Seattle Pacific University and her Master’s degree in Clinical Mental Health Counseling at Gonzaga University.

At Northeastern, Payton works on the SNAP/Social Research team with Dr. Christie Rizzo and the More Fun with Sisters and Brothers (MFWSB) team with Dr. Laurie Kramer. Her research interests align with each of these labs, examining both protective and risk factors among children and adolescence in the areas of emotion regulation and interpersonal relationships.

Payton also has an interest in the ways childhood trauma affects outcomes in adolescence and later life. Clinically, she has worked with children, adolescents, and their families in a variety of settings, including outpatient and inpatient services.

Elizabeth (Libby) Collier enrolled in the Counseling Psychology Ph.D. program at Northeastern in the fall of 2021. Prior to her move to Boston, Libby received an M.A. and Ed.M. in Psychological Counseling from Teachers College, Columbia University. Libby’s clinical fieldwork placement was at Mount Sinai Hospital where she conducted group therapy and individual therapy sessions involving dual diagnosis patients.

During her master’s program, she also spent time in two research labs affiliated with New York University and Columbia University that focused on youth mental health. These studies focused on interventions for adolescents at clinical high risk for psychosis and systems-level interventions concerning youth involved in the juvenile justice system.

Libby is in the Adolescent Relationships and Risk Behavior Lab under the mentorship of Dr. Christie Rizzo. She hopes to continue to work alongside youth at-risk of becoming involved in the juvenile justice system and is interested in mentorship as a facilitator of positive youth development.

Jaylan Abd Elrahman , (She, Her) received her B.A. in Psychology from Wellesley College and her M.Ed. in Human Development and Psychology from Harvard University’s Graduate School of Education, with a concentration in Child Advocacy.

She is currently a member of the Intersectionality Research Lab and her primary research interests rest at the nexus of adolescent identity development, trauma, culture and social change. She previously served in various research roles at Research Triangle Institute (RTI) International, Brookings Institution and Harvard University’s Edmond J. Safra Center for Ethics.

She has been actively involved in facilitating healing justice, youth development and community-based work across the nation for the last nine years, primarily with and for refugee, migrant, and young women of color. She welcomes all connections and can be reached at  [email protected] .

Laura Fischer received a B.A. in Psychology from the University of Rhode Island and an M.S. in Psychology from Drexel University in Philadelphia.

She has held positions across a variety of clinical, research, and community mental health settings, including the Center for Anxiety and Traumatic Stress Disorders at Massachusetts General Hospital, and the National Alliance on Mental Illness.

Her primary clinical and research interests include empirically supported treatments for anxiety disorders, mindfulness-based interventions, and the implications of intersecting identities for mental and physical health.

Ruthann Hewett has been a doctoral student in the Counseling Psychology Ph.D. program since the Fall of 2021. She holds a dual BA from Brandeis University in Psychology and Health: Science, Society & Policy (2016), as well as an MS from Northeastern University’s Counseling Psychology master’s program (2020).

She is a member of the Intersectionality Research Team under the supervision of Dr. Tracy Robinson-Wood. She has worked on research projects with the Intersectionality team including a study of the racial socialization experiences of biracial adults.

Prior to beginning her MS, she worked as a research coordinator at Massachusetts General Hospital in the Psychiatric and Neurodevelopmental Genetics Unit. She has also worked as an intern clinician at the Therapeutic After School Program at the Home for Little Wanderers, and as a clinician at the Therapeutic After School Program at the Italian Home for Children.

Her interests include examining oppressive power systems operating within mental health treatment facilities, particularly state funded institutions, and interrogating how these systems can be modified to better serve clients with intersecting marginalized identities.

Katherine Laveway is a Ph.D. student in Counseling Psychology and a member of the Applied Psychology Program for Eating and Appearance Research (APPEAR) team since the Fall of 2020. She received her M.S. in Counseling Psychology from Northeastern University and her B.A. in English and Music from Wellesley College.

During her master’s training, Katherine gained clinical experience working in inpatient and outpatient settings at UMass Memorial Medical Center. Katherine’s research interests include body image and eating concerns among queer and trans individuals. She is particularly interested in sociocultural constructions of gender, experiences of weight stigma, and the role of social media on the psychological health of young people.

Madeline Manning has been a PhD student in the Counseling Psychology program at Northeastern University since the Fall of 2017. She received her B.A. in Psychology and Communications from Stonehill College (2015) and her M.A. in Mental Health Counseling and Behavioral Medicine from Boston University School of Medicine (2017). She will be completing her pre-doctoral internship at Nicklaus Children’s Hospital in the Neuropsychology Track with the goal of pursuing a career in Pediatric Neuropsychology.

Prior to beginning her doctoral training, Madeline worked as a mental health counselor in the adult inpatient psychiatric unit at Tufts Medical Center. She also worked as a clinical research assistant at the Pediatric Anxiety Research Clinic (PARC) at Bradley Hospital and the Division of Child and Adolescent Psychiatry at Rhode Island Hospital where she helped conduct research on the dissemination of treatment for Obsessive-Compulsive Disorder/other anxiety related disorders in children and exploring factors which impact adolescent suicidality post-inpatient level of care.

During her graduate training, she completed clinical practicum experiences at Brigham and Women’s Hospital Department of Cognitive and Behavioral Neurology, Rhode Island Hospital Pediatric Neuropsychology Program, Pediatric Neuropsychological Assessment at Butler Hospital Adolescent Inpatient Psychiatric Unit, Hasbro Children’s Sleep Disorder Clinic, Hasbro Children’s Partial Hospitalization Program, Boston Children’s at Martha Eliot Health Center (Mental Health Clinic and Early Intervention Program), and Franciscan Children’s Hospital Community Based Acute Treatment (CBAT) Unit.

She is part of the Adolescent Relationships and Risk Behavior Research Lab and the More Fun with Sisters and Brothers Research Lab, and also completed the Early Intervention Certification Program at Northeastern. Madeline’s primary research interests include exploring the protective factors that promote resilience in children and adolescents, as well as integrating community and individual resilience to violence and trauma. Madeline also has interests in the areas of adolescent dating violence prevention, pediatric psychology, anxiety disorders, and mood disorders.

Chantal Muse received an M.A. from Chatham University and a B.A. from Duquesne University. Previously, she worked on a study examining how employment status effects the health and well-being of Sub-Saharan African women. Also, she held a clinical position at Western Psychiatric Institute and Clinic Acute Adult Trauma Unit and the Comprehensive Services and Recovery Unit. Her primary research and clinical interests are working with cancer patients, examining the patient-provider relationship, specifically the relationship between African-American women with breast cancer and white doctors, and health communication.

Briana Paulo previously studied at the University of Rhode Island for a B.A. in Psychology and Sociology, with a minor in Thanatology. She later earned a M.A. in Psychology Research from the University of Massachusetts Dartmouth in 2017. Briana came to Northeastern University in the Fall of 2020 with clinical experiences in a variety of settings with children and adolescents who experience a range of social, behavioral, and emotional difficulties. She also held a clinical research position at the Pediatric Anxiety Research Center (PARC) at Bradley Hospital, where she led outreach and collaboration efforts with schools, pediatric office, and other community partners, conducted semi-structured diagnostic assessments, and facilitated in-home/in-community exposure and response prevention (ERP) sessions with children and adolescents.

Briana currently works with the Dating Violence and Relationship Risk Prevention Team, led by Dr. Christie Rizzo. Her work in this lab involves studies that assess health-related behaviors and interpersonal communication patterns of juvenile-justice involved teens to understand risk and protective factors of dating violence. Briana’s research and clinical interests lie in socioemotional and behavioral issues in children/adolescents of traditionally marginalized populations and increasing awareness of and access to mental health resources.

Lisa Rines-Toth received her Master of Arts and Master of Education degrees in Psychological Counseling from Teachers College, Columbia University. She also holds a BA in English Literature from Columbia University. Prior to beginning her doctoral studies at Northeastern, Lisa worked at St. Luke’s-Roosevelt Hospital in New York City as a clinician in the psychiatric emergency department. Lisa’s primary research and clinical interests are in the general areas of integrated behavioral care, crisis intervention, addiction and mindfulness & yoga. Lisa currently works as a counselor in the Department of Psychiatry at Boston Medical Center.

Kaitlyn Schneider received an M.S. from Villanova University and a B.S. from Worcester Polytechnic Institute. Her primary research interests are in the areas of domestic violence, attachment, and trauma. Her previous work has explored the development of a rater-based method to measure secondary attachment strategies enacted within the maternal-fetal attachment relationship. She has also previously worked clinically with clients experiencing domestic violence.

Isabella “Isa” Sereno has been a PhD student in the Counseling Psychology program at Northeastern University since the Fall of 2020. Isa received a BS in Psychology from the University of Central Florida and an MA in Counselor Education, Clinical Mental Health Track, from Virginia Tech. Isa worked as a treatment coordinator at the Latinas y Niño’s Center in Casa Esperanza Inc., a substance abuse residential program for Latinx women in recovery and their children, where she worked closely with monolingual Spanish-speaking women and their families. Isa also worked as a clinical research coordinator II at the Massachusetts General Hospital’s Cancer Outcome Research and Education program (CORE), helping conduct research in palliative care for patients diagnosed with advanced cancer and their caregivers. She is a part of the APPEAR lab and is working under the mentorship of Dr. Jessica Edwards-George and Dr. Rachel Rodgers. Isa will be completing her advanced fieldwork practicum at Martha Eliot Health Center/Boston Children’s Hospital. She is fluent in Spanish and is interested in understanding racial and ethnic disparities that affect the caregiver experience within health settings, particularly parents of children with complex care needs.

We train multiculturally competent counseling psychologists who are:

• Clinically adept in multiple settings with a variety of psychological and health-related issues
• Able to conceptualize, conduct, and evaluate research across biological, cultural, and relational systems in numerous social contexts, such as families, schools, neighborhoods, and communities.

(i) Research

• 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.

(ii) Ethical and legal standards

• 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.

( iii) Individual and cultural diversity

• 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 to 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.

(iv) Professional values, attitudes, and behaviors

• 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.

(v) Communications and interpersonal skills

• 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.

(vi) Assessment

• 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.

(vii) Intervention

• 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.

(viii) Supervision

• Demonstrate knowledge of supervision models and practices.
• Apply supervision knowledge in direct or simulated practice with psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.

(ix) Consultation and interprofessional/interdisciplinary skills

• Demonstrate knowledge and respect for the roles and perspectives of other professions.
• Demonstrates knowledge of consultation models and practices.

To prepare graduates for the role of professional psychologists, to include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision and an understanding of and commitment to the profession’s ethical codes.

Objective 1A: Students will be exposed to various professional roles including student teaching, participation in research projects where they are mentored by faculty and mentor peers and/or junior colleagues.

• Competency 1A1: Students will demonstrate a thorough understanding of their roles as clinicians.
• Competency 1A2: Students will demonstrate a thorough understanding of their roles as educators.
• Competency 1A3: Students will demonstrate a thorough understanding of their roles as community change agents ethically serving diverse populations and advocating for social justice.
• Competency 1A4: Students will demonstrate a thorough understanding of their roles as researchers.

To foster understanding and application of the scientific basis of clinical practice in psychotherapy and clinical assessment

• Objective 2A: Students will acquire an understanding of the biological, cognitive and affective, and social aspects of behavior.
• Objective 2B: Students will acquire knowledge of the history and systems of psychology
• Objective 2C: Students will acquire knowledge of empirical research regarding effective clinical practice, assessment, and interventions.
• Objective 2D: Students will acquire knowledge of contemporary theories that explicate human behavior across the lifespan.
• Objective 2E: Students will study current evidenced based practices in psychotherapy, psychological testing, and biological bases of clinical practice.
• Objective 2F: Students will acquire knowledge and skills to implement evidence-based clinical interventions with diverse populations.
• Competency 2A: Students will understand the regulation of biological and emotional functions of the nervous system.
• Competency 2B: Students will understand the contribution of environmental factors to brain development, to the development of the mind, and to their functions.
• Competency 2C: Students will understand theories and research with respect to clinical efficacy.
• Competency 2D: Students will understand contemporary theories of human behavior from a lifespan developmental perspective.
• Competency 2E1: Students will demonstrate a thorough understanding of current evidence based practices in psychotherapy, psychological testing, and the neuroscientific bases of clinical practice.
• Competency 2E2: Students will develop the ability to select and apply evidence-based interventions and to assess progress and outcomes.
• Competency 2F1: Students will demonstrate that they are familiar with outcome research for various intervention strategies.
• Competency 2F2: Students will develop the ability to implement a wide range of developmental, preventive, remedial, and psychoeducational interventions, including psychotherapy, crisis management, consultation and dealing with emergency psychological/psychiatric situations with people across sources of difference.

To produce graduates who possess advanced and applied research skills within an ecological perspective

• Objective 3A: Students will be involved in course work on advanced and applied research skills.
• Objective 3B: Students will become proficient in reporting research findings.
• Objective 3C: Students will be able to critically evaluate research from an ecological perspective.
• Competency 3A1: Students will demonstrate competency in research design and data analysis related to health and illness using quantitative, qualitative, and mixed methods models.
• Competency 3A2: Students will be able to develop meaningful research questions, based upon theories and models in the scholarly research literature.
• Competency 3A3: Students will be able to implement appropriate research design, methods, and statistical analyses, consistent with the research questions.
• Competency 3A4: Students will understand advantages and disadvantages of various research designs, modes of inquiry, data collection methods, statistical procedures, and measurement concepts.
• Competency 3B: Students will demonstrate the ability to report their research investigations appropriately, including knowledge of the socio-cultural contexts in the interpretation of the data.
• Competency 3C1: Students will demonstrate the ability to evaluate and critically assess the methodology of empirical research and the validity of research conclusions within a multicultural/ecological perspective.
• Competency 3C2: Students will be able to integrate themselves in research projects on research teams that stress a multicultural/ecological perspective.
• Competency 3C3: Students will successfully complete their dissertation proposals grounded within a multicultural/ecological perspective.

To produce graduates who are committed to and demonstrate ethical practice as counseling psychologists.

• Objective 4A: Students will learn through courses, mentoring, and supervision in the ethical codes of the profession.
• Objective 4B: Student will learn through courses and supervised clinical experiences, local, state, and national laws affecting professional psychological practice.
• Competency 4A: Students will become competent in understanding the codes of ethics and professional conduct of APA and develop a competent ethical decision-making process.
• Competency 4B: Students will demonstrate understanding of the legal issues affecting practice and resolution of ethical/legal conflicts that may occur.

To produce graduates who are multiculturally competent across sources of difference, including race, ethnicity, gender, class, religion/spirituality, disability, and sexual orientation, in both clinical and research settings.

Objective 5A: Students will study, be mentored in, and be exposed to multicultural perspectives that stress the understanding of different worldviews and confronting forms of oppression.

• Competency 5A1: Students will be able to integrate multiple worldviews and important historical and political positions in their clinical and research activities.
• Competency 5A2: Students will be able to understand their own positions of privilege, related to race, gender, social class, ability, and/or sexual orientation and its effect on their work as professional psychologists.
• Competency 5A3: Students will be able to integrate and actively advocate for the elimination of racism, sexism, class oppression, homophobia, ageism, and other forms of oppression.
• Competency 5A4: Students will be able to conceptualize and advocate for social and economic justice as professional psychologists.

To advance the field of counseling psychology using program strengths: (a) an interdisciplinary and interprofessional approach to clinical services provision and enhancement of the science of health promotion and health psychology; (b) stress on urban, community-based interventions using an ecological approach.

• Objective 6A: Students will be exposed to interprofessional models of health promotion research within the Bouvé College of Health Sciences.
• Objective 6B: Students will study the strengths and challenges facing urban populations and work within health promotion and prevention.
• Competency 6A1: Students will develop an understanding of how health promotion research is conceptualized and undertaken by an interprofessional team.
• Competency 6B1: Students will understand the unique challenges facing urban populations and work within settings that provide health promotion and prevention efforts with multicultural populations.

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College of Education

Counseling psychology doctoral program.

The University of Houston's Counseling Psychology doctoral program generates new knowledge and trains community-engaged change agents. We provide our students the tools they need to help others navigate the modern world. Our students have the opportunity to contribute to unique research opportunities in behavioral health, multiculturalism and social justice. Situated within one of the nation's most diverse cities, we have developed relationships with a variety of unique practicum locations, including several within the Texas Medical Center, the world's largest medical center.

• PHLS Directory
• Mission & Values
• Student Profiles
• Graduate Profiles

About the Program

The Counseling Psychology doctoral program trains psychologists to become health service psychologists and psychological researchers. Our nationally recognized and competitive program offers a challenging curriculum, a supportive student environment, student-faculty mentorship, excellent and diverse sites for clinical training, and multiple opportunities for research.

The following faculty are currently accepting new students:

Dr. blake allan, dr. consuelo arbona, dr. virmarie correa-fernández, dr. marcel de dios, dr. nathan grant smith, option: health psychology emphasis.

For those Counseling Psychology doctoral students who wish to add a Health Psychology Emphasis to their doctoral training, there is additional coursework that can be integrated into your program. This 15-hour minor includes three courses (two required and one elective) and two semesters of clinical health psychology practicum (which can be one of the practicum placements already included in the doctoral program). Hence, this is only an addition of nine credit hours. It is also possible to gain exposure to this topic by taking one or two courses. For more details on this option, please see pages 11-12 of the doctoral program handbook available on this website.

• Accredited American Psychological Association since 1987
• 5 - 6 years to complete the degree
• Counseling Psychology Student Handbook
• Student Admissions, Outcomes, and Other Data
• UH Graduate School

What will I learn while attending the counseling psychology program?

Students develop professional leadership, ethical, interpersonal, and intrapersonal skills through:

• Candidacy research project
• Comprehensive exam
• Dissertation

Since degree plans change periodically, students will follow the degree plan that is in place at the time in which they complete an official, approved degree plan. Students enter the program with either a Master’s or Undergraduate degree. Please see page 13 of the Counseling Psychology Ph.D. Program Handbook for the most current sample degree plans.

What can I do with my degree?

The program offers the preparation necessary for students to apply for licensure as psychologists in Texas. Our graduates are employed in settings such as:

• Colleges and University Psychology Departments
• University and College Counseling Centers
• Community Agencies
• Private Practice
• K-12 schools

Important Counseling Psychology Documents and Resources

The following is a collection of important documents and other resources

• Resource Guide for Ethnic Minority Graduate Students
• A Guide for LGBT Students Navigating Graduate Training
• Evaluation of Practicum Student Competencies
• Sample Practicum Contract
• Supervisor Evaluation Form
• Practicum Hours Log

Counseling Psychology Faculty

The following is a list of current counseling psychology faculty:.

Counseling Psychology Program

Faculty Profile | Email

Dr. Chakema Carmack

Dr. robert h. mcpherson.

• PHLS Homepage
• Our Programs

The Counseling Psychology faculty's research ranges from stress and coping in the LGBTQ community and tobacco cessation to minority stress and health disparities. Visit the PHLS Research Portal to learn more about our diverse interests and discover faculty pursuing answers to the questions that matter to you.

Feel free to contact faculty directly to learn more about their research. You can find contact information in the Research Portal or by visiting the COE Faculty Directory .

• PHLS Research Portal

Financial Aid

All Counseling Psychology doctoral students are encouraged to apply for scholarships through the UH and the College of Education. To learn more about how to fund your graduate studies, visit the Graduate Funding page .

Graduate Tuition Fellowship

Graduate Tuition Fellowship (GTF) provides tuition remission for 9 credit hours, during the academic year, to students who enroll in at least 9 credit hours. During the summer term, GTFs are contingent upon available budget. Not all years in the graduate program may be covered by this program.

Assistantships

Graduate appointments are usually available to students during the first two years of graduate studies. The program doesn't cover mandatory fees or course fees. Not all years in the graduate program are covered by this program. 

To learn more about funding your education, contact the COE's College of Graduate Studies at  [email protected]  or call 713-743-7676.

• COE Financial Aid and Scholarships
• UH Graduate Funding
• UH Graduate Financial Information

Houston, Texas

Houston is the fourth largest city in the United States and one of the nation's most diverse cities. This fact benefits our students and faculty both personally and professionally. Home to more than 100 different nationalities and where more than 60 different languages are spoken, Houston is the perfect environment to practice what you're learning in the classroom. The city also boasts more than 12,000 theater seats and 11,000 diverse restaurants featuring cuisines from around the globe (Don't know where to start? Just ask a Houstonian, and they're sure to bombard you with at least a dozen places to eat.) 

Houston is bustling with culture, energy and offers something for everyone inside and outside the classroom.

(Background photo: “ Metropolis ” by eflon is licensed under CC BY 2.0 .)

• Student Housing & Residential Life
• Greater Houston Partnership - Welcome to Houston

Ready to Apply?

Are you ready to apply to the University of Houston Counseling Psychology doctoral program ? Yes? You can learn more about the application process by visiting the College of Education's Graduate Admissions page  or jump right into the application process by visiting the UH's How to Apply to Graduate School page .

If you need more information about the Counseling Psychology program, we are here to help. You can always contact the COE Office of Graduate Studies by phone at 713-743-7676  or by email .

The Counseling Psychology doctoral program is a member of UH's Psychological, Health, & Learning Sciences department .

Training and Program Director:  Dr. Consuelo Arbona

UH College of Education Stephen Power Farish Hall 3657 Cullen Blvd., Room 491 Houston, TX 77204-5023

Undergraduate: [email protected] or 713-743-5000 Graduate: [email protected] or 713-743-7676 General: [email protected] or 713-743-5010

*Questions related to the program’s accreditation status should be directed to:

The Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002-4242 (202) 336-5979 [email protected] http://www.apa.org/ed/accreditation/

The PhD in Counseling Psychology program at Northeastern is designed to train the next generation of mental health professionals.

In The News

A Toolkit for Healthier Population

Critical Need in Tracking Young Students’ Progress

PhD Candidate Wins Prestigious Fellowship

The PhD Program in Counseling Psychology offers doctoral education and training in psychology and prepares students for entry-level practice in counseling psychology. Doctoral level counseling psychologists conduct research, teach at the university level, supervise students and professionals, consult with community agencies, and provide clinical services to people across the developmental lifespan. Counseling psychologists also enhance the science of health promotion and health psychology and emphasize community-based interventions.

Mission:  It is the mission of the PhD in Counseling Psychology program to train multiculturally competent counseling psychologists who are: (1) clinically adept in multiple settings with a variety of psychological and health-related issues; (2) able to conceptualize, conduct, and evaluate research across biological, cultural, and relational systems in numerous social contexts, such as families, schools, neighborhoods, and communities.

Our clinical training prepares counseling psychologists to work in various settings with individuals presenting with a variety of psychological and health-related issues. We emphasize an ecological model which encourages the conceptualization of relationships and research across multiple systems: biological, cultural, and relational. These relationships occur in various social contexts, including families, schools, neighborhoods and communities.

• Merging of science and practice within multicultural and urban contexts
• Translational research related to health promotion of individuals, groups, families, and communities
• Opportunities for empirically-based practice in urban community centers, agencies, schools, and hospitals
• Development of consultation and leadership skills in researchers and practitioners
• To prepare graduates for the role of professional psychologists, to include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision and an understanding of and commitment to the profession’s ethical codes.
• To foster understanding and application of the scientific basis of clinical practice in psychotherapy and clinical assessment.
• To produce graduates who possess advanced and applied research skills within an ecological perspective.
• To produce graduates who are committed to and demonstrate ethical practice as counseling psychologists.
• To produce graduates who are multiculturally competent across sources of difference, including race, ethnicity, gender, class, religion/spirituality, disability, and sexual orientation, in both clinical and research settings.
• To advance the field of counseling psychology using program strengths: (a) an interdisciplinary and interprofessional approach to clinical services provision and enhancement of the science of health promotion and health psychology; (b) stress on urban, community-based interventions using an ecological approach.

Northeastern’s Counseling Psychology Program is accredited by the Commission on Accreditation of the American Psychological Association (APA) The next APA accreditation site visit will be held in 2024.

At least two years of intensive clinical training is required. This preparation includes advanced fieldwork at various mental health settings in the Boston area. Students are expected to be at their site for 20 hours each week. Approximately half of their time is direct service delivery. Training goals include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision, and an understanding of and commitment to the profession’s ethical codes. Students must complete a one year, full-time pre-doctoral internship that has been approved by the program.

Where They Work

• McLean Hospital
• Boston Children’s Hospital
• Beth Israel Deaconess Medical Center
• Arbor Counseling Services

What They Do

• Healthcare Services
• Community and Social Services
• Business Development
• Entrepreneurship

What They’re Skilled At

• Mental Health
• Psychotherapy
• Public Speaking

Application Materials

Application.

• Application fee – US $100
• Three letters of recommendation
• Transcripts from all institutions attended
• Personal Statement
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English
• 3.5 GPA and above preferred
• Masters degree in psychology or related field
• Official GRE General is optional
• Personal interview

Application Deadline: December 1st

• Program Website

Request Information for PhD in Counseling Psychology

Counseling PhD Degree Guide | Salary & Requirements 2024

As we start to recover from the isolation brought on by the COVID-19 pandemic, the negative effects of long-term mental health symptoms are now at the forefront of the national discussion on public health. 

Now is a great time to advance your  counseling education  and career as the U.S  Bureau of Labor Statistics  (BLS) projects that the profession will grow 8% between 2020 and 2030. This resource covers everything you need to know about a PhD in Counseling including career outlook, salaries, and program requirements. 

What is Counseling?

The  American Counseling Association  defines counseling as a professional relationship between individuals, families, and groups to achieve mental health, wellness, education, and career goals. 

A Doctor of Philosophy (PhD) in Counseling typically requires both a  bachelor’s  and  master’s degree in psychology . There are many counseling specialties to pursue including  school counseling , marriage and family therapist,  mental health counselor , and professor.

What Can I Do With a PhD in Counseling?

While a master’s degree in counseling allows you to become a licensed professional counselor and have a private practice, a doctorate degree is needed to obtain high-level positions with:

• Universities
• School system
• Community centers

A doctorate degree expands the counseling scope of work and allows you to provide your patients with more treatment options, and types of researched-based therapy.

PhD in Counseling Salaries and Career Outlook

The specialized area of counseling, industry, and job location help determine your salary. According to the BLS, the median salary of a counselor in 2020 was  $79,820  with jobs in government and healthcare paying the most. 

The career outlook for people holding a PhD in psychology is good with a projected growth of  8%  from 2020-2030. However, this projection is not a guarantee of industry growth. 

Counseling PhD Career Paths

PhD graduates looking to begin their counseling profession have many career opportunities, including the following:

• Median Salary: $58,120 
• Career Outlook: +11% (2020-2030)

School and career counselors help students with social and academic skills that will help them both in and out of the classroom. 

• Median Salary: $37,530 
• Career Outlook: +10% (2020-2030)

Rehabilitation counselors help people with physical, mental, and emotional disabilities live an independent life.

• Median Salary: $80,790 

Counseling professors teach college and university students theory and foundation on how to become a counselor.

• Median Salary: $51,340 
• Career Outlook: +16% (2020-2030)

MFTs use tools and proven techniques to help couples and individuals work through emotions, behavior, and thoughts to better their lives and relationships.

 Source: BLS 

Earning a PhD in Counseling

Earning a doctorate degree in counseling is a commitment to advancing both your skills, expertise, and scope of work as a counselor while also opening up many career paths and opportunities in the field of psychology.  

There are many things to consider when considering a doctorate school program including the pros and cons, coursework, what skills you’ll master, and the required time commitment. 

Pros and Cons of Counseling PhD Programs

A PhD in counseling offers different specialty areas that you can choose from. While a master’s degree in counseling allows you to work in clinical practice, having a PhD allows you to work in professional practice.

The pros of obtaining a PhD in counseling include:

• Diversity of career paths
• Job opportunities available
• Projected growth of the industry
• The opportunity to help people
• Possibility to earn a good income

The cons of obtaining a master’s degree in psychology include:

• Potential stress
• Requirement to work odd hours
• The financial burden of attending school
• The amount of time it takes to obtain a graduate degree 

Doctoral Degree vs. PhD in Counseling

When deciding to get a Doctoral Degree in Counseling, you have the option of pursuing either a  PhD program or a Doctor in Psychology (PsyD)  degree program.

The main difference between the two degrees is the area of focus.

A PhD program is the most popular option and is rooted in conducting research and theory, while a  PsyD program  is rooted in clinical applications and patient interactions. 

A PhD program requires a master’s degree to apply. However, there are a few PsyD programs that will accept students with only a bachelor’s degree. This program typically combines earning both a master’s and doctoral degree with one program.

Both PhD and PsyD programs typically require a dissertation or research project on a specific topic.  

Courses in Counseling PhD Programs

PhD program curriculum may vary based on what program you specialize in.  

However, there are many general core classes that are usually required for all types of psychology programs. These doctoral-level classes may include:

• Counseling theory
• Human behavior
• Group therapy
• Social issues
• Abuse and trauma
• Substance abuse
• Interpersonal relationships

Programs also conclude with a research-based practicum or dissertation. 

Skills Learned in a PhD in Counseling Program

The skills you will learn in a PhD program will help guide your career as a counselor and help you make a significant impact on your clients or patients.  

A few of these  vital skills  include:

• Problem Solving
• Leadership skills
• Interpersonal skills
• Project management
• Organizational skills
• Self management
• Written and oral communication skills

How Long Does it Take to Get a Counseling PhD?

On average, a PhD program usually takes about 4-8 years to complete. This timeline depends on:

• Whether you study online
• Full-time or part-time learning
• Previous education
• Your specialization
• How long it takes to complete your dissertation 

PhD programs in counseling typically require 90-150 semester credit hours depending on the area of concentration and program modality.

Choosing the Best PhD in Counseling

Your decision on what PhD program to pursue is highly individual and should focus on your career goals, financial situation, family obligations, and whether you will be working while attending school. 

10 Best Schools With Counseling Programs in the US

• Northwestern University
• Boston College
• University of Chicago
• Columbia University in the City of New York
• University of Pennsylvania
• University of Denver
• Lehigh University
• Northeastern University
• Fordham University
• Boston University

If you’re looking for other schools that offer Counseling PhD programs, check out the Find Your Perfect “U” tool. You can search over 6,000 colleges and universities with 11 different filters to find the  perfect school for you !

Counseling PhD Specializations

There are many areas of focus for those with a PhD in counseling and can include:

• Marriage and family therapy
• Education/school
• Mental health counseling
• Rehabilitation
• Program director

Online vs. On Campus Degrees

Online PhD programs are becoming more abundant, and many schools allow students to complete the degree on a part-time or full-time basis. The biggest benefits of online learning include:

• Flexibility and self-paced learning
• Better time management
• Improved virtual and communication and collaboration
• Faster graduation times
• Ability to work from anywhere

However, many students may choose to complete an in-person program for its networking and social aspects.

How Long do Online Courses Take to Complete?

On average, an online PhD degree in counseling usually takes about 4 years to complete. However, this timeline is dependent on if you study full-time or part-time, as well as previous education completed.

Accelerated programs are also available that allow you to complete the program in less time, but are faced-paced and rigorous. 

Counseling Certifications and Licensure

Many careers in counseling also require a license or certification to practice or obtain a job. It is important to research requirements for your desired career path and choose a school, program, and specialty that prepare you to meet your career goals. 

The specific license or certification required varies by state. Make sure to check your desired field’s requirements before you commit to a school or program.  

Accreditation

Accreditation is critical for any education institute as it certifies that the school and its curriculum meet the appropriate standards and qualifications outlined by the  U.S. Department of Education  and/or the  Council for Higher Education  accreditation. 

Choosing an accredited program is extremely important as it gives degrees credibility and is valued by employers. 

Many programs and departments within a school may have a separate accreditation called programmatic accreditation. This accreditation elevates the credibility of the program and shows that the department has designed a program that meets industry standards. 

Programmatic accreditation, such as from the  Council for Accreditation of Counseling and Related Educational Programs  (CACREP) also ensures that students receive the appropriate training and knowledge to be successful in their given fields. 

Applying to Counseling Programs

Admissions requirements for PhD in counseling degree programs depend on the type of school, degree, and program modality desired. A master’s degree, letters of recommendation, GRE score, work experience, and prior grades are a few examples of typical application requirements.

There are many resources available to help you find schools, research financial aid packages, and apply to college programs. For example, the  Common App  is a one-stop shop for planning your educational future. 

Admission Requirements for PhD in Counseling Programs

Admission requirements for a phd in counseling degree program typically include:.

• Transcripts (high GPAs are preferred)
• Master’s degree
• Resume of work and experience
• 2-3 Letters of recommendation
• Formal interview
• Criminal background check
• Application fee

Paying for a PhD in Counseling

Deciding to go back to school is not only a big-time commitment, but it is also a big financial commitment. Tuition costs can vary depending on the school, program, required units, and projects.

There are many avenues of financial assistance available to help with tuition costs including financial aid,  scholarships , grants, internships, work study programs, and corporate reimbursement from your current company. 

Counseling PhD Degree Costs

Tuition costs for a master’s program depend on if the school is private or public and instate vs. out-of-state residence status. Depending on this criteria, one can expect to pay in the range on average $30,000 a year to complete a PhD program.

Scholarships for Counseling Students

Many scholarship opportunities are available for counseling students. Here are a few opportunities to consider.

• NAJA Graduate Scholarship
• Institute for Human Studies Hayek Fund for Scholars
• Medical research scholarships 
• GFWC of Massachusetts Memorial Education Scholarship for Graduate Studies

Counseling Career Resources

Professional organizations are a great way to stay up-to-date on current psychology trends as well as a place to seek networking and educational opportunities. Here are a few options:

• American Psychological Association (APA)
• American Counseling Association (ACA)
• International Association of Counselors (IAC)
• American Board of Professional Psychology (ABPP)

Counseling PhD FAQ

• Yes. As mental health becomes a more prominent and talked about public health issue, job opportunities for counselors will be on the rise. Having a PhD in the field opens up many options and career paths. 
• There are many career options for someone with a PhD in counseling including; professor, researcher, school counselor, program manager, mental health counselor, and marriage and family therapist.
• The BLS estimates that a counselor with a PhD on average will make  $79,820 .
• The average time it takes to get a PhD is usually between 4-8 years depending on whether you study full or part-time, whether you work while in the program, and how long it takes to finish your dissertation. 

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Mental Health Counseling, Ph.D.

• Mental Health Counseling, PhD

In This Section

• Admissions & Aid

Why a Ph.D. in Counseling? 

Keeping with Belmont’s understanding of its mission within the context of Christian higher education, this degree program will train master’s level mental health professionals to accomplish their goals—becoming doctoral level professors and/or practitioners ready to train tomorrow’s mental health professionals or highly-skilled clinicians who work with clients within a variety of settings across the mental health care continuum.

The program helps mental health professionals enhance their counseling and research skills to improve treatment efficacy while exploring connections between personal spiritual beliefs, biases and client diversity.

Drawing students from a variety faith backgrounds, Belmont’s diverse faculty and staff with varied life experiences and educational backgrounds represent an ecumenical approach to the Christian faith which focuses on hospitality and inclusion. Their diversity of thought will challenge you to think differently and prepare you for the variety of clients you will encounter in professional practice.

This degree is distinctive among contemporary doctoral counseling programs in that it embodies advanced spiritual and pastoral theological understandings of the care of human beings in addressing the depth and complexity of human suffering.

What You'll Learn 

The PhD in Mental Health Counseling is designed to train leaders, teachers and researchers in the field of mental health counseling who can integrate the most advanced scientific resources of the field with a comprehensive understanding of human spiritualities and their impact on the health and wellness of the diverse populations composing society.

The program consists of two tracks, each leading to a different professional field of service. The Advanced Clinical Practice track is designed to allow currently licensed mental health professionals to become leaders in the field of clinical practice by advancing their knowledge and skills to the doctoral level and by developing the specialty area of spiritually integrated counseling/psychotherapy in their practice. The Counselor Education and Supervision track is designed to prepare persons for careers in higher education and research with specialization in the role of spirituality in human life and development.

Available Tracks

Advanced clinical practice add.

Advanced Clinical Practice: 55 Semester Credit Hours This track provides academic training for practicing mental health professionals to serve as highly skilled clinicians in many settings including private practices, community mental health agencies, addiction recovery centers, research agencies, behavioral health agencies, government mental health positions and research centers, among others. Students will learn advanced skills and research practices beyond those achieved at the master’s and basic licensure level to assist families, children and individuals facing a variety of mental health challenges.

Download the degree plan

Counselor Education & Supervision add

Counselor Education & Supervision: 57 Semester Credit Hours

This track provides the academic training for counselors to work as faculty in higher education, serve as clinical supervisors training the next generation of counselors or serve as highly skilled mental health practitioners in a variety of mental health counseling practices.

Emphasis is placed on teaching, researching, supervision and practice.

Method of Instruction

The Ph.D. in Counseling at Belmont University is primarily taught online with some face-to-face components. At least once each semester, students will come to Belmont’s campus for an intensive weekend of face-to-face instruction. All other components of the program will be conducted virtually.

Career Possibilities

• Private Practice Therapist
• Counselor in a non-profit
• Counselor in a school setting
• Therapist in an agency

Program Details

Minimum degree requirements & courses add.

The program consists of two tracks, each leading to a different professional field of service. There is a range of 55-57 hours required to complete the program.

• Foundational Courses: 33 hours
• Practical Courses: 6 hours
• Counselor Education: 18 hours
• Advanced Clinical Practice: 16 hours

Students in the Counselor Education track are required to complete a practicum and internship consisting of 700 clock hours of counseling and counseling related activities in an approved site or agency as a part of the program. Normally, students will complete 24 semester hours of course work prior to beginning their practicum experience. Students will be required to pass a background check and show proof of approved professional liability insurance prior to beginning the clinical experience component of the program.

See All Program Requirements

 Download the degree plans

Download the Student Handbook

Courses You'll Take

• CTM 6013 Spiritual Development and Religious Experience 

This course is an advanced study of human development focusing on the spiritual and religious dimensions of that process. Students will explore the psychological, sociological, anthropological, historical, phenomenological and theological research and literatures that have contributed to our understandings of this dimension of human life. Special attention will be given to the application of research to clinical practice.

• CTM 6016 Advanced Group Therapy - Theory and Practice 

Building on prior study of group dynamics and therapy, this course is an advanced study of the theory and techniques of group psychotherapy. Students will explore current research and literature in group therapy as well as emerging trends. Special emphasis with be placed on application of research to clinical practice.

• CTM 6015 Mental Health Care in Contemporary Society 

This course is an advanced exploration of the ways in which cultural and contemporary social influences shape how mental health care is conceptualized and practiced. From the taxonomy of mental disorder and its various treatments to the economic and political influences, mental health care is shaped by powerful forces in our society. The course will especially focus on the practitioner’s ethical competencies and professional advocacy responsibilities.

• CTM 6014 Clinical Supervision and Leadership: Theory and Practice

Competent clinical practice requires an intense and extended experience of practice under qualified supervision. This course explores the nature, theories, methods and skills required to provide ethically competent supervision in a culturally diverse society. The course pays particular attention to the supervisor’s responsibilities to the well-being of both clients and the profession of mental health care.

• CTM 6017 Advanced Human Systems in Clinical Practice 

This course is an advanced study of the application of human systems theory in counseling and psychotherapy. Students will explore current research in marital and family therapy. Emphasis of the course is the conceptualization of human suffering and its amelioration from the perspective of the ecology of living systems.

• CTM 6630 Advanced Internship II 

This course provides for counseling expertise in the clinical, supervision, research and teaching setting. The experience includes a minimum of 300 clock hours in this course. Students experience both direct delivery and weekly individual and group supervision.

• CTM 6610 Advanced Practicum 

This course provides for counseling expertise in the clinical, supervision and teaching setting. The experience includes a minimum of 100 clock hours. Students experience both direct delivery and weekly individual and group supervision.

• CTM 6008 Advanced Psychometrics and Assessment 

This course builds on basic psychometric and assessment training. The course will explore advanced principles of test design and clinical use. Multicultural competencies with instrument selection and administration will be emphasized. Different types of assessment are evaluated and conducted. Particular attention is devoted to the psychometric principles of test construction and assessment's use in research.

• CTM 6220 Advanced Qualitative Inquiry

This course allows students the opportunity to apply knowledge of qualitative research methodology. Students apply knowledge of qualitative research designs, sampling methods and other such topics related to research conceptualization, data collection processes, and problem investigation in counseling. Students design and conduct a qualitative research study in this course.

• CTM 6019 Advanced Quantitative Statistical Analysis

This course introduces students to advanced quantitative research methodology and statistics. Students conduct and interpret statistical analysis using SPSS for a variety of quantitative research designs. Students are exposed to ANOVA, ANCOVA, MANOVA, MANCOVA, factorial analysis and a variety of other parametric and nonparametric statistics and mixed methods in this course. Special attention is given to choosing appropriate research statistics based on research questions and conducting an appropriate analysis.

• CTM 6007 Advanced Theories of Change 

This course is an advanced inquiry into the theories of change undergirding the many methods and techniques employed by mental health professionals. The course will explore the theories of change in counseling and psychotherapy approaches such as psychodynamic therapies, behavioral therapies, cognitive-behavioral therapies, family systems therapies, as well as newer approaches such as neurolinguistic programing, brain spotting and EMDR.

• CTM 6009 Advanced Vocational Discernment & Counseling 

This course teaches advanced career counseling principles and examines connections between life career development, vocational discernment, spirituality and mental health. Students apply the world of work, career decision-making theories, the process and techniques of career counseling, the interrelationship between career and life balance issues and theories of mental health with clients. Special attention focuses on career development with regard to issues of diversity and multicultural and social justice frameworks.

• CTM 6999 Dissertation

During this course, students work on a major research project, the dissertation, in conjunction with a faculty dissertation committee. Students design a research proposal, submit an IRB, conduct ethical research, analyze data, devise findings and conclusions, and submit a final dissertation manuscript while meeting regularly with the dissertation committee chair and committee members. This course may be repeated for credit until the dissertation committee designates student completion.

• CTM 6018 Qualitative Inquiry 

This course introduces students to qualitative research methodology. Students become familiar with qualitative research designs, sampling methods and other such topics related to research conceptualization, data collection processes, and problem investigation in counseling. Special attention is given to choosing appropriate research designs and methods in qualitative research.

• CTM 6019 Quantitative Statistical Analysis

This course introduces students to quantitative research methodology and statistics. Students become familiar with quantitative research designs, sampling methods and other such topics related to research conceptualization, data collection processes and problem investigation in counseling. Special attention is given to choosing appropriate research designs and methods in quantitative research and analyzing/computing statistical data.

• CTM 6225 Research Seminar 

This seminar allows students to focus on and develop their major research project. Students will be expected to present a formal research proposal during the seminar. Emphasis of the seminar is to identify a researchable problem, design a research project, write a lucid and concise scholarly proposal, and present the research proposal and findings in appropriate technical form. Each student will produce a first draft of a dissertation research proposal.

• CTM 6012 Seminar: Advanced Clinical Practice 

This seminar is an advanced study of mental health practice through an in-depth exploration of the actual practices of the students enrolled. Foci of the seminar will vary from semester to semester depending upon the needs of the group. Topics may include the practice of spiritually integrated psychotherapy, group psychotherapy, the practice of clinical supervision, couples therapy, clinical practice as research laboratory, etc. Students must be engaged in an acceptable clinical practice site throughout the course of the seminar. Adherence to HIPAA regulations will be required.

• CTM 6006 Spiritual Traditions in Global Perspective 

We live in a diverse society saturated with a variety of spiritualities. This course is an advanced study of the diverse manifestations of spirituality brought to the clinical encounter by clients and clinicians alike. Students will engage in an in-depth exploration of the historical backgrounds as well as the diverse social manifestations of spiritualities associated with the wisdom traditions of the world such as Hinduism, Buddhism, Taoism, Judaism, Islam, Christianity and Indigenous traditions. The course will give special attention to the interface between the clinician’s spirituality and that of the client.

• CTM 6005 Spirituality in the Clinical Encounter 

This course is an advanced study of human spiritual dynamics as they are present in the clinical encounter of mental health counseling. The course will explore ways in which client spirituality informs and is related to assessment, diagnosis, treatment planning and techniques adapted to specific client needs. Students will also explore methods for increasing awareness of how their own spiritual development, convictions and identity impact the clinical encounter and outcomes. Students will be expected to demonstrate an understanding of the historical development of this dimension of clinical practice, the impact of cultural diversity on spirituality and principles of ethical competence in practice.

• CTM 6011 Teaching, Writing & Publishing in the Counseling Field

This course offers practical knowledge on teaching in higher education and teaches professional writing and presenting skills. Students learn how to evaluate topics, submit a conference proposal, design a dissertation proposal, write a dissertation, write a grant proposal, author journal articles and be an effective teacher. The role of a counselor educator with regard to writing and teaching will be examined.

• CTM 6620 Advanced Internship I 

This course provides for counseling expertise in the clinical, supervision, research and teaching setting. The experience includes a minimum of 300 clock hours. Students experience both direct delivery and weekly individual and group supervision.

• CTM 6404 Seminar: Special Topics in Counselor Education 

Special topics in counselor education. This seminar may be repeated for credit with a change in topic.

• CTM 6405 Seminar: Special Topics in Spirituality and Mental Health Practice

Special topics in the relationship of spirituality and mental health practice. This seminar may be repeated for credit with a change in topic.

Matriculation Requirements add

In order to matriculate through the program, students must be admitted, complete all degree and assessment requirements, and apply for graduation.

The following links assist with matriculation through the 55 to 57-hour PhD program from admission to graduation.

• Admissions Requirements
• Courses and Graduation Requirements
• Downloadable Degree Plans
• Student Handbook

Accreditation add

The program is preparing to seek accreditation through the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Request Information

Ready to apply.

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College of Pharmacy & Health Sciences

Lauren Lauzon Admissions Director 615.460.6107 Email Lauren   Schedule a Call

College Links

• Graduate Programs

Mission Statement

The mission of the Department of Counseling is to prepare interpersonally skilled and culturally attuned professionals who promote mental health and wellbeing. These professionals support the holistic wellbeing of individuals and families across the lifespan in communities and schools throughout Montana and beyond.

Programs Offered

The counseling program offers three graduate counseling degree options: Clinical Mental Health Counseling; Marriage, Couples, and Family Counseling; School Counseling; and certificates in Addiction Counseling and Mental Health Support. The links provided below provide more detailed information regarding the distinctions between the three master’s concentrations and two certificates to determine which area best matches a prospective student’s career goals. For students in the master’s degrees they graduate with strong foundational knowledge and experience that will facilitate their success as counselors in a variety of professional settings.  All three of our master's-level programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) .

Clinical Mental Health Counseling master's degree

The Clinical Mental Health Counseling option combines didactic and experiential course work to give students grounding in theories and principles of mental health counseling and extensive experience in supervised application of those theories and principles with adult clients. The Clinical Mental Health Counseling prepares students to enhance their personal and professional development as counselors; to increase their ability to understand the characteristics and concerns for adult client populations and their environments; to develop their knowledge and skills in use of theory-based counseling models; and to train them in the use of scientific methods of inquiry and evaluation. The Clinical Mental Health Counseling program meets educational licensure requirements for a Licensed Clinical Professional Counselor in the State of Montana.

Marriage, Couples, and Family Counseling master's degree

This program option is designed to prepare counselors to address a variety of mental health and relationship issues from a family systems framework. Students in this program are trained to work with individuals, children, families, or couples from a family systems perspective.

Students in the Marriage, Couples, and Family counseling master’s degree work in a broad range of counseling contexts where they see children, adolescents, individuals, couples, and families. This extended focus beyond individual counseling provides a well-rounded training experience. The Marriage, Couples, and Family Counseling program meets educational licensure requirements for a Licensed Clinical Professional Counselor in the State of Montana.

School Counseling master's degree

Competent counseling practice is informed and guided by theory and evidence-based best practice. The school counseling degree emphasizes thorough knowledge of counselees' developmental and cultural contexts. During counseling practicum, students are closely supervised in their use of practical counseling skills, counseling theories, and professional practice in the K-12 school setting. Supervised practice continues and is expanded during internship. The School Counseling program meets educational licensure requirements for a Licensed School Counselor Specialist in the State of Montana.

Addiction Counseling certificate

The addiction counseling certificate program is an online academic program that prepares students to pursue licensure as a Licensed Addiction Counselor (LAC) in Montana.  Please note, this is a graduate certificate program – not a master’s degree program. Students must have a bachelor's degree in a relevant field with a GPA of 3.0 to apply. However, we encourage motivated students with a GPA less than 3.0 to contact us to discuss the application process.

Mental Health Support certificate

The graduate online certificate in mental health support will provide mental health training for career professionals to better support those who work in environments that intersect with human services. This certificate requires 12 credits of online coursework. Coursework is focused on development and helping theories, multicultural and diversity/inclusion education and support, helping skills and attending behavior, crisis management and trauma, reducing stigma around mental health, consultation, career, and leadership theory. This certificate program is offered summers only to accommodate faculty schedules as well as to increase accessibility to those working in K-12 as well as the university setting.

This program is an approved Western Regional Graduate Program.  The WRGP allows master's, graduate certificate, and doctoral students who are residents of WICHE-member states to enroll in 900+ graduate programs at 60 public institutions outside their home state, and pay up to 150 percent of resident tuition.  To learn more, please see the WICHE/WRGP website.

Clinical Mental Health

Marriage, couples, & family, information for prospective students, information for current students, cacrep information & vital statistics.

Anna Bartkowiak, PhD

Asst Professor, Counseling

Ed Dunbar, PhD

NTT Instructor, Addictions Counseling

Katey Franklin, PhD

Asst Professor; Program Leader,  School Counseling

Rebecca Koltz, PhD

Professor; Program Leader, Marriage, Couples, and Family Counseling

Bryan Lamb, PhD

Director, Human Development Clinic; NTT Instructor

Sarah Mendoza, PhD

Asst Professor; Program Leader, Clinical Mental Counseling

Montana State University P.O. Box 172940 Bozeman, MT 59717-2940

Tel: (406) 994-3242 Location: 250 Reid

Graduate Programs Office

Tel: (406) 994-3241 Location: 220 Herrick Hall E-mail: [email protected]

Department Head

Rebecca Koltz, PhD [email protected]

• International Applicants

Doctoral programs in counseling

Doctorate (edd, phd), edd deadlines.

We welcome applications on a rolling basis. The next priority application deadline is July 15, 2024.

PhD Deadline

Applications for PhD will open Fall 2024.

Full and Partial Assistantships

Specialize in Your Area of Interest

Part-Time and Full-Time Options

Program Overview

Whether you want to become a counselor educator or faculty in a higher education institution, pursue a leadership role in the counseling profession, enhance your credentials as a private practitioner, or contribute new knowledge about counseling, Warner’s doctoral programs in counseling will help you achieve your goals.

We invite you to check out our Council for the Accreditation of Counseling and Related Educational Programs-approved doctoral programs, and see how you can benefit from the expertise and support of faculty involved in cutting-edge research and innovative education reform projects, while pursuing your specific interests.

Key Program Features

• Minimum credits: 96 graduate credits, including doctoral-level internships; some of the credits can be transferred from previous programs (up to 30 credits for PhDs; up to 36 credits for EdDs).
• Curriculum: Coursework reflects emerging knowledge about the impact of early life experiences, the effects of chronic stress, clinical supervision, the biological basis of behavior, and the importance of employing an integrated diversity of approaches to psychotherapy.
• Choice of research methods: Benefit from a vast array of research methods courses, and choose from a variety of research methods for your dissertation.
• Internship opportunities:  Internships are available in an array of settings, including mental health clinics, healthcare facilities and hospitals, human services agencies, drug and alcohol treatment facilities and higher education settings. Interns can choose whether they want to work with children, adolescents and/or adults of various ages.  
• Research opportunities: Warner faculty work on research and reform projects that provide opportunities for apprenticeships as well as interesting contexts for your dissertation.
• Flexible: Programs can be completed on a full-time or part-time basis, starting in any semester; minimum one year full-time residency requirement for PhD students only.

Prerequisites:

• Successful completion of a master’s degree in mental health counseling, school counseling, or a related field in the helping professions (e.g., social work, counseling psychology, creative arts therapy).***
• At least two years of relevant practice experience in a counseling-related profession.
• A license or certification to practice in a counseling-related profession.
• Career goals consistent with attainment of a doctoral degree in counseling.
• Ability to articulate potential avenues for dissertation research.
• Capacity for sound clinical and interpersonal judgment.
• Ability to deal with critique and conflict in a healthy and productive manner.
• Reliable completion, even under conditions of stress and emotional challenge, of expected clinical and academic responsibilities.***
• Respect for diversity of beliefs, practices, appearances and orientations, and a commitment to, and capacity for self-reflection regarding diversity issues.
• Ability, even in times of extreme stress, to convey empathy and compassion.
• Display of sound moral and ethical judgment.
• The ability to relate to supervisees and students in an ethical, non-exploitive manner that prioritizes their welfare.

Scholarships, Tuition, & Financial Aid

Doctorate program options.

What's the Difference Between an EdD and PhD?

PhD in Education with Concentration in Counseling and Counselor Education

Prepares graduates for academic positions in universities and other higher education settings, as well as research positions in government agencies or other educational organizations. Coursework for the PhD in education (with specialization in counseling and counselor education) . 

EdD with Specialization in Counseling

Prepares and supports experienced counselors for leadership positions in their field, as well as selected higher education faculty positions; can be completed on a part-time basis while maintaining full-time employment. 

• EdD in Counseling and Human Development:   Two options are available for the dissertation phase to suit your needs. Choose between our  accelerated EdD option , featuring a highly structured, faculty-supported, and cohort-based approach that can be completed in as little as three years, or the  traditional EdD option  for more flexibility in dissertation methodology and pace, typically taking longer to complete. 
• EdD in Mental Health Counseling : Offers the option of including additional coursework, beyond the 96 credits required for the doctoral degree, that allows matriculated students to become eligible for the New York State mental health counseling license.  Students graduating from this program would be eligible for a New York State limited permit, and would need to complete 3,000 post-graduation supervised practice hours and pass the state examination to become a fully Licensed Mental Health Counselor. Coursework for the EdD in mental health counseling and supervision .

Customize Your Degree

Our degrees are designed to meet your interests and career aspirations. Whether you want to add an advanced certificate or specialize in a distinct area of emphasis, we can help craft the best option for you.

Ready to Apply?

Growing need for mental health counselors.

The need for mental health counselors is projected to grow much faster than the average for all occupations nationwide due in part to the fact that health insurance plans have started providing coverage to mental health counseling services.

Today, the country faces a shortage of mental health professionals while the demand for mental health services has never been higher. In fact, 15 of the nation’s 50 states – including California, Connecticut, Florida, and 12 others – are experiencing a shortage of mental health professionals, as defined by the federal government. This means millions of Americans will continue to struggle with mental health issues as a result of the lack of licensed clinical mental health counselors.

Core Program Faculty

Doug Guiffrida Constructivist counseling supervision; College retention

Martin Lynch Self-determination theory

Karen Mackie Creative arts in counseling; Narrative therapy

Andre Marquis Integral psychotherapy; Psychotherapy integration

Amanda McLeroy Mental health of college students; Racial and childhood trauma

Bonnie Rubenstein School counseling; Grief and loss

Contact Admissions

(585) 275-3950

[email protected]

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Receive a $70 application fee waiver when you complete the form below.

Take a Course Before You Apply

Take a course before you apply to one of our programs for a discounted price. Inquire with admissions to learn about credits that also apply toward degree requirements.

Related Certificates and Degrees

Related advanced certificates.

Opportunities for additional specializations with minimum additional credits required.

• Advanced Certificate in Urban Teaching and Leadership
• Advanced Certificate in Mind/Body Healing and Wellness
• Advanced Certificate in Online Teaching

Related Degrees

• MS in School Counseling
• MS in Mental Health Counseling
• MS in Human Development
• EdD/PhD in Human Development

Start Your Application

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THE GRADUATE SCHOOL

• Academic Programs
• Explore Programs
• Degree Requirements

Learn more about the program by visiting the Center for Applied Psychological and Family Studies

See related Interdisciplinary Clusters and Certificates

Degree Type: MA

The Master of Arts degree in Counseling delivered on-ground and online, is dedicated to the cutting edge preparation of tomorrow’s clinical mental health counselors nationwide. We are proud of our degree program which stands on several pillars of excellence:

• The Family Institute at Northwestern University –  The Family Institute (TFI) is a highly-regarded organization with a  long tradition of integrating mental health service delivery,  education, and research. TFI's clients include children, adolescents, adults, couples, and families.  In TFI's approach,  students are trained to understand the mental health and wellness needs and challenges of people from all walks of life.  Then students are encouraged to apply knowledge and skills in practice with real clients in TFI's onsite clinic or in clinical centers around the country.  Students work under the supervision of seasoned practitioners, many of whom are leaders in professional counseling and psychotherapy.  TFI sets a  high standard in integrating mental health practice and scholarship, which helps our students to value the same qualities in their professional lives.
• The Counseling Profession – Grounded in the historical, theoretical, and intellectual traditions of the Counseling field, our students are prepared to protect the mental health and wellness of those who use counseling services.  Our program is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) which is a solid foundation for independent practice licensure in most states. In the best traditions of the Counseling field, our coursework emphasizes ethics, multiculturalism,    lifespan development, diversity, equity and inclusion, advocacy/outreach, and evidenced-based practice. These powerful traditions are connected to our students' development of strong professional counselor identities which prepares them to address the mental health service gaps in vulnerable groups and communities. 
• The Program’s Historical Foundations  – Our Master's degree program grew out of a doctoral program and the intensity of advanced education is embedded in our education.   Still present is the historical legacy of psychodynamic thought and an emphasis on the centrality of a strong therapeutic alliance driven by therapist self-reflection.  Students are trained to be reflective practitioner-scholars and to offer ideas about improving mental health services.  Students are also mentored to expand and improve the scholarly base of our profession with new and innovative ideas.  Our students' ideas about mental health and wellness culminate in the Capstone Project that is required to earn our degree. Students present  Capstone projects in a conference-style setting, in the final quarter of studies. We encourage students to maintain an emphasis on scholarship throughout their careers and the Capstone symbolizes this trajectory. 

Our Program's Vision

We are leaders in preparing culturally-responsive, psycho-dynamically-informed, Clinical Mental Health Counselors to promote and advocate for   the mental health and wellness of people.

Our Program's Mission 

Our mission is to deliver innovative, clinical mental health counselor training that is grounded in contemporary psychodynamic theory, best practices from multiple perspectives, and a multicultural worldview, preparing students to become competent counselors, mental health advocates, and leaders nationwide.

Program Objectives 

On completion of our degree students will:

• Possess an in-depth understanding of Clinical Mental Health Counseling 
• Understand strategies to integrate psychodynamic thought and emerging best practices into clinical work
• Demonstrate self-reflective, counseling skills honed through extensive and closely supervised clinical work
• Demonstrate rich multicultural awareness that embraces and advances diversity, equity, and social justice values
• Embody a professional counselor's identity
• Showcase a scientific mindset, interest in scholarship,  and profession-centered activities.

The Essence of Our Vision, Mission, and Objectives

Our educational approach has the capacity to accelerate a capacity for cognitive complexity in clinical judgments. The psychodynamic values of the program encourage students to explore the forces outside of awareness,  often rooted in the past,  that can exert profound influences on identity, values, and experiences. We encourage students to attend to the ways in which the past—their own and their clients’—is woven into the present. Through intentional consideration of the past, students can more fully empathize with their clients’ experiences and better help them to live freely and intentionally in the present.  The goal is to liberate the shackles of the past for a more enriching, authentic life in the present.  To amplify the psychodynamic lens our program emphasizes two core experiences: Reflective practice and comprehensive immersion in multiculturally- competent clinical work.

E mphasis on Reflective Practice

We offer students opportunities to reflect on their training experiences in a supportive environment. In this context,  students explore their personal and professional strengths, examine struggles and barriers to learning, and identify strategies for navigating the training process.  Three powerful experiences are the building blocks of reflective-practice training.

• Reflective Practitioner Supervision (RPS) - During the Practicum experience, students meet weekly in small groups with a seasoned practitioner for RPS.  We emphasize a need to understand client transference and therapist countertransference, identify biases that affect therapeutic objectivity, and remove personal barriers to staying fully present with clients.  Students are encouraged to become highly aware of their own social and cultural identities, power, and privilege, to pave the way for cross-culturally proficient work with clients.
• Group Dynamics Immersion – During Practicum students participate in the Group Dynamics Immersion (GDI),  a three-day group experience guided by teams of seasoned practitioners.  The GDI  is a living laboratory in which students examine their personal, cultural, and social identities, intra-and interpersonal styles, and dynamics that play out in groups and institutions.   The GDI is an aspect of the group dynamics coursework that creates powerful experiential learning that reverberates in other program experiences.  Students are encouraged to apply knowledge and awareness of their unconscious and covert processes, as well as inter-and intra-personal dynamics, in their professional and personal lives. 
• Case Conference Supervision   (CCS) – During Internship students meet weekly with seasoned practitioners in CCS.  In CCS,  students (as clinicians-in-training) discuss challenging cases and explore how their personal and social identities and their clients, influence case conceptualization and the treatment process. Here our coursework comes alive as students explore the challenges of real-world mental health practice.  In CCS,  students reflect on their therapeutic effectiveness and receive mentorship to address areas of concern.  

Comprehensive Immersion in Clinical Work

Early in their degree path or often while pursuing courses in Counseling methods,  students are immersed in clinical work. This immersive approach exposes students to real-world practice, buttressed by experiential coursework and reflective supervision.  At each stage in their development as professional counselors, students are equipped with the necessary clinical skills and knowledge to quickly learn.  Our program caters to students entering the counseling field with academic and experiential backgrounds in psychology or human services and paraprofessional experiences.  Such backgrounds enable quick uptake of mental health knowledge and skills.  We also offer a "career-changers" pathway that begins with introductory courses designed for those entering the counseling field following other career paths or education with minimal academic and experiential backgrounds in human and social sciences or human and social services. Students pursuing our part-time degree paths complete a variety of academic courses before entering the immersive clinical training phase described above.

• In the practicum training year, students spend 9-16 hours per week in clinical work. They complete a minimum of 50 hours of face-to-face counseling and receive close to 100 hours of group and individual supervision. Additionally, students meet weekly in Reflective Practitioner Supervisor groups and participate in the Group Dynamics Immersion. 
• In the internship year, students spend 20-24 hours per week at a clinical field site. They complete a 600-hour internship experience with a minimum of 240 hours of face-to-face counseling and spend a minimum of 85 hours in clinical supervision and the Case Conference Supervision. To the extent possible, the internship placement is tailored to the student's choice of specialization. 

Additional resources:

• Department website
• Program handbook(s)

Program Statistics

Visit Master's Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Deidre Hicks Coordinator of Education Programs 847-733-4300 ext 205

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Last Updated: September 12, 2023

Clinical Mental Health Counseling

About the program.

This 60-hour CACREP accredited Master of Science in clinical mental health counseling prepares candidates with the advanced knowledge and skills to become leaders and practitioners in the field of professional counseling/psychotherapy. Practice is given in using current counseling principles in real-world settings through practicum and internship experiences. Candidates are equipped with strategies including cognitive, affective, behavioral or systematic interventions that address wellness, personal growth, crisis and mental health, including pathology. This program will provide candidates with competencies (as defined by CACREP and ACA) designed to positively impact a variety of people across the lifespan.

This degree can lead to professional credentialing as a Licensed Professional Counselor and Clinical Mental Health Counselor and prepares for professional counseling practice in a variety of settings including, but not limited to, schools, community, mental health, private practice and ministry.

Application Requirements

• Complete the online application .
• Request official transcripts* be sent directly from previous institutions to [email protected]  
• Request three letters of recommendation
• Upload a copy of your Measles, Mumps and Rubella (MMR) immunization record.
• Upload a resume.

*Note: Harding alumni and current students do not need to request Harding transcripts as they are on file.

Additional Admission Requirements

• Complete a personal interview with the Mental Health and Wellness faculty.
• Limitations understanding signature.

Please direct questions to:

Harding University Department of Mental Health & Wellness HU 12254 Searcy, AR 72149-5615

Phone: 501-279-4500 Fax: 501-279-5964 Email: [email protected]

Applications should be submitted by the following dates:

Summer term: March 30

Fall term: July 1

Spring term: November 15

Supervisors and students should contact the Mental Health and Wellness office at 501-279-4500 for a direct link to training materials, handbooks and forms. Please contact Dr. Marc Fager for if you have additional questions.

• The Council for Accreditation of Counseling and Related Educational Programs, a specialized accrediting body recognized by the Council for Higher Education Accreditation, has granted accreditation to the following programs in the Professional Counseling Program in the College of Education at Harding University: Professional School Counseling (M.S.) and Clinical Mental Health Counseling (M.S.)
• Opportunity for Ed.S. in Counseling
• Practical tools/techniques for developing professional counseling skills
• Faculty members with Christian values and real-world experiences
• Current and up-to-date strategies and content
• Training in a career choice that makes a difference through promoting mental and emotional well-being
• Locations in Northwest Arkansas and Searcy give you options for graduate school
• CACREP-accreditation signals that a program’s content and quality have been evaluated and meet strict, consistent standards set by the profession. Choosing a CACREP-accredited program also means the curriculum contains the academic knowledge necessary for professional licensure in many states.
• CACREP-accredited programs assure students—and the public they will one day serve—that a program’s curriculum includes appropriate counseling coursework and skill development. It also ensures that the program is stable, both professionally and financially.
• Benefits of graduating from a CACREP-accredited counseling program include: • Access to more employment opportunities. • An advantage when applying to doctoral degree programs. • A streamlined state counseling licensing application process. • The skills and credibility to maximize your impact on the counseling profession. • The opportunity to sit for the National Counselor Examination exam prior to graduation.

Contact Information

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At Harding University, you'll have the opportunity to be transformed academically, relationally and spiritually so you're prepared to change the world.

Mental Health Counseling: Summer 2024

The  mission  of the  Mental Health Counseling program leading to a master's in science degree (MS) at Central Washington University has been to educate, mentor and supervise individuals to become competent mental health counselors. The program prepares students to serve in a variety of settings, including: independent practice, community agencies, managed behavioral health care organizations, integrated delivery systems, hospitals, employee assistance programs, and similar environments.

The program has been on hold for a year but we are currently working on hiring program faculty for a Winter 2025 anticipated re-start date. Our program accreditation in the Council for Accreditation of Counseling and Related Educational Programs (CACREP) discontinued in Fall 2023 but we are redesigning the program according to current CACREP standards.  

The goal for the Mental Health Counseling Program is to admit up to 12 students for the Winter 2025 cohort. More details will be available here as we have them. If you are interested in learning more about the Mental Health Counseling MS program feel free to submit your contact information in the link below and we will contact you directly with more information: 

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MA in Counseling Psychology

Master of Arts in Counseling Psychology

On this page:

Specialization: Clinical Mental Health Counseling

Distance education, accreditation, licensure as a mental health counselor, concentrations, employment opportunities.

Program Description

The Master of Arts in Counseling Psychology is a 60 semester credit program that is designed to provide multicultural, student-centered training in counseling psychology with a Specialization in Clinical Mental Health Counseling . Within the Clinical Mental Health Counseling Specialization, the program has two concentration areas: (1) Certified Substance Abuse Counseling and (2) Research. The program is offered through the Department of Psychology .

Counseling psychology as a psychological specialty aims at facilitating personal and interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns. Through the integration of theory, research, and practice, and with sensitivity to multicultural issues, this specialty encompasses a broad range of practices that help people improve their well-being, alleviate distress and maladjustment, resolve crises, and increase their ability to live more highly functioning lives. Counseling psychology is unique in its attention both to normal developmental issues and to problems associated with physical, emotional, and mental disorders. Here are two websites that contain more information about the field of counseling psychology: Society of Counseling Psychology and CounselingPsychology.org .

Mission Statement

The mission of the Master of Arts Program in Counseling Psychology (Specialization: Clinical Mental Health Counseling) is to prepare students to help meet the mental health service needs of the diverse and multicultural populations in Hawai‘i and beyond. The program is designed to train students to become knowledgeable, skillful, ethical, and reflective mental health counselors, and to serve as a foundation for students interested in pursuing advanced graduate studies. The program assigns a high priority to meeting the educational needs of its students and is based on a scientist-practitioner model, with an emphasis on empirical research and evidence-based practices.

Program Objectives

The degree objectives are designed to enable the student to:

• Understand legal and ethical principles as they pertain to professional conduct and responsibility.
• Display multicultural awareness and competence when working with diverse individuals, groups, and communities.
• Develop their theoretical orientation and identity as a reflective practitioner.
• Demonstrate effective skills in evidence-based assessment, case conceptualization, treatment planning and intervention strategies to alleviate suffering and promote health and well-being.
• Recognize and apply research principles to real world clinical situations and settings.

Students must travel to Hilo on at least four occasions during their time in the program (students are responsible for the cost of travel). Students must reside in the state of Hawaii for the duration of the program. For information about our distance education policy, please see Distance Education Information and Policy .

The Master of Arts in Counseling Psychology program (Specialization: Clinical Mental Health Counseling) is accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC) for the period of March 2011 through June 2029. MPCAC accredits academic programs in psychology and counseling, which promote training in the scientific practice of professional psychology and counseling at the master’s level. Accredited programs must demonstrate a commitment to science-based training in all aspects of psychology and counseling and to enhancing services to the consumer and the public at large.

The University of Hawaiʻi at Hilo is accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Commission .

Our program specializes in mental health counseling and our curriculum meets the educational requirements for licensure (as Licensed Mental Health Counselor) in the state of Hawaiʻi. See the mental health counselor webpage at the Hawaiʻi Department of Commerce and Consumer Affairs for additional information. Please note that in addition to completing the program, the current law has other requirements including earning a passing score on the National Counselor Examination and accruing at least 3,000 hours of post-graduate experience in the practice of mental health counseling.

Each state manages their own licensure and may have different requirements. Other states may refer to what are called LMHCs in Hawaiʻi with different terminology, e.g., as Licensed Professional Counselors (LPCs).

All students in the program are eligible to pursue a license as a Mental Health Counselor as part of the Clinical Mental Health Counseling Specialization.

Students who wish to further specialize in treatment for substance use disorders and co-occurring mental health disorders can additionally pursue the Certified Substance Abuse Counselor (CSAC) Concentration , which prepares students for the CSAC Certificate in the State of Hawai‘i .

Students can also gain experience in advanced independent research by pursuing the Research Concentration , which helps prepare students who wish to apply for doctoral work following the MA program.

For more information, please review the Course of Study Page .

Graduates of the program will be able to seek employment as professional mental health counselors. Employment prospects for mental health counselors are good in Hawaiʻi and in many other areas of the United States. Currently a shortage of qualified counselors exists, and employment opportunities in this field are expected to grow at a faster than average rate over the coming years.

Professional mental health counselors may find employment in a wide variety of settings, including but not limited to: community mental health clinics, public and private elementary and secondary schools, colleges and universities, correctional facilities, vocational rehabilitation centers, job training and career counseling centers, residential care facilities, drug and alcohol rehabilitation programs and agencies, private practice settings, general medical hospitals and other healthcare facilities, employee assistance programs, child welfare and other family assistance agencies, and military counseling settings. For graduates of our program who are licensed and in private practice, they have vendorship rights. This means that they are able to receive third-party payments from health insurance companies.

Admission to the program is competitive. Our three-year admission rate is 33%. We admit 30 students once a year for a summer start. For more information, please see our admission criteria and procedures .

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Mental Health Counseling Program offers supportive, hands-on experience  

Graduate Student Heather Banfield Values Personal Interactions with Classmates and Faculty

BOILING SPRINGS, N.C.—When Heather Banfield, of Forest City, N.C., enrolled as a graduate student at Gardner-Webb University, it had been 12 years since she received her bachelor’s degree. She was married with three young children, so there would be many adjustments. However, after meeting with the faculty in the Master of Arts in Clinical Mental Health Counseling program, Banfield was assured that they would help her to achieve her goals.

“The interview was a lot different than I thought it would be,” Banfield reflected. Although she attended a small college for her undergraduate degree, the classes were impersonal, and the faculty was distant and unapproachable.

“My interview (at GWU) was a lot less about what I knew and a lot more about who I was,” she affirmed. “That was really meaningful to me, and I knew I wanted to do a program where the people cared about me as a person and not me as a brain.”

Banfield’s decision to go back to college was triggered by COVID-19. “When COVID-19 hit, I was working for a non-profit organization, and we lost a lot of money. I took a step back to try to save us money and save the organization. In the midst of that, I tried to figure out what I wanted to do with my life, and I really felt like God was calling me to counseling, so I applied.”

Because she had been out of school for over a decade, she wanted an in-person option. She did an internet search to see where those programs were available and found Gardner-Webb. “I applied on a whim,” she offered. “I didn’t do any research; I didn’t think about it; I didn’t apply anywhere else; and I didn’t expect to get in. When I got accepted, I was like, ‘Now, what am I going to do? I have three kids, who are pretty little, so it was a huge life adjustment to figure out how I was going to make it work.”

With the confidence she gained from the initial interview, Banfield began the master’s program. Her instincts about the caring and supportive faculty proved to be true. “That’s something I have loved about the program,” she remarked. “It’s more than just learning. I’ve been shaped as a person. I’ve learned a ton, for sure, but I feel like I am a totally different person, just in how I see the world and how I interact with it.”

She wholeheartedly recommends the program to anyone who asks. “Because counseling is so human-related, you can’t just learn it out of a book,” Banfield informed. “We do a lot of role playing and practice in the classroom. The value is huge. The book learning is really good and important, but the internships, the capstone, and the role play are where I have been formed and feel I have been prepared for when I’m a counselor. It’s an opportunity to take the book knowledge and put it into practice in a real-time way and get immediate feedback from our professors and from our classmates, too.”

The experiential learning activities developed her listening skills as a counselor. During the internship, the students make videos of their counseling sessions and get feedback from their professors and classmates on how well they engage, express empathy, and use the skills they’ve learned. “It’s very humbling,” Banfield assessed. “A lot of that was allowing myself to be put out there in a very vulnerable way and receiving feedback on how well I do that. You don’t often get feedback on how you interact with other humans, so it was paramount in how I’ve been formed for the profession.”

Besides the caring and knowledgeable professors in the program, Banfield values the cohort model, which was especially helpful to her as an adult learner. “The cohort model allows you to bond with the people,” she observed. “We have gotten to know each other pretty deeply. Most of my cohort came straight out of undergrad. They have helped me with the school part of it—the technology part. I have a little more of the (life) experience and that balance has been really nice.”

Banfield expects the relationships to extend beyond the classroom to when she’s in the field. “I will have those people who went through this program with me to lean on and consult with, if I have questions or just to have someone who understands,” she affirmed.

Gardner-Webb University is North Carolina’s recognized leader in private, Christian higher education. A Carnegie-Classified Doctoral/Professional University, GWU is home to nine colleges and schools, more than 80 undergraduate and graduate majors, and a world-class faculty. Located on a beautiful 225-acre campus in Boiling Springs, N.C., Gardner-Webb prepares graduates to impact their chosen professions, equips them with the skills to advance the frontiers of knowledge, and inspires them to make a positive and lasting difference in the lives of others. Ignite your future at Gardner-Webb.edu .

Previous News Article

Three gardner-webb students receive summer scholar fellowships, next news article, gardner-webb hosts science academy with grant from stonecutter foundation, related news.

High School Students Explore Branches of Science in the Lab and On the Job BOILING SPRINGS, N.C.—The 11 high school students who recently attended the Science Academy at Gardner-Webb University experienced a variety of hands-on activities in five days. The camp introduced them to biotechnology, forensics, physician assistant studies, physiology, chemistry, and exercise science. They […]

Fellows Conduct Five Weeks of Focused Research with Faculty and Staff Mentors BOILING SPRINGS, N.C.— Through Summer Scholar Fellowships (formerly Summer Undergraduate Research Scholars), Gardner-Webb University students have an opportunity to conduct focused research outside the boundaries of the classroom. During the second summer session, three Fellows will be working with their faculty mentors on […]

Dr. Anna S. Hamrick Named Director of the Hunt School of Nursing

GWU Alumna Excited to Build on the Foundation of Previous Nursing Administrators BOILING SPRINGS, N.C.—Dr. Anna S. Hamrick has been named director of the Hunt School of Nursing (HSON) at Gardner-Webb University. A GWU alumna, she has served as the school’s associate director since 2020. Hamrick will step into her new role on July 1, […]

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Chrysalis Health

Spring 2024 master’s level graduate mental health therapist, marriage and family counselor or social worker.

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Chrysalis Health offers exceptional opportunities for recent graduates pursuing careers in Mental Health Therapy, Counseling, and Social Work. As part of our commitment to nurturing fresh talent, we provide a structured onboarding process for Master’s level graduates.

*Candidates must reside in the State of Florida or willing to relocate in a timely manner

Our program begins with a comprehensive orientation, ensuring a solid foundation for our new graduates. We recognize the importance of a smooth transition from academic studies to practical application, which is why each new graduate is paired with a seasoned mentor. This mentor guides and supports the newcomer on the unit, helping them navigate the complexities of real-world practice.

To further enhance this transition, we have developed a mentorship program specifically tailored to bridge the gap between the classroom and the clinical setting. We understand that evolving from a student into a professional therapist can be challenging, and our program is thoughtfully designed to facilitate this journey.

At Chrysalis Health, we’re dedicated to helping our graduates excel in their roles, providing a nurturing environment to foster their growth as mental health professionals.

Earn Up to $81,900 per year

Benefits & Free Clinical Supervision for Licensure

Chrysalis Health is a leading provider of behavioral healthcare, and we are excited to welcome both new graduate therapists to our team who are Graduating this Winter 2023!

As a clinician at Chrysalis Health, you will have the opportunity to provide individual and family therapy to a diverse population, including children, adolescents, adults, and families. While most of the therapy sessions will be conducted in-person, we also offer some telehealth options to provide flexibility and convenience for our clients.

One of the benefits of joining Chrysalis Health is our commitment to tailoring your clinical journey to your experience and goals. Whether you are a recent graduate looking for mentorship and professional growth, or an experienced therapist seeking a supportive and collaborative environment, we strive to provide an environment that nurtures your career development.

Robust Benefits to meet all your needs:

• FREE Clinical Supervision for Professional Licensure: Florida Registered Intern, Licensed Mental Health Counselor (LMHC), Licensed Clinical Social Worker (LCSW) or Licensed Marriage and Family Therapist (LMFT)
• Choose your own hours, create your schedule based on your needs while meeting client needs. Health Insurance with employer contribution
• Dental Insurance
• Vision Insurance
• Legal Insurance
• Pet Insurance
• Life Insurance
• Voluntary GAP insurance
• Paid Time Off (PTO), including accrual every pay period and bonus opportunities.
• 401k with employer match
• FREE Continuing Education Units CEU’s
• Professional growth opportunities, including progression into clinical management.

At Chrysalis Health, we value diversity, inclusivity, and cultural competency, and we provide high-quality behavioral healthcare services to our clients. If you are passionate about helping individuals and families improve their mental health and well-being, we invite you to join our team and make a positive impact on the lives of our clients.

Candidate Requirements:

• Compassionate, engaging, and have a strong desire to help others.
• Education: Master’s degree from an accredited university or college in Psychology, Social Work, Marriage and Family Therapy, Mental Health Counseling, or related field.
• Flexibility to provide services in client homes, schools, and other community settings.
• Ability to flex hours to meet client scheduling needs.
• Ability to learn and document in a robust electronic medical records platform.

Chrysalis Health is an equal employment opportunity employer. Our policy is not to discriminate against any applicant or employee based on race, color, sex, sexual orientation, gender identity, genetic information, religion, national origin, age, disability, veteran status, or any other basis protected by applicable federal, state, or local laws. Chrysalis Health also prohibits bullying and harassment of applicants or employees based on any of these protected categories. Chrysalis Health is committed to maintaining a Drug-Free Working in compliance with all applicable state and federal laws. If you require accommodations under the Americans with Disabilities Act, please notify Chrysalis Health during the interview process.

Licensed Professional Counselor , MS , LPC

My practice at a glance.

American Behavioral Clinics

1240 West Ranchito Lane

Mequon, WI 53092

331 East Puetz Road

Oak Creek, WI 53154

• Pay by American Express, Cash, Check, Discover, Health Savings Account, Mastercard, Visa
• Anthem | Elevance
• APS Healthcare
• Beacon Health Options | Carelon
• BlueCross and BlueShield
• HealthPartners of MN and WI
• MHN | Health Net
• Molina Healthcare
• Network Health of WI
• PreferredOne
• The Alliance
• UnitedHealthcare UHC | UBH

Qualifications

• Verified by Psychology Today Licensed by State of Wisconsin / 6547-125 Drea Straw
• In Practice for 14 Years
• Attended Mount Mary University , Clinical Mental Health Counseling , Graduated 2012

Specialties and Expertise

Top specialties.

• Coping Skills
• Trauma and PTSD
• Behavioral Issues
• Body Positivity
• Chronic Illness
• Dissociative Disorders (DID)
• Dual Diagnosis
• Education and Learning Disabilities
• Emotional Disturbance
• Family Conflict
• Impulse Control Disorders
• Life Transitions
• Mood Disorders
• Personality Disorders
• Self Esteem
• Self-Harming
• Suicidal Ideation
• Thinking Disorders

Client Focus

Participants, communities, treatment approach, types of therapy.

• Brainspotting
• Clinical Supervision and Licensed Supervisors
• Cognitive Behavioral (CBT)
• Cognitive Processing (CPT)
• Compassion Focused
• Culturally Sensitive
• Dialectical Behavior (DBT)
• Family Systems
• Integrative
• Motivational Interviewing
• Multicultural
• Person-Centered
• Strength-Based
• Trauma Focused

Primary Location

Additional location, nearby areas.

• Milwaukee, WI
• Oak Creek, WI

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