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Best Online Ph.D. and PsyD in School Counseling Degree Programs

What will i study in an online school counseling doctorate program, admissions requirements for an online school counseling doctorate program, list of online or in-person school counseling doctorate programs.

There are many reasons students may choose to go the extra mile and get their doctorate in school counseling online. Not only will a doctorate give you an edge when it comes to starting your career as a school counselor but with the emergence of online options across academia, it’s never been easier to get a doctorate from the comfort of your home. As the demand for highly skilled and empathetic school counselors reaches new heights, these programs provide a flexible yet rigorous path for individuals aspiring to not only navigate the academic, social, and emotional intricacies of students within educational environments but also to lead in shaping the future of school counseling.

An online school counseling doctorate program is an intensive and specialized curriculum typically spanning several years, contingent on the program’s structure. Tailored for professionals seeking the highest level of expertise, this advanced program is meticulously designed to equip students with the cutting-edge knowledge and skills essential for addressing the intricate challenges faced by students in educational settings. The curriculum spans an extensive spectrum of school counseling , emphasizing advanced assessment, intervention, and prevention strategies aimed at fostering not only academic but holistic personal development.

Practical experiences are seamlessly integrated into online doctorate programs to deepen students’ comprehension and practical application of counseling principles. These experiences may include virtual practicums, internships, or observation periods, providing students with hands-on engagement in a supervised educational environment. Given the online nature of the program, participants can seamlessly integrate these experiences within their local school communities.

Throughout the program, students will engage in a blend of advanced required and elective courses, meticulously curated to deliver a comprehensive and cutting-edge education in school counseling. Key courses within this program may include:

• Advanced Leadership and Innovation in School Counseling
• Program Evaluation and Assessment in Educational Settings
• Advanced Crisis Intervention and Trauma-Informed Care
• Legal and Ethical Issues in Advanced School Counseling
• Advanced Supervision and Consultation in School Counseling
• Applied Research in Counseling Practice
• Advocacy and Social Justice in Education
• Dissertation or Doctoral Project

These courses are strategically designed to prepare students for leadership roles in school counseling, enabling them to address not only academic challenges but also the complex social and emotional well-being of students within educational environments.

For an online school counseling doctorate program, the admission requirements typically include the following:

• Master’s Degree: Prospective students must hold a master’s degree from an accredited institution in school counseling , general counseling, or a related field.
• GPA of at least 3.5: A minimum grade point average (GPA) is often specified, with a typical requirement of 3.5 or higher. This criterion assesses the academic excellence of applicants.
• Graduate Record Examination (GRE) Scores: Standardized test scores, such as those from the GRE, may be part of the admission criteria. These scores provide insights into a student’s readiness for advanced doctoral education.
• Letters of Recommendation: Applicants may be asked to submit letters of recommendation from professors, employers, or other individuals who can speak to their qualifications and character.
• Statement of Purpose or Personal Essay: A statement of purpose or personal essay is typically required, offering applicants the opportunity to articulate their passion for advancing their career in school counseling at the doctoral level. This is a chance to showcase personal experiences, motivations, and the unique contribution they intend to make to the field.
• Resume or Curriculum Vitae (CV): Submission of a current resume or CV is a standard requirement, detailing relevant education, work experience, and accomplishments.
• Interview: Some programs may require applicants to participate in an interview, either in person or virtually. This interview serves as an additional assessment of the candidate’s suitability for the doctoral program.
• Transcripts: Official transcripts from all prior educational institutions attended are generally required to assess academic background.

Prospective students should carefully review the specific admission requirements of the online school counseling doctorate program they are considering, as these criteria can vary between institutions. As doctoral programs are highly competitive, applicants are encouraged to invest time and thought into their application materials. Crafting a compelling statement of purpose and demonstrating a clear vision for their doctoral studies can significantly enhance the competitiveness of their application.

Find an online or campus-based doctorate program in school counseling today – our state-by-state listings make it easy to find a great program near you.

Jump to Your State Listings

University of arkansas.

• Doctor of Philosophy in Counselor Education and Supervision Campus

University of Georgia

• PhD in Education (Counselor Education and Supervision-Gwinnett Campus only) Campus

Northern Illinois University

• Ph.D. in Counselor Education and Supervision Campus

Western Illinois University

• Counselor Education Graduate Program: School Counseling Campus

Michigan State University

• School Psychology Ph.D. Campus

University of Minnesota

• Counseling Psychology Campus

University of New Mexico-Main Campus

• Counselor Education, Ph.D. Campus

Are we missing your school's program or need to update information listed? Please contact us so we can make the necessary changes.

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Counseling - Ph.D.

The hybrid online Counseling Ph.D. prepares students to work as advanced practitioners, counselor educators, and supervisors in clinical and academic settings. As a CACREP accredited program, the Counseling Ph.D. prepares graduates to be leaders and advocates for change in the professional counseling field. The Counseling Ph.D. degree emphasizes student contributions to counselor education through research while understanding and addressing the needs of today's communities. Students can work full-time during the program in order to continue to provide meaningful professional counseling services to the communities in which they live and work. Face-to-face classes occur only twice each quarter on a Friday through Saturday in the OSU Portland Center. Approximately 12 students are admitted each year into a cohort.

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The OSU Ph.D. in Counseling degree is part-time, and financial support such as loans and grants are more limited than for full-time programs. There are no teaching or research assistantships since these require full-time enrollment.

Why a Ph.D. in Counseling at Oregon State University?

• Take courses in an online/face-to-face hybrid format. Students meet twice each quarter on a Friday through Saturday at the OSU Portland Center .
• Be able to continue working full-time while taking courses part-time.
• Be a part of a collaborative cohort. Unlike fully online programs, students also meet regularly in-person and develop significant peer relationships. Ph.D. in Counseling students complete all courses in a cohort and develop significant peer relationships through frequent class meetings together.
• Learn from nationally recognized scholars and leaders in the professional counseling field with a focus on antiracism, diversity, equity, inclusion, and social justice. We are committed to engage in anti-racism work to better serve the needs of Black, Indigenous and People of Color (BIPOC) in our community. Most recently, OSU Counseling was honored to receive the 2022 Counseling Program award from the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities. The award is presented to a program that has demonstrated a commitment to the promotion of LGBTGEQIAP+ awareness and affirmation.
• Attend a high quality online program with a long history of delivering remote education, having offered graduate courses via Extended Campus since 1944 and full graduate degrees via Extended Campus since 1976. The Oregon State University counseling programs are the second oldest in the world, with counseling classes first offered in 1917. The Counseling program at Oregon State University was one of the very first CACREP-accredited programs.

Graduate from a CACREP-accredited program.

PROGRAM OVERVIEW

What to expect, how long does it take to complete the program.

Coursework is typically completed after two full years of part-time attendance. The remaining 7 credits of internship (630 hours) and 36 credits of dissertation take anywhere from 1 to 3 additional years. The median completion time is 48 months.

What are the admission requirements?

The minimum requirements for the Doctoral degree are a Master of Counseling or closely related field with a minimum GPA of 3.0. Academic background, personal and emotional suitability, volunteer or paid experience in the helping professions, and the educational and professional goals of each candidate are evaluated before admission is granted. Screening includes, but is not limited to, three letters of recommendation, one of which must come from a current or recent clinical supervisor, and a writing sample. A personal interview is required for those applicants who meet the initial application criteria. 

How do I apply?

All information related to applications can be found on the  "How to Apply" page .

Is the GRE required?

We do not require the GRE for admission into our program. We believe that there are many other criteria that will reflect if a candidate is a fit for the program including past academic work, professional and volunteer experience.

When does the program begin?

A new cohort enters the Doctoral degree program starts every summer quarter. 

Can international students apply?

Note: International students are not eligible to apply. Due to the hybrid nature of this program (in person and online), international students are unable to obtain an appropriate educational visa. For more information contact  International Admissions .

How many credits does it take to graduate?

The Doctoral program is 150 credits (including Master’s transfer credits).

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Why choose osu.

Ranked in the top 1% of research universities in the world, OSU produces more research than any other university in Oregon. Corvallis is consistently among the Top 10 college towns in the nation for its innovation, education, entertainment and overall livability.

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Scholarships, fellowships, and funding for your research.

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We have lots of opportunities for degrees, support for graduate students, and our flexibility is second to none. We love our graduates.

Clinical Mental Health Counseling - MCoun

The OSU Ecampus Clinical Mental Health Counseling master’s degree meets the educational requirements for licensure as a counselor in Oregon (LPC), Washington (LMHC), and in many U.S. states. Graduates are also eligible to become board certified counselors by the National Board of Certified Counselors. To determine whether this program meets licensure requirements in your state of residence, you must contact the appropriate licensing board(s).

Corvallis   Hybrid   OSU-Cascades

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School Counseling - MCoun

The hybrid online Counseling Master's program prepares students to work as school counselors in Oregon and beyond. As a CACREP accredited program, the OSU School Counseling master’s degree aims to prepare graduates to be leaders and advocates for change in their schools and communities. Students can work full-time during this part-time program. Face-to-face classes occur only twice each quarter on a Friday through Saturday in beautiful Corvallis, OR. Approximately 24 students are admitted each year into a cohort.

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• Counselor Education and Supervision

Ph.D. Counselor Education and Supervision

Engage in the theory and practice of mental health counseling while training to act as educators and leaders in the field.

Online with two face to face residencies.

Accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP)

Internship opportunities with real-world training

Become a mental health professional with the skills to educate and innovate within the field of counseling.

In the Ph.D. Counselor Education and Supervision program, you will be trained to apply knowledge about principles of counseling, education and supervision to work more effectively with specific populations. To that end, our faculty teach you to select, implement, and supervise educational methodologies that best suit the needs of these populations in a range of settings:

• Private practice

This online Counseling Education and Supervision Ph.D. program is intended for practitioners who are licensed professional counselors (or are otherwise eligible for professional licensure). With extensive practicum and internship opportunities, developing professionals will emerge from this program with the expertise to pursue a career in any of the above settings.

COURSE SYLLABUS REQUEST

If you are interested in reviewing any of the syllabi of the courses in the PhD Counselor Education and Supervision Program, you may request them by sending an email to [email protected] .

2022-2023 CES Annual Report 2021-2022 CES Annual Report

The Chicago School’s Ph.D. Counselor Education and Supervision online program will give primary consideration to applicants with a master’s degree in counseling from a CACREP-accredited institution who are licensed professional counselors (LCPC, LPC or license-eligible), or other state equivalent license-eligible for professional licensure. Those not possessing a counseling degree from a CACREP-accredited institution or not currently eligible for licensure will be evaluated on a case by case basis. It is preferred that applicants have one to two years of counseling experience prior to admission. Generally, a graduate GPA of a 3.0 or higher on a 4.0 scale is required for admission. Applicants will be judged on their overall ability to do graduate work.

To be admitted into the Ph.D. Counselor Education and Supervision program, applicants must demonstrate successful completion of the following master’s level core courses:

• Counseling theory
• Human growth and development
• Counseling/helping skills
• Legal, ethical, and professional issues in counseling
• Career counseling
• Group counseling, group work, group dynamics
• Multicultural counseling
• Research and evaluation
• Assessment, appraisal, and diagnosis

Applicants must submit the following as part of the application process:

• Resume or curriculum vitae
• Official transcripts from all regionally accredited graduate institutions where credit was earned
• Three letters of recommendation from current employer/supervisor or current/former faculty members
• Proctored admission essay
• Admission interview

Accreditation & Licensure

The online Ph.D. Counselor Education and Supervision program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). To learn more about The Chicago School's institutional and programmatic accreditations, visit our Accreditation page.

For information on whether a program at The Chicago School meets or does not meet licensure eligibility requirements for the state in which you wish to be licensed, please visit our licensure disclosures page .

Fieldwork Opportunities

The Ph.D. Counselor Education and Supervision program requires 100 hours of practicum. Students are responsible for finding their own practicum sites, which must be approved by the Ph.D. Counselor Education and Supervision faculty and Department Chair. Students are allowed to earn income during the practicum process.

The program entails 600 hours of Internship as outlined below:

• Mandatory 100 hours of teaching
• Mandatory 100 hours of supervision
• Consultation
• Professional leadership

Students registered in this program incur a one-time $195 Experiential Learning Technology Fee.

Additional Program Components

Students in the online Ph.D. Counselor Education and Supervision Online program attend two, in-person, mandatory residencies. Each residency takes place during four and one-half days at The Chicago School university ground campus. Students must successfully complete in-person residencies as a requirement of their respective academic program. The first on ground residency occurs during the first year of the program. The second residency occurs during the second year of the program. Additionally, courses require mandatory weekly synchronous components and asynchronous modules, assignments, and assessments with instructors. The two residency courses prepare students for the programmatic fieldwork courses.

Dissertation

As a doctoral student, you will write a doctoral dissertation in the final year of your program of study, concurrent with your internship experiences. The dissertation utilizes measurement, data collection, and research design methods to address a problem of your choosing. The dissertation makes an original contribution to the field of counseling education or supervision and is structured as a formal product using the American Psychological Association (APA) format. The literature review provides a complete statement of all issues relevant to the topic. You may present dissertation data at conferences (e.g., the annual Association for Behavior Analysis International convention) and summarize dissertation data for publication in a scholarly journal.

Sample Courses

Advanced Counseling Theories

This course will provide an examination of major counseling theories, including historical foundations and contemporary/emerging theories. Emphasis is included on theory construction and development, comparative analysis of theories, and issues related to application of theory in counseling practice. Includes advanced study of career development theories.

Advanced Group Counseling

This course provides students with advanced training and experience in group development, group process, theories, methods and skills of group leadership, supervision of group work, and contemporary trends in group work. Students will examine current research and evaluation in group counseling/psychotherapy, as well as ethical, legal, and professional issues affecting the practice of group counseling.

Online Only: This course includes a required in-person residency, which is held during course.

Telebehavioral Approaches in Counseling and Supervision

This doctoral level course will explore the delivery of counseling and supervision via technology-assisted media. Students will apply ethical and legal decision-making models to explore potential implications of a telebehavioral health modality. Students will examine intake and assessment considerations, evidence-based delivery methods, theory, termination, risk management, and the business of counseling and supervision via technology-assisted media. At the end of the course, students will know how to engage ethically and legally in counseling and supervision via technology-assisted media and how to stay current on this rapidly emerging modality.

Career Pathways

Ph.D. Counselor Education and Supervision graduates will be prepared to pursue careers in the following professional settings:

• Colleges and universities
• Outpatient care centers
• Psychiatric and substance abuse facilities
• Residential intellectual and developmental disability, and mental health facilities
• Individual and family services
• Community health agencies

Financing Your Education

The Chicago School is dedicated to keeping our professional degree programs accessible to anyone regardless of financial status. In addition to the scholarships that may be available, our Financial Aid and Student Accounts Department will provide you with information to determine what financial arrangements are right for you.

Core Faculty/Staff Roles

The faculty and staff members of the Ph.D. Counselor Education and Supervision Online program are committed to providing support while building healthy relationships to ensure academic success. Support includes but is not limited to instructors, advisers, graduate assistants, student ambassadors, and student service team members. Therefore, students within the Ph.D. Counselor Education and Supervision Online program are expected to pursue excellence, communicate effectively, and build wholesome relationships with the department support team and fellow peers.

Colleen Malone Department Manager [email protected] 312-488-6100

Susan Foster , Ph.D., LPC-S, NCC, ASC, BC-TMC, CCTP Associate Professor, Department Chair [email protected] 985-662-4270

Ph.D. Counselor Education and Supervision e-mail: [email protected]

Click  here  to see a full list of Counselor Education Department Faculty.

Online Student Experience

Through the convenience of The Chicago School’s online programs, your life remains intact. Our online Global Student Dashboard is where you will find all of the components to successfully complete your program. There, you’ll find your coursework and assignments, interact with fellow students, and are asked questions from your instructor.

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Counseling Psychology and School Psychology, PhD

VIRTUAL OPEN HOUSE Thursday, Nov. 9 Event Details Register Now

Our combined doctoral program in counseling psychology and school psychology, accredited by the American Psychological Association (750 First St., NE, Washington, D.C. 20002-4242, 202-336-5979), focuses on preparing psychologists who can evaluate, provide and enhance human services through scientific inquiry and practice. Our program adheres to the scientist-practitioner model of training that provides you with an opportunity to receive specialized training in either counseling psychology or school psychology. The major difference between the two concentrations is counseling psychology's emphasis on older adolescent and adult populations as compared to school psychology's focus on child and adolescent client populations.

On this page:

Why counseling psychology and school psychology at ub.

The features of our program include:

• foundation in psychological science that addresses etiology, prevention and intervention with contemporary problems
• integration of science and practice through instruction in research methods, counseling/interventions and supervised practicum experiences
• quality advisement for ongoing research efforts and clinical training

Program Overview

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Program coursework.

Our combined doctoral program in counseling psychology and school psychology is designed as a full-time program of study. You are required to be registered each semester. Full-time status requires being registered for 12 credit hours each semester. Graduate assistants are considered full-time when registered for 9 credit hours. The intent of the full-time residence requirement is to provide the interactions with faculty and fellow students necessary for acculturation and socialization in the science and practice of psychology.

Coursework information is being updated. Please check back for an updated list of course requirements.

Five Year Program: Counseling Psychology (CP)

*  May be waived with prior approval **  Possible options for required Advanced Statistics Courses though other options are available ***  Prerequisite Career Counseling Course may be required and should be taken earlier #  Rotating courses offered every other year

Five Year Program: School Psychology (SP)

*  May be waived with prior approval **  Possible options for required Advanced Statistics Courses, though other options are available #  Rotating courses offered every other year

Program Handbook

Program disclosures.

As articulated in Standard I.B.2, programs may have “admission and employment policies that directly relate to affiliation or purpose” that may be faith-based or secular in nature. However, such policies and practices must be disclosed to the public.

This program does not require students, trainees, and/or staff to comply with specific policies or practices related to the institution’s affiliation or purpose. Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values.

Professional Licensure Disclosure

New York State prides itself in the high quality of its licensed and certified professionals. For the protection of its citizens, each license and certificate has requirements that individuals must meet in order to be licensed or certified in New York State. SUNY’s academic programs leading to licensure or certification are carefully designed to meet and exceed these State requirements. This is a role SUNY plays in protecting the public. Other states frequently have their own requirements, so if your goal is to practice in another state, this disclosure will help you check to see what that state requires.

Enrolled students and prospective students are strongly encouraged to contact their state’s licensure entity using the links provided in the full disclosure document to review all licensure and certification requirements imposed by their state(s) of choice.

Accreditation

Our combined doctoral program in counseling psychology and school psychology is accredited by the American Psychological Association (APA) : 750 First St., NE; Washington, D.C. 20002-4242; 202-336-5979.

Application Requirements

In an effort to make the application process more equitable, the GRE/MAT is no longer required for admissions consideration. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.

You must have a bachelor’s (BA/BS) or master's degree in a related field. While an undergraduate major in psychology is not required, we suggest that you present a broad background in the applied social sciences including anthropology, psychology and sociology. 

Submit your completed online application, which includes:

• Application fee:  A $50 non-refundable application fee, submitted electronically through UB's ePayment system.
• Contact information for at least three individuals  who will each be asked to provide an electronic recommendation letter.
• Unofficial transcripts  from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni.)
• Statement of interest: Statement of your career goals and objectives.
• Diverse backgrounds statement: On the application, you will be directed to submit a 300-400 word response to the following: Describe any interests and experiences you have had working with individuals from different backgrounds than yourself (e.g., ethnic/racial, cultural, socio-economic, religious, ability status, sexual orientation). How have these experiences influenced you?

Personal Interview Upon University Request:  Applicants must make themselves available for interviews with faculty on campus. In most cases there will be one current doctoral student interviewing as well.

Former/Maiden Name:  Please provide us with your former/maiden name if you have one. When requesting transcripts, please ask the sending institution to indicate your current name and former/maiden name.

Admission Decision:  The admission decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.

In-State Residency Tuition

In order to qualify for the in-state residency tuition rate, you must provide residency documentation indicating you have lived in New York State (NYS) 12 months before your semester start date.

If accepted, you will need to upload three documents to qualify for the in-state tuition rate. See  Required Documents for Residency Application  for more information. 

International Applicant Additional Requirements

• Official original proof of your degree
• A copy of your passport biographical page
• TOEFL minimum score is 250 for computer-based test, 600 for paper-based test and 79 for internet-based test
• IELTS Academic Test minimum score is 6.5 overall
• PTE minimum score is 55 overall
• DET minimum score is 120 overall
• Financial documentation:   International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
• An official bank statement

All financial forms and supporting documentation with required signatures must be uploaded with your application and dated within one year of your intended enrollment date.

Program Faculty

Catherine P. Cook-Cottone

Professor Counseling, School And Educational Psychology

424 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1128

Email: [email protected]

Myles S. Faith

420 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1124

Email: [email protected]

Stephanie S. Fredrick

Associate Professor Counseling, School And Educational Psychology

409 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1141

Email: [email protected]

Wendy M. Guyker

Clinical Associate Professor Counseling, School And Educational Psychology

Phone: 716-645-1105

Email: [email protected]

Amanda B. Nickerson

Distinguished Professor Counseling, School And Educational Psychology

428 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-3448

Email: [email protected]

Amy L. Reynolds

422 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1112

Email: [email protected]

Tangela Roberts

Assistant Professor Counseling, School And Educational Psychology

North Campus 410 Baldy Hall Buffalo, NY 14260

Phone: 716-645-2484

Email: [email protected]

Sandro M. Sodano

427 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1131

Email: [email protected]

Rebecca K. Vujnovic

421 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1125

Email: [email protected]

• 4/25/22 Program Philosophy, Aims and Competencies
• 10/14/20 Student Research
• 11/30/23 Student Admission, Outcomes and Other Data

We have a collection of frequently asked questions that may help you. If your questions are still unanswered, we are glad to help! Contact our admission office .

Questions About the Admission Process?

Office of Graduate Admission Graduate School of Education 366 Baldy Hall, North Campus 716-645-2110 [email protected]

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Educational, school and counseling psychology, escp offers master’s, educational specialist, and phd degrees. the phd programs in counseling psychology and school psychology are accredited by the american psychological association. the counseling program area continues to garner a strong national reputation and is currently ranked by us news world report as the #12 program in the country in 2023. our faculty members create a rich and stimulating learning environment for students through their teaching, research, and service. escp has three centers that provide students and faculty with many opportunities to collaborate on research and service-related projects while focusing on improving life for learners in all environments. click here to request more information., degrees offered, director of graduate study, matthew easter.

[email protected]

Departmental Contact

Alexandria spears (on-campus advising).

[email protected] 573-882-7738 16 Hill Hall

Admission Criteria

Application inquiries.

• Click here to request information from the ESCP program

Application Deadlines

Preferred GRE Scores (Required for SMEE Applicants Only)

Minimum Language Requirements

Click here to view the minimum English language proficiency test scores

Required Application Materials

For the graduate school.

• Completed Graduate School online application
• Unofficial Transcripts- As part of the application submission process, all applicants are required to upload unofficial copies of all post-secondary transcripts to the online application. Official transcripts are only required if accepted by the academic program.
• Official Results of  English Proficiency Exams  (International applicants only)

For the Educational, School and Counseling Psychology Program

• 3 letters of recommendation via the online application
• Personal statement and vitae via online application  per departmental requirements
• Educational Psychology program applicants only: Scholarly paper that you have written as a substitute for the GRE.  This paper is widely defined but should showcase your ability to analyze a topic in depth and/or showcase your knowledge in terms of research methods.
• GRE scores (required for  Statistics, Measurement, & Evaluation in Education applicants only)
• TOEFL or IELTS scores

Educational Specialist

100% Online On Campus

David Lineberry (Online Advising)

[email protected] 573-882-7609 17 Hill Hall

On Campus Master’s & Educational Specialist Programs

Online Master’s & Educational Specialist Programs

Minimum Requirements

• Minimum GPA: 3.0
• If an applicant is admitted but does not hold a bachelor’s degree in a related discipline or does not have relevant background course work, the applicant must complete prerequisite courses as specified by the faculty of the department.
• GRE scores are required for Statistics, Measurement, & Evaluation in Education applicants only

Preferred GRE Scores

For the educational, school and counseling psychology program (campus).

• Personal statement and vitae via online application  per departmental requirements
• Educational Psychology program applicants only: Scholarly paper that you have written as a substitute for the GRE.  This paper is widely defined but should showcase your ability to analyze a topic in depth and/or showcase your knowledge in terms of research methods
• TOEFL or IELTS scores (International only)

For the Educational, School and Counseling Psychology Program (Online)

Application requirements and deadlines vary depending on emphasis areas. Please check out links below to view detailed information on each program’s application requirements and deadlines.

• Mental Health Practices in Schools (M.Ed.)
• Mental Health Practices in Schools (EdSp)
• Positive Coaching & Athletic Leadership (M.Ed.)
• Student Learning and Well-being (M.Ed.)
• School Counseling (M.Ed.)
• Graduate Certificate

100% Online

Gregory Sullivan

[email protected]

Officially approved as:

Stand Alone:  Yes

Total Credit Hours:   15

Certificate description:

The online Positive Coaching program is intended for all athletic coaches and sports coordinators who have completed a bachelor’s degree program, and now wish to obtain a graduate certificate. The program is well-suited for athletic coaches at all levels of sport participation, as well as any individuals in educational or other settings, who provide instructional, leadership or counseling services to students or to others.

Certificate web site : https://online.missouri.edu/degrees-programs/mu/education/positive-coaching-and-athletic-leadership/grad-cert

For the Graduate Certificate Program

• 1 letter of recommendation: In the online application, you will need to supply the name and contact details of a former instructor or professor whose course you completed and who will provide your academic reference. Their letter should focus on your academic performance and potential for success in graduate academic programs. Applications without at least one letter from a former instructor or professor of the applicant will not be reviewed.
• Departmental application (built into the Graduate School online application)

Leigh Neier

[email protected] 573-882-5653 22 Hill Hall

Certificate description:  Positive Psychology is a specific focus area within the field of psychology that explores the positive, creative, and fulfilling aspects of human behavior. It is the scientific study of well-being: how humans flourish and in turn, unlock their potential. Through a purposeful sequence of courses, students will examine positive emotions, engagement, relationships, virtues and strengths, meaning, purpose, and accomplishment. Positive Psychology theories and practices are often applied to individual lived experiences, but coursework will also focus Positive Psychology’s “value-add” to organizations, governments, businesses, and education. The Graduate Certificate of Positive Psychology aims to articulate theory, apply research, and introduce intervention strategies students will use to enhance individual, interpersonal (social), community, institutional, and cultural well-being.

• Examine theoretical cornerstones, concepts, research, and application of positive psychology in the modern era.
• Increase awareness of human strengths and collective contributors to well-being leading to personal, social, academic, and professional development.
• Learn methods to facilitate increases in health and well-being within five measures of flourishing: positive emotionality, engagement in one’s strengths and experiences, relationship growth and development, meaning and purpose, and achievement.
• Understand how to effectively apply positive psychology interventions that promote thriving individuals, communities and organizations.
• Actively engage in directed personal reflections, efforts to expand awareness, and developing strategies to increase well-being measures.

Certificate web site : https://online.missouri.edu/degrees-programs/mu/education/positive-psychology/grad-cert

• 2 letters of recommendation: should attest to your professional competence, academic preparation and potential for graduate work.
• Personal statement

*Program not accepting applications at this time.

Stand Alone:   Yes  

Total Credit Hours:   12

Certificate description:  This certificate will provide the requisite awareness, knowledge and skill to effectively work with students and families from diverse cultural backgrounds and is ideal for teachers, counselors and administrators in P-12 school settings. By creating this online certificate, Mizzou is working to increase the number of qualified teachers and other school personnel who can serve diverse populations and prepare all students to function more effectively in society. The 15-hour certificate can be completed entirely online, but some students may choose electives that are offered on campus in Columbia, Mo.

Certificate web site: https://online.missouri.edu/degrees-programs/mu/education/multicultural-education/grad-cert

Wesley Bonifay

[email protected] 16 Hill Hall

Stand Alone : Yes

Total Credit Hours : 18 Certificate description: The 18-hour Quantitative Research Certificate (QRC) is designed to prepare researchers and scholars to be users and critical consumers of quantitative research. Certificate holders are trained in various methods in order to conduct rigorous, scientific quantitative research. Students completing the QRC (depending on the chosen track) will be able to:

• Design effective experimental and quasi-experimental studies
• Manage and use large scale datasets
• Analyze various types of datasets (e.g., nested data, longitudinal data) with the appropriate modeling techniques
• Apply advanced statistical methods (e.g., structural equation modeling, multilevel modeling) in their own research
• Critically review studies that make use of a diverse set of statistical methods
• Conduct measurement related studies using techniques such as factor analysis or item response theory

Certificate web site: https://education.missouri.edu/degrees-programs/certificates-minors/quantitative-research/

Application Process

The QRC is a stand-alone graduate certificate program and is available to all current graduate students and non-degree seeking post-baccalaureate graduate students. See the Office of Graduate School Graduate Certificates for more information. To apply, see either the below process for current or prospective MU graduate students:

Current Graduate Students

For current MU graduate students, “good standing” in the current academic degree program is required and the following documents should be submitted to  [email protected] .

• Two letters of recommendation (one of which should be a letter of support from the current degree advisor)
• The QRC APPLICATION/Initial Plan of Study Form
• Unofficial academic transcripts of all previous undergraduate and graduate work
• A new program/department should be added to current degree program
• The new “Academic Program” should be Educational, School, and Counseling Psychology and the “Emphasis” area should be Quantitative Research Certificate

Prospective Graduate Students

Individuals not currently an MU graduate student will need to meet the minimum requirements of the Office of Graduate Studies and apply for the QRC by submitting the following documents using the  MU Graduate School application .

• Two letters of recommendation
• Unofficial academic transcripts of all previous undergraduat and graduate work
• Tests taken within the last 5 years with a preferred quantitative score of 152
• Institution code: 6875
• Non-native English speakers must score at least a 550 on the paper-based TOEFL, 80 on the Internet-based TOEFL or 6.5 on the Academic IELTS. In addition, it is expected that applicants will achieve subsection minimums of no less than 17 on IBT, 52 on PBT or 6.0 on IELTS (subsections: Reading, Listening, Speaking and Writing)

As we enter the new millennium, the U.S. population is becoming more multiracial, multiethnic, and multilingual.  Some estimate that by the year 2020, racial and ethnic minorities will become the numerical majority.  This demographic shift has already occurred in specific contexts, such as K-12 schools in Los Angeles.  Applied psychologists and educators have begun to develop competency standards for professionals to provide culturally relevant and effective services to our ever-changing population.  In fact, multiculturalism has been identified as the fourth focus in counseling psychology.  The purpose of the graduate minor in multicultural psychology and education would be to (a) expose graduate students to the growing theoretical and empirical research completed in the fields of multicultural psychology and education, (b) help graduate students develop multicultural competencies in research and practice, and (c) provide graduate students with training necessary to meet the psychological and educational demands of diverse populations.

The requirements for the minor are listed below.

• A minimum of 12 credit hours
• 9 credit hours must be taken as a graduate student at the University of Missouri
• No more than 6 credit hours should be listed in the masters or doctoral planner. That is, a maximum of 6 hours can overlap between the courses applied to the Minor in Multicultural Psychology and the courses applied toward a masters or doctoral degree.
• A minimum of 9 credit hours must be 8000 or above (graduate level)
• 6 credit hours must be taken within the core area with a foci on racial and ethnic minorities  (see listing below)
• 3 credit hours must be taken in the auxiliary area (see listing below)
• 3 credit hours must be taken in the skills area (see listing below)

Core Courses  (must complete at least 6 graduate-level credit hours from the following courses with a main emphasis on race/ethnicity in psychology and/or education.)

• ESCP 9000 Multicultural Issues in Counseling (3):  This course surveys the research and theories of counseling various racial/ethnic minority and gay, lesbian and bisexual populations in the U.S.  Special consideration is given to examining the intersection among race/ethnicity, sexual orientation, gender, and class on psychosocial adjustment.
• ESCP 8580 Social and Cultural Identity Development (3): This course is designed to introduce students to (a) the dominant social and cultural identity theories and paradigms and (b) how these theories have been operationalized and measured.
• ESCP 8590 Multicultural Counseling Competencies (3):  This course reviews theory, research, assessment, and clinical practice in multicultural counseling.
• We encourage students to explore other courses pertaining to race/ethnicity issues in other departments. Any Racial/Ethnic-focused graduate level courses offered outside of the ESCP department should be approved by one of the Directors of the Center.

Auxiliary Courses  (must complete 3 credit hours from the following courses emphasizing a wide range of diversity and social change issues):

• ESCP 8585 Gender Issues in Counseling and Education (3): This course covers topics including conceptions of gender roles, measurement of gender-related constructs, gender role socialization process, high incidence of gender-related problems, and psycho-educational and counseling interventions.
• ESCP 8990 Career Development Theory for Women (3):  This course considers the relevance of theories of career development for women, and their application to the counseling of women.  Supervised clinical experience in the application of theories to counseling high school age women provided.
• ESCP 8510 Medical and Psychological Aspects of Disability (3 ) . Presentation of medical aspects of major disabilities and their effects upon social, vocational, personal, and economic adjustment. Study of basic restoration and accommodating services.
• ESCP 8540  Theory and Practice in Feminist Therapy 3) .Theory, research, practice standards and current debates within feminist therapy. Includes both examination of topical areas in a seminar format and live observation of feminist therapy.
• We encourage students to explore other courses pertaining to diversity issues and inequality in social system in other departments. Pre-approval from the Directors of the Center is needed.

Skill Courses  (must complete 3 credit hours from one of the options below)

I. Research Skills:  successful completion of at least 3 hours of A450/A490 (or departmental equivalent) for research hours on an independent, substantive research project such as a master’s thesis or doctoral dissertation.  The scope and quality of the research project is expected to be of such a caliber that it could be submitted to a refereed journal in the student’s discipline.  The research project must be on a multicultural-related topic (i.e., issues related to race, ethnicity, sexual orientation, gender, and international concerns).

Successful completion of this requirement will consist of:

Approval of the proposed project can be obtained in one of two ways:  (1) approval of the project from a director of the Center for Multicultural Research, Training, and Consultation, or (2) have an ESCP faculty affiliated with the Center on the thesis/research/dissertation committee.

One committee member must have expertise in multicultural issues.

A passing grade in the course.

Approval of the completed project by a director of the Center, or having an ESCP faculty affiliated with the Center on the thesis/research/dissertation committee,

II. Applied Multicultural Skills:  The person must demonstrate competencies in working with diverse populations (with an emphasis on racial and ethnic minority populations).  This experience will result in 3 hours of graduate credit that can be obtained in the two ways listed below.

Successful completion of this requirement will consist  one of the following :

Completion of 3 credit hours of applied work.  This can be obtained in one of three ways:  (1) successful completion (with a passing grade) of ESCP 8943 (Applied Multicultural Interventions); (2) successful completion (with a passing grade) of a multiculturally-designated applied course (e.g., counseling practica classes, teaching practica classes, group counseling practica classes:  a list of approved courses can be obtained at the Center); or (3) applied experience via community outreach programs, work placements in agencies, or extended volunteer experiences in community agencies.  For the third option, the student must receive direct, individual supervision for minimum of 15 hours from an advanced-level person (MA degree or higher) at the community/work site.  The supervisor must have expertise in the area of multicultural psychology or education.  The student must document this experience by completing the Multicultural Applied Experience and Supervision Form (obtained from the Center for Multicultural Research, Training, and Consultation).  The form requires a supervisor signature, description of the work experience and general evaluation of the student’s performance. (After the student completes this requirement and the Multicultural Competency Portfolio described below, he or she will receive 3 credits of 8085: Problem).

Approval by a Center director of a Multicultural Competency Portfolio completed by the student to demonstrate awareness, knowledge and skill competencies in the area.

Consultation: Successful completion of any consultation courses in organization or systemic changes including applied consultation activities. Pre-approval from one of the Co-directors of the Center is needed.

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Doctorate (EdD, PhD)

Edd deadlines.

We welcome applications on a rolling basis. The next priority application deadline is November 1, 2024.

PhD Deadline

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: 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: 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]

Request Information

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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School of Education

Counseling psychology, ph.d. in counseling psychology.

Become a counseling psychologist through a program where your knowledge of theoretical systems informs your clinical approach, and your practice guides your research.

This APA-accredited Ph.D. program is based on a scientist-practitioner training model, with a strong emphasis on multicultural issues and social justice. You’ll learn to apply psychological principles with an understanding of and respect for differing world views. You’ll undertake original research under the guidance of a faculty advisor. You’ll get real-world experience as both a counselor and a counselor supervisor.

Upon graduation, you’ll be prepared for a career as a psychologist, administrator, or faculty member in mental health centers, college counseling centers, private practice, higher education, or other settings where counseling psychology skills are needed.

This is a research-intensive program. Our program is a good fit for you if you enjoy research. You will have many opportunities to participate in research projects, present at conferences, and publish with professors in our program.

While we prefer students who have a master’s degree in counseling or an undergraduate degree in psychology, we welcome qualified applicants from many disciplines.

Admission to the program is made using a faculty mentoring approach. Students are selected, in part, based on their fit with the research interests of specific professors . If accepted, you will join the program as advisees of these professors.

When applying, please indicate in your personal statement which of these professors you are interested in working with and why.

Application Deadlines

Admission Requirements

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Three letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in Counseling Psychology Requirements

Costs listed are per credit hour.

2023-2024 Academic Year

2024-2025 Academic Year

*Does not include all fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
• Accreditation

The Ph.D. program in Counseling Psychology is accredited by the American Psychological Association.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002-4242 Phone: (202) 336-5979

Consumer Information Disclosures

Educational requirements for licensure as a psychologist are available through the  Association of State and Provincial Psychology Boards (ASPPB) .

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Our faculty

• Testimonials
• Counseling Psychology Graduate Student Portal

Program data

Student Admissions, Outcomes, and Other Data

No GRE Required

for admittance into this program

James Brooks

Assistant professor.

Lynn Gilman

Clinical associate professor; director, counseling and wellness clinic.

Rebecca Martínez

Associate professor, irca center director, and psychologist.

Zoë Peterson

Andrés Pérez-Rojas

Associate professor.

Jesse Steinfeldt

Ellen Vaughan

Y. Joel Wong

Andrés Pérez-Rojas perezrae@iu.edu (812) 856-8547

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Counseling Psychology PhD

Doctor of philosophy in counseling psychology.

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

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

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

Doctoral students are expected to: 

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

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

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

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

Doctoral students are expected to demonstrate: 

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

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

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

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

Doctoral students are expected to demonstrate the following competencies: 

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

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

Doctoral students are expected to demonstrate the ability to: 

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

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

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

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

Strengths and highlights of our training program include:

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

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

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

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

The course of study includes:

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

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

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

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

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

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

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

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

Admissions Information

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

Doctor of Philosophy

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

Application Deadlines

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

Application Requirements

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

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• Education: Counselor Education and Supervision (PhD)
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Join a nationally-ranked, CACREP-accredited program with the PhD in Counselor Education and Supervision at the UGA Gwinnett Campus.

Social justice and multicultural values guide our degree in counselor education and supervision. We have designed the program with a flexible schedule ideal for full-time school counselors and mental health counselors.

Program highlights include:

• Part-time program at the UGA Gwinnett Campus
• Department nationally ranked No. 8 by U.S. News & World Report
• CACREP-accredited program with a strong multicultural and social justice emphasis
• Uses a cohort model to help students develop academic relationships
• Graduates find rewarding careers in academia, community, and P-16 settings

Curriculum & Courses

The PhD in Education: Counselor Education and Supervision at the UGA Gwinnett Campus is a part-time PhD program geared toward school counselors and community and mental health counselors.

As a participant, you will have the chance to enhance your skills and content knowledge as well as gain opportunities for professional advancement.

The doctoral program focuses on:

• Training you to become a “scholar-advocate-practitioner” in counseling
• Preparing you to address issues of social justice in P-12 and higher education settings
• Helping you to become more effective in advocacy and implementing systemic change

During your first year of coursework, the department will assign you an individual faculty advisor who complements your research and professional interests. During the second summer, you will select major professors and committee members to direct your program of study and your dissertation.

Your coursework may include:

• Supervised counselor education and supervision practice, such as teaching and clinical experiences
• Practicum and internship experiences tailored to your interests
• A selection of courses that allows further specialization

Through your coursework, practicum, internship, and research experiences, you will work closely with nationally and internationally renowned faculty mentors. Their varied academic interests will provide perspective in your dissertation research.

The program at the UGA Gwinnett Campus offers a cohort model. As you progress in the PhD, you will have the opportunity to develop relationships with other students of diverse academic and professional backgrounds.

Click here  for tuition rates per program.

Application

To apply, submit the following:

• Graduate School application
• Send GRE scores to Graduate Admissions via ETS; ETS code for UGA is 5813. No departmental code is required.
• TOEFL or IELTS  Applicants from non-English speaking country only
• Official transcripts Native language and English for international applicants
• Statement of purpose
• Curriculum vita/Resume
• 3 letters of recommendation

Admission is based on the following:

• Undergraduate and graduate academic achievement
• Professional contributions to the field
• Quality and extent of professional work experience
• Personal goal compatibility with program goals
• Potential for success as a professional scholar/practitioner
• Demonstrated commitment to the field

Applicants must have completed a master’s degree from accredited universities.

Applications to the program are due by December 1st each year.

Associated Faculty

Click here  for a list of faculty members.

Program Webpage

View website

Click here  to get in contact with this program.

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News & Announcements

Fall 2024 Leadership Grants Now Available

We want to support your professional development as you pursue your graduate degree. One way we do that is with Leadership and Professional Development Grants, which can be used to […]

UGA Gwinnett hosts national conference—AERC 2024

Earlier this month, the UGA Gwinnett campus hosted its first national conference: The Adult Education Research Conference (AERC). The AERC is an annual North American conference that provides a forum […]

UGA graduate programs among nation’s best in new rankings

The University of Georgia’s graduate and professional programs are among the nation’s best, according to the 2024 edition of “Best Graduate Schools” from U.S. News and World Report. In this year’s rankings, several UGA schools, programs and specialties earned places in the top 10.

See all news

Level up your education at the UGA Gwinnett Campus.

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Phone: 678-985-6800 Email: [email protected]

The UGA Gwinnett Campus is a part of the UGA Office of Instruction.

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PhD in Education (Counselor Education and Supervision-Gwinnett Campus only)

Join a nationally-ranked, CACREP-accredited program with the Ph.D. in Counselor Education and Supervision at the UGA Gwinnett Campus.

Social justice and multicultural values guide our degree in counselor education and supervision. We have designed the program with a flexible schedule ideal for full-time school counselors, mental health counselors, and student affairs professionals.

• Evening Classes at Gwinnett Campus to Accomodate most work schedules
• Department nationally ranked No. 2 by U.S. News & World Report
• CACREP-accredited program with a strong multicultural and social justice emphasis
• Uses a cohort model to help students develop academic relationships
• Graduates find rewarding careers in academia, community, and P-16 settings

Video: UGA Counselor Education and Supervision Doctoral Program

Annual report.

The 2022-23 academic year was another exciting year for the doctoral program. In the spring of 2023, the program admitted a new cohort of ten students who begin the program in June of 2023. As of the fall of 2022, there were 33 students in the PhD program, including 25 who were actively taking courses and 8 students who were completing dissertation, having completed the curriculum. Additionally, nine student passed comprehensive exams and thus became doctoral candidates, while seven students successfully defended their dissertations during the 2022 -23 academic year. More details on admissions, graduation, and student progress follows.

Annual Report 2022-23 (PDF)

The Ph.D. in Counselor Education and Supervision at the UGA Gwinnett Campus is geared toward school counselors, clinical mental health counselors, and college counselors.

As a participant, you will have the chance to enhance your skills and content knowledge as well as gain opportunities for professional advancement.

The doctoral program focuses on:

• Training you to become a “scholar-advocate-practitioner” in counseling
• Preparing you to address issues of social justice in P-12 and higher education settings
• Helping you to become more effective in advocacy and implementing systemic change

During your first year of coursework, the department will assign you an individual faculty advisor who complements your research and professional interests. During the second Summer, you will select major professors and committee members to direct your program of study and your dissertation.

Your coursework may include:

• Supervised counselor education and supervision practice, such as teaching and clinical experiences
• Practicum and internship experiences tailored to your interests
• A selection of courses that allows further specialization

Through your coursework, practicum, internship, and research experiences, you will work closely with nationally and internationally renowned faculty mentors. Their varied academic interests will provide perspective in your dissertation research.

The program at the UGA Gwinnett Campus offers a cohort model. As you progress in the Ph.D., you will have the opportunity to develop relationships with other students of diverse academic and professional backgrounds.

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the UGA Licensure Disclosure Portal .

• School Counseling Annual Report 2018-2019 (PDF download)
• Student Handbooks

How to Apply

Part 1: apply to the university of georgia.

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start A Graduate School Application

Part 2: Apply to the Ph.D. in Education (Counselor Education and Supervision-Gwinnett Campus only)

The GRE is not required for admission.

To apply, submit the following:

• Graduate School application
• TOEFL or IELTS Applicants from non-English speaking country only
• Official transcripts Native language and English for international applicants
• Statement of purpose
• Curriculum vita/Resume
• 3 letters of recommendation

Admission is based on the following:

• Undergraduate and graduate academic achievement
• Professional contributions to the field
• Quality and extent of professional work experience
• Personal goal compatibility with program goals
• Potential for success as a professional scholar/practitioner
• Demonstrated commitment to the field

Applicants must have completed a master’s degree from accredited universities.

Applications to the program are due by December 1st each year.

Deadline To Apply

Log Into Existing Application

Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

You will proceed through the program within a cohort. These relationships offer working professionals additional support and an ongoing connection to their studies.

Students have opportunities for research, teaching, and service in counselor education and supervision.

Contribute your expertise to youth organizations such as Georgia Safe Schools Coalition and Empowered Youth Programs. Stay connected to the graduate community with our Ph.D. newsletter.

Stay in touch with the Counselor Education and Supervision Program on the Gwinnett campus.

• Spring 2017 Newsletter (PDF)

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

Schedule A Visit

Useful Links

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Counseling (School Counseling), MC

• Program description
• At a glance
• Degree requirements
• Admission requirements
• Tuition information
• Application deadlines
• Career opportunities
• Professional licensure
• Contact information

Mental Health, School Counseling, School Psychologist, counseling

Promote the health of individuals, families, groups and organizations in a diverse society, implement comprehensive school counseling programs, and deliver individual and group counseling within diverse school systems. Through this program, with its strong focus on multicultural counseling across the life span, you'll graduate eligible for counseling licensure in Arizona.

The mission of the school counseling concentration within the MC program is to prepare students to work with school-age youth in K-12 settings as a school counselor, addressing academic and socioemotional concerns. Graduates of this program hold a School Counselor, PreK-12 Certificate issued by the Arizona Department of Education and become eligible to hold a license in mental health counseling, applied for through the Arizona Board of Behavioral Health Examiners.

• College/school: College of Integrative Sciences and Arts
• Location: Tempe
• STEM-OPT extension eligible: No

60 credit hours and a written comprehensive exam

Required Core (39 credit hours) CED 501 Intro to Research and Evaluation in Counseling (3) CED 522 Theories of Counseling and Psychotherapy (3) CED 523 Psychological Tests (3) CED 529 Lifespan Human Development (3) CED 534 Occupations and Careers (3) CED 545 Assessment and Diagnosis (3) CED 567 Group Dynamics and Counseling (3) CED 576 Foundations of Counseling (3) CED 577 Counseling Practicum (3) CED 645 Professional Issues and Ethics (3) CED 671 Multicultural Counseling (3) CED 672 Couple and Family Counseling (3) CPY 673 Trauma in Counseling (3)

Concentration (9 credit hours) CED 510 Introduction to School Counseling (3) CED 511 Career Development and Advanced Educational Planning (3) CPY 691 Seminar (3)

Electives (3 credit hours)

Other Requirements (9 credit hours) CED 680 Practicum: Clinic (3) CED 684 Internship: Internship in School Counseling (6)

Culminating Experience (0 credit hours) written comprehensive exam (0)

Applicants must fulfill the requirement of both the Graduate College and the College of Integrative Sciences and Arts.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in psychology or a related field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

Applicants are required to submit:

• graduate admissions application and application fee
• official transcripts
• personal statement
• two letters of recommendation
• proof of English proficiency

Additional Admission Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency. This program requires a TOEFL score of at least 100 (iBT, taken in a testing center).

The Master of Counseling program requires applicants to submit a two- to three-page personal statement (12 pt. Times New Roman font with 1-inch margins, double-spaced) that indicates their qualifications (e.g., professional experiences and personal attributes) and interest in the program. Specifically, applicants should describe how their education and training, as well as volunteer and professional experiences, inform why they want to pursue the degree. Applicants should also outline how the program will help them meet future career goals. Applicants are expected to discuss their ability to work with and be sensitive to the needs of a multicultural and diverse society, including members of diverse racial and ethnic groups and sexual minority individuals.

Finalists may be invited to submit supplemental materials in support of their application (e.g., video recordings of their responses to a set of questions) and will be provided with more information about this during the review process.

Graduates are eligible to work in a variety of school systems (public, private and charter schools) and can provide consultation and counseling services to school systems. This degree can also lead to school-based administrative positions. Graduates with this concentration, using their skill sets in both counseling and administration, are eligible for employment in a variety of settings (e.g., schools, mental health agencies and practices, and consultant agencies) and in varied roles.

Career examples include:

• mental health clinician
• mental health counselor
• school administrator
• school counselor

ASU programs that may lead to professional licensure or certification are intended to prepare students for potential licensure or certification in Arizona. Completion of an ASU program may not meet educational requirements for licensure or certification in another state. For more information, students should visit the ASU professional licensure webpage.

This program leads to professional licensure in mental health counseling and a School Counselor, PreK-12 Certificate.

School of Counseling and Counseling Psychology | EDB 446 [email protected] 480-965-8733 Admission deadlines

Masters in Counseling and School Psychology Program Overview The University of Idaho graduate programs in Counseling and School Psychology (CASP) offer quality professional study for the student seeking a career as a helping professional.   Placement in these programs are competitive and limited to a specific number of students per academic year.  Enrollees work together on a prescribed program to complete the Master of Education (non-thesis) or Masters of Science (thesis) degree in Counseling and Human Services with an emphasis in school counseling. Students placed in the blended School Counseling/School Psychology program complete the Specialist Degree in School Psychology following a third year of full-time internship in an approved setting The Program curriculum is a blend of academic and experiential course work with considerable emphasis on supervised practicum and internship placements in regional schools and human service agencies.  The Program of study is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), NASDTEC**, NCATE*** and National Association of School Psychologists (NASP)  Follow up surveys of program graduates indicate consistently high placement rates in a variety of educational, community, business and industry, health services and private practice settings.  All University of Idaho CASP graduates are immediately eligible to take the National Counselor Examination (NCE) and to apply for State certification as a school counselor/psychologist.  This degree also leads to eligibility for obtaining an Idaho Licensed Professional Counselor Credential. School Psychology PhD Program of Study Doctoral program course sequence. Program Handbook (PDF) Students in our APA-accredited PhD program complete a minimum of 117 graduate credits. Students who enter the program directly from the baccalaureate degree earn a master's of education (M.Ed.) in education en route to completing the doctoral program requirements. Students who enter the program with previously earned graduate credits may apply up to 12 of those credits toward the doctoral plan of study. Students are not required to retake courses that apply to the doctoral plan of study in school psychology; rather, courses and credits in excess of the 12 that are transferred in are waived from the doctoral plan of study and replacement courses are selected in areas mutually agreed upon by the student and advisor. In these instances, students often elect to take additional course work in areas of psychology and neuroscience, and measurement and statistics. Typically, students are awarded their PhD degree after 5 or 6 years of graduate work – 3 or 4 years of coursework (including practicum requirements), 1-year full-time doctoral internship, and dissertation work (which usually bridges the 4 years on campus and the year of internship). Course Description Credits     EDUC 708  School Psychology Cognitive Assessment  3 EDUC 694A Practicum in School Psychology: Cognitive Assessment 1 EDUC 741 Principles and Practices of School Psychology 3 EDUC 677 Foundations in Bilingual and Multicultural Education 3 EDUC 632 Principles of Educational and Psychological Testing 3 EDUC 594M Child and Adolescent Development for the Helping Profession 3     EDUC 775 Historical Foundations and Contemporary Theories of Psychology and Education 3 EDUC 685 Developmental Psychopathology 3 EDUC 779 Physiological Bases of Human Behavior, Affect, and Learning 3 EDUC 705  Assessment in School Psychology: Educational Assessment  3 EDUC 694A Practicum in School Psychology: Educational Assessment 1 EDUC 532 Applied Behavior Analysis in Applied Settings 3     EDUC 663 Experimental Single Case Research Designs for Educators and Helping Professionals 3 EDUC 762 School Psychology Social & Behavioral Assessment 3 EDUC 694A Practicum in School Psychology: Behavioral Assessment 1 EDUC 794I Prevention and Intervention for Achievement Problems in Schools 3 EDUC 669 Policy & Legal Perspectives in Special Education 3 EDUC 698Q School Psychology Practicum       EDUC 698Q School Psychology Practicum 3 EDUC 628 Prevention and Intervention for Mental Health Problems in Schools 3 EDUC 702 School Based Consultation 3 EDUC 871 Design and Evaluation of Educational Programs 3     EDUC 698RR Advanced Practicum in School Psychology 3 PSYCH  Cognitive Psychology 3 PSYCH  Social Psychology 3 EDUC 664 Research Methods: Quasi-experimental and Group Designs 3 EDUC 687M* Research Team 1-3     EDUC 698RR Advanced Practicum in School Psychology 3 EDUC 656 Analysis of Variance for Educational Research 3 EDUC 687M* Research Team 1-3     EDUC 687M* Research Team 3 EDUC 698RR Advanced Practicum in School Psychology 3 SCHPSYCH 899 Dissertation Credits 3     EDUC 802 Professional Development: Supervision for School Psychologists 3 EDUC 698RR Advanced Practicum in School Psychology 3 EDUC 687M* Research Team 1-3 SCHPSYCH 899  Dissertation Credits 3     EDUC 830 Pre-Doctoral Internship in School Psychology 1500 hours total for the year SCHPSYCH 899 Dissertation Credits 3     EDUC 830 Pre-Doctoral Internship in School Psychology 1500 hours total for the year SCHPSYCH 899 Dissertation Credits 3 **In addition to the courses listed above, students are required to take EDUC 687M (research credits) during any semester in which they participate in a research project (e.g. faculty research, dissertation support) or participate in regularly scheduled faculty research team meetings. Accreditation Questions about our APA-accreditation 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 apaacred [at] apa [dot] org (apaacred[at]apa[dot]org) www.apa.org/ed/accreditation Global footer ©2024 University of Massachusetts Amherst Site policies Non-discrimination notice Accessibility Terms of use Clinical Mental Health Counseling School Counseling Military and Veterans Counseling Social Justice Dashboard Tuition and Financial Aid Admissions FAQs Student Profile Counseling Licensure Mental Health Counselor Jobs School Counselor Jobs Online Student Experience Student Success Get a Program Brochure Make a Powerful Difference As the world becomes more complicated, young people need more help. With the right qualifications, you can be a compassionate expert: a school counselor who helps students of every age and background overcome their struggles. Your knowledgeable support can help them reach emotional and mental health, and achieve academic and professional success. Earn the strongest degree for this vital, fulfilling career. William & Mary’s Online Master of Education (M.Ed.) in Counseling with a concentration in School Counseling will prepare you for licensure and K-12 counseling positions. Essentials: Licensure and Accreditation Counselors working with school children must be licensed, and a Master of Education in Counseling with a concentration in School Counseling from an accredited program is usually a prerequisite for licensing. Other requirements typically include completing a practicum and internship in a K-12 school and passing a state or national comprehensive exam. 1 In addition to licensure, your master’s degree and concentration can help you prepare for a career-boosting professional certification from the American School Counselor Association. William & Mary offers one of the few elite online programs that is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). Accreditation ensures that the program meets high educational standards. Build Key Competencies, Foster Greater Change William & Mary's online school counseling concentration program is designed to mirror our on-ground program almost exactly. The difference? Your access to a dynamic learning management system and digital Social Justice Dashboard that will help direct your coursework efforts and ensure that you remain on track with the development of key competencies for social justice-minded counselors. This set of integrated digital tools will also help you interact with peers, faculty and mentors from around the country as you work together to transform education for a more equitable tomorrow. The Online Experience School Counselors’ Career Outlook: Increased Need Means Increased Opportunity The U.S. Bureau of Labor Statistics (BLS) projects a strong demand for school counselors in the years ahead. Employment opportunities in this field are expected to grow more quickly than the national average, with more than a quarter-million new openings—due to student need and staffing changes—between 2022 and 2032. 2 According to research by the Jed Foundation, a non-profit organization that protects emotional health and prevents suicide for teens and young adults in the United States, K-12 students face more challenges today than ever before, due to factors including technological influences, academic pressure and mental health stigma. As student challenges persist, school counselors will continue to be essential in helping young people navigate the world’s complexities. 3 Licensure Creates Possibility A school counselor’s license positions you for a rich diversity of opportunities. You can work with K-12 students in public or private school settings, providing expertise in areas that include: Counseling on educational and vocational topics Counseling on personal, social or behavioral issues related to education Advocating for students and families with service needs Identifying cases of domestic abuse or other family problems Developing and delivering alcohol, drug and violence prevention programs You’ll also confer with parents or guardians, educators and other professionals about students’ progress and problems; determine priorities and resource needs for students; and keep accurate, complete records to meet different requirements and laws. Find more details on work context, tasks, activities and needed technology skills at O*NET. 4 Become a Socially Conscious School Counseling Expert The William & Mary Online Master of Education (M.Ed.) in Counseling program with a concentration in School Counseling prepares you for success in school environments. It empowers you with the proficiency to address academic, career-related and developmental needs of students within a school setting. Develop Expertise to Help Every Student Gain Real-World Experience Graduate Career-Ready Through coursework and the practicum and internship experiences, you’ll be prepared to help students with academic planning, career exploration and decision-making. Most importantly for your students in crisis, you’ll be equipped to provide social-emotional support, address behavioral concerns, and collaborate in creating a positive school climate. Highly Ranked and Highly Relevant The dynamic, collaborative learning environment of our Online M.Ed. in Counseling with a concentration in School Counseling extends William & Mary’s renowned history of educational innovation. Forward-thinking excellence and intimately sized class cohorts combine to give you a distinctive, outstanding educational experience. Program Outline Coursework for the program is completed online, and there are two brief, three-day residencies on campus to prepare you for your practicum and internship experiences. During the residencies, immersive experiential learning activities will also help you get to know the faculty and other students. You can complete the entire online program in as few as three years. When you graduate, you will have a well-rounded theoretical base for the invaluable experiences gained through the 100-hour practicum and 600-hour internship. Here is a sampling of some of the program’s coursework and sequencing. First-Year Courses Professional, ethical and legal issues in counseling Theories and techniques of counseling and psychotherapy Human growth and development Multicultural counseling Introduction to Professional School Counseling You will also have the first of two required three-day on-campus residencies this year. Second-Year Courses Psychopathology Research and measurement Group theory and techniques Marriage and family counseling Career development In the second year, you will also have the second of your three-day on-campus residencies. Your supervised practicum is scheduled for the end of this year. The 3-credit-hour practicum offers your first exposure to client contact, so you can begin refining your approach to counseling. Third-Year Courses Counseling school-aged children Current trends and legal issues in educating special populations Substance abuse and society Advanced issues in school counseling Prevention and intervention in public schools Your supervised two-semester internship is part of the final year of coursework. The 6-credit-hour internship allows you to expand and reinforce the practical learnings gained during the second-year practicum. Together, the practicum and internship help develop your professional network and give you a solid base of experience on which to build your career. Explore some of the considerations for a successful internship in our blog . View the Curriculum William & Mary Helps You Reach Your Goals Accredited to Facilitate Your Success Helping You Qualify for Licensure Preparing You for the Challenges Ahead Are You Ready To Apply? Important dates for counseling, keep up with the latest information, current news and featured articles. Upcoming Events Your w&m school of education connection. Link to facebook Link to twitter Link to linkedin Link to youtube Stay in Touch! Retrieved on February 6, 2024, from schoolcounselor.org/About-School-Counseling/State-Requirements-Programs Retrieved on February 6, 2024, from bls.gov/ooh/community-and-social-service/school-and-career-counselors.htm#tab-6 Retrieved on February 6, 2024, from jedfoundation.org/wp-content/uploads/2021/08/High-School-Student-Mental-Health-Report_JED-and-Fluent_FINAL.pdf Retrieved on February 6, 2024, from onetonline.org/link/summary/21-1012.00 Retrieved on February 6, 2024, from premium.usnews.com/best-colleges/william-and-mary-3705/overall-rankings Retrieved on February 6, 2024, from usnews.com/education/online-education/college-of-william-and-mary-231624 Retrieved on February 6, 2024, from usnews.com/education/online-education/college-of-william-and-mary-OEDU0155/education William & Mary has engaged Everspring , a leading provider of education and technology services, to support select aspects of program delivery. Associate’s Certificate Marriage & Family Mental Health School Counseling Rehabilitation Substance Abuse Pennsylvania School Counselor All Careers Master’s in School Counseling Degree Guide Author: Laura McPherson Expert Reviewer: Patrick Biggins, School Counselor Editorial Process Earning a master’s in school counseling is an important step towards launching a career as a school counselor , as a master’s degree is the educational requirement to become licensed as a school counselor in most states. School counselors focus on students’ social/emotional wellness, academic performance, and/or college and career readiness. On this page, you’ll learn more about school counseling program requirements and rankings, school counseling employment options, and more. Table of Contents Top-Ranked Master’s in School Counseling Degree Programs Why Earn a Master’s Degree in School Counseling? Common Admission Requirements Certifications for Degree Holders Jobs With a Master’s Degree in School Counseling School Counseling Licensure by State Frequently asked questions, master’s in school counseling degree overview. A master’s in school counseling includes: An educational master’s degree, such as a Master of Education (M.Ed.), with a concentration in school counseling. A mental health counseling degree, such as a Master of Science in Counseling (MSC) with an emphasis in school counseling. Common titles include a master’s in school counseling, a master’s in mental health counseling with a specialization in school counseling, and a master’s guidance counselor degree. It is important to note that some states accept various types of school counselor degrees for licensure, while others only recognize one type. All types of master’s programs in school counseling teach the skills and knowledge needed to work with children and adolescents in K-12 schools. Quick Facts There are 458 not-for-profit colleges and universities with counselor education/school counseling and guidance services programs. 1 3 schools offer a certificate in school counseling. 1 1 school offers an associate’s degree in school counseling. 1 3 schools offer a bachelor’s degree in school counseling. 1 456 schools offer a master’s or advanced degree in school counseling. 1 Top-Ranked Master’s Degree in School Counseling Programs We have included two proprietary lists for best-value on-campus and online school counseling programs that leverage graduation rate, net price, and other variables. A high graduation rate is typically an indicator of overall student success, and a low net price is an important consideration for many students. We have also included Forbes’ top list of online school counseling programs. Top Schools With On-Campus Master’s in School Counseling Degree Programs The following table was designed to help you find the not-for-profit colleges and universities with the best value based on the net price and overall graduation rate. We included schools that offer a school counseling master’s degree with an undergraduate graduation rate of 80% or better and an undergraduate net tuition cost under $20,000 per academic year. School School Counseling Graduate Degree(s) US News National Rank Grad Rate* % Tenured Faculty Net Price** M.Ed./EdS and MAE/EdS in School Counseling #34 tie 90% 50% $11,313 M.Ed. in School Counseling #29 tie 89% 43% $11,649 Florida State University MS/EdS in School Counseling #57 tie 83% 45% $13,318 M.Ed. in School Counseling #84 tie 81% 43% $14,771 University of Georgia M.Ed./EdS in Professional Counseling (School Counseling) #50 tie 86% 53% $15,539 M.Ed. in Counseling-School Counseling #40 tie 91% 46% $15,622 Rutgers University-New Brunswick EdM in School Counseling #62 tie 80% 26% $16,295 M.Ed. in School Counseling #64 tie 86% 44% $16,790 M.Ed. in School Counseling NR 84% 41% $17,753 University of Virginia M.Ed. in Counselor Education #28 tie 94% 52% $17,845 Virginia Tech MAEd in Counselor Education #74 tie 84% 56% $18,349 M.Ed./EdS in School Counseling #70 tie 83% 45% $19,508 Top Schools With Online Master’s in School Counseling Degree Programs The below table provides a comparison of not-for-profit colleges and universities that have online school counseling programs, based on overall undergraduate graduation rate and average undergraduate net tuition cost. We included schools with a graduation rate of 60% or better and a net price of $20,000 or less per academic year. School Online School Counseling Graduate Degree(s) US News National Rank Grad Rate* % Tenured Faculty Net Price** Truman State University MA in School Counseling NR 72% 49% $12,351 MA in Counseling: School Counseling #240 tie 62% 41% $14,372 M.Ed. in School Counseling #84 tie 81% 43% $14,771 MS in Counseling: School Counseling NR 61% 29% $15,309 Salem College M.Ed. in School Counseling NR 60% 19% $15,560 University of Arizona MA in Counseling: School Counseling #117 tie 64% 56% $15,594 M.Ed. in Counseling-School Counseling #40 tie 91% 46% $15,622 University of Maine MS in Counseling: School Counseling #202 tie 60% 38% $16,984 Grand Valley State University M.Ed. in School Counseling #228 tie 66% 38% $17,184 MS in School Counseling #162 tie 64% 44% $18,002 MCoun in School Counseling #139 tie 67% 36% $18,625 Johnson University MA in School Counseling NR 63% N.Av. $18,684 Lewis University MA in School Counseling NR 64% 15% $18,899 Forbes Top 10 Online Master’s in School Counseling Programs Forbes surveyed nearly 60 not-for-profit schools offering online programming for a master’s degree in school counseling on 16 data points. Following is the top 10 list: 4 University of Southern California Wake Forest University Lehigh University Bradley University Salem College Concordia University-Chicago Concordia University-Nebraska University of the Cumberlands Our Lady of the Lake University Concordia University-Irvine Other Notable School Counseling Programs Lesley University : BS in Counseling/MA in Counseling Psychology: School Counseling Rhode Island College : MA in School Counseling University of South Dakota : MA in School Counseling Credentialing and Licensure: In most states, a master’s degree is a requirement for obtaining licensure or certification as a school counselor, which is necessary to practice in public school settings and ensures professional standards are met. Exceptions include Alaska, Minnesota, New Hampshire, New York, and North Dakota, though in all cases some graduate work is required. Career Opportunities: A master’s degree in school counseling opens up various school counseling opportunities in educational settings. Employment for school counselors through 2031 is expected to grow by 10%, which is 2.5 times faster than average for all occupations of 4%. 5 Professional Development: The advanced education and training provided in a master’s program enhance counseling skills, knowledge of human development, and understanding of psychological theories and interventions. Advancement Opportunities: With a master’s degree, school counselors may have opportunities for advancement, such as moving into leadership roles, supervisory positions, or pursuing doctoral studies. Job Satisfaction: Helping students navigate academic, social, and emotional challenges can be deeply rewarding. School Counseling Admission Requirements Admission requirements to a school counseling master’s program include: A bachelor’s degree with a history of strong academic performance In some states and programs, this degree should be in education as you will need to become licensed as a teacher prior to pursuing school counselor licensure. In other states and programs, the bachelor’s degree can be in any subject. A minimum GPA of 3.0 or better. Passing scores on a graduate admissions exam such as the GRE (unless waived by your school). Master’s in School Counseling Coursework Depending on state requirements, master’s in school counseling programs are typically 48 credit hours in length. Some states require 60 graduate credit hours for licensure, so programs in those states may be longer. Master’s degrees in school counseling typically take between two and three years of full-time study to complete. To fulfill licensing requirements, the coursework will almost always include a local practicum and internship experience. Other courses you can expect to see in such a program include: Assessments and Testing Career Counseling and Development Counseling Children and Adolescents Counseling Theories and Techniques Diagnostic Techniques in School Counseling Group Counseling Theory Human Growth and Development Program Evaluation Research and Statistics in School Counseling Strategies for Crisis Intervention Professional Certifications for Degree Holders Although licensure requirements for school counselors differ from state to state, the minimum requirement for full licensure is an advanced graduate certificate in school counseling or, more commonly, a master’s degree. Most states have also instituted experience requirements; these can include experience as a classroom teacher, experience working in school counseling while under supervision during the master’s program, and experience under a provisional license after graduating from a master’s program. Beyond licensure, earning your master’s in school counseling can qualify you for professional certifications. These include: National Board Certification for School Counselors : Professional certification from the National Board for Professional Teaching Standards (NBPTS). In many states, certification through the NBPTS qualifies educators for a higher salary tier and/or a higher level of licensure. National Certified Counselor (NCC) : Well-known professional counseling credential from the National Board for Certified Counselors (NBCC). National Certified School Counselor (NCSC) : Professional school counseling credential through the NBCC. What Jobs Can You Get with a Master’s Degree in School Counseling? A master’s degree in school counseling is a highly-targeted degree path that typically leads to a school counseling career. However, counselors who follow this pathway are not limited to working in public K-12 schools. Private and charter schools, colleges and universities, and trade schools and adult education programs all need qualified counselors. If you live in a state that recognizes the master’s in mental health counseling as a pathway to school counselor licensure, it is possible to become dually licensed in school counseling and mental health counseling. With dual licensure, you may have career opportunities in private counseling or group counseling that are the same as a traditional mental health counselor in addition to school counseling career possibilities . Some graduate programs even offer coursework in both areas to meet the licensure requirements simultaneously. School counselor licensure and requirements vary widely by state. Check with your state below for more licensure information. Select a State Connecticut Massachusetts Mississippi New Hampshire North Carolina North Dakota Rhode Island South Carolina South Dakota Washington DC West Virginia Other Degrees in Counseling Marriage and Family Therapy Mental Health Counseling Rehabilitation Counseling Substance Abuse Counseling Can I earn a school counselor degree online? Yes! Many school counseling programs are offered online and can provide you with the preparation needed to pursue a career as a school counselor. These programs may be fully online or hybrid, meaning they include a mix of online and in-person courses. Note that some programs may be almost entirely online but require an on-campus residency for a limited time, typically a week. In addition, the internship and practicum experiences of the program will almost always take place in person. What can I do with a PhD in school counseling? A PhD in school counseling is excellent preparation for a career in school administration, planning school counseling and guidance programs, and supervising school counselors. It can also prepare you for careers in research as well as higher education, such as working as a faculty member or administrator in a college or university. Candidates for PhD programs in school counseling should have years of experience working as a school counselor. People should not pursue a PhD program in school counseling before having worked as a school counselor, experience is a requirement. Is there a difference between a guidance counselor degree and school counselor degree? While individual programs may use different titles and have differing coursework, a master’s in school counseling and a master’s in guidance counseling will have significant overlap. Both are designed to prepare graduates for school counselor licensure, which means that both will have similar core courses meant to prepare you to work with the mental health and academic needs of school-age children. Is school counseling the same in every school or district? The duties of school counselors vary by work setting, district expectations, and the ages of the students served. Your graduate program will help you develop the skills needed to work with young people, and your personality traits and unique skills can help guide the age group you serve. You can learn more on the American School Counselor Association (ASCA) website. References: 1. National Center for Education Statistics College Navigator: https://nces.ed.gov/collegenavigator/ 2. US News & World Report National University Rankings: https://www.usnews.com/best-colleges/rankings/national-universities 3. College Factual: https://www.collegefactual.com/ 4.. Forbes Best Online Master’s In School Counseling: https://www.forbes.com/advisor/education/psychology-and-counseling/best-online-school-counseling-degrees/ 5. Bureau of Labor Statistics, Occupational Outlook Handbook, School and Career Counselors: https://www.bls.gov/ooh/community-and-social-service/school-and-career-counselors.htm How School Counselors Can Address the Youth Mental Health Crisis Counseling schools search. When you click on a sponsoring school or program advertised on our site, or fill out a form to request information from a sponsoring school, we may earn a commission. View our advertising disclosure for more details. “Children and teens are our future. We must work diligently and intentionally to make sure that they have the help, guidance, and mentorship that they need to identify and build upon their intrinsic strengths, believe in their innate abilities, reach their fullest potential, and be their best selves.” Allison Paolini, PhD, School Counseling Program Director and Assistant Professor of School Counseling at Arkansas State University America is experiencing a mental health crisis, and mental health struggles amongst the nation’s youth are intensifying. Student mental health is in a precarious place, with children and teens exposed to more information, more social contact, and more discord than ever before. The student mental health crisis is pervasive. The good news is that Americans are more aware of the importance of mental health now more than ever. Age-old taboos are finally lifting. Even the federal government is throwing its support behind mental health initiatives: in 2023, the Department of Health and Human Services (HHS) and the Health Resources Services Administration (HRSA) made available $25 million to expand primary care, including mental health services, in schools. Although it’s not the complete solution, it is a start. To end the student mental health crisis, more funding, training, attention, and collaboration is needed.  School counselors are on the front lines of the student mental health crisis. Their involvement is critical in making schools the uplifting, inclusive, and safe places they need to be. Read on to learn more about how school counselors are boosting student mental health, and what more can be done to support them in their mission. Meet the Expert: Allison Paolini, PhD Dr. Allison Paolini is school counseling program director and assistant professor of school counseling at Arkansas State University. She received her MS in school counseling from Long Island University – Brentwood, and her PhD in counselor education from the University of South Florida. She is a Nationally Certified Counselor (NCC), and is a Certified School Counselor in New York, New Jersey, and Florida. Prior to working in academia, Dr. Paolini worked as an elementary school counselor at a Title I school in Tampa, Florida. Her main areas of research interest include social emotional learning and its impact on reducing gun violence, the impact of social emotional learning on college and career readiness, social emotional learning and its impact on amplifying academic performance and student wellness, and best practices for mitigating bullying and substance abuse amongst students. Understanding the Student Mental Health Crisis “The mental health crisis has escalated to an alarming degree,” Dr. Paolini says. “According to the CDC , in 2021, it was reported that more than 42 percent of students experienced ongoing sadness or loss of hope.” The ingredients of the student mental health crisis were present before the Covid-19 pandemic: according to a study in JAMA Pediatrics , anxiety increased by 29 percent and depression increased by 27 percent in children and youth between 2016 and 2020.  But the effects of the enforced isolation and persistent uncertainty brought on by the pandemic have carried over after it’s receded, and going back to the classroom doesn’t mean going back to the way things were previously. Students still experience all the mental health stressors of adults, plus some darkly unique ones. “ Gun violence is very problematic universally and has a detrimental impact on student mental health,” Dr. Paolini says. “Students who experience or witness violence are more likely to experience depression and anxiety, have lower test scores, decreased enrollment in school, may experience survivor’s guilt and post-traumatic stress disorder (PTSD), are more likely to experience truancy, may have difficulty concentrating, and may struggle to build peer relationships. This has a monumentally negative impact on one’s overall health and wellbeing.” The student mental health crisis reaches into every demographic, but some groups are more affected than others. According to the CDC , LGBTQIA+ students, female students, and students across racial and ethnic groups are more likely to experience negative feelings. Black students more likely to attempt suicide than students of other races and ethnicities. Nearly half (45 percent) of all LGBTQIA+ students in 2021 seriously considered attempting suicide.  Diverse students have diverse problems, and that requires a multi-tooled response. As the acuity of issues that students face is increasing, it is paramount for school counselors to be trained to conduct assessments, understand protocols, as well as provide resources and referrals to students experiencing suicidality or self-harm. “It is essential for school counselors to individualize their approach,” Dr. Paolini says. “There is not a universal one-size-fits-all approach to counseling. School counselors must be eclectic and use various skills, modalities, techniques, and best practices that are most impactful for each student they work with.” How School Counselors Address the Student Mental Health Crisis School counselors sit at a critical juncture and are often a student’s first encounter with a mental health professional who has specialized training in social and emotional wellbeing . School counselors can use techniques such as cognitive behavioral therapy (CBT) and solution-focused brief therapy (SFBT) to modify unhealthy thoughts, reframe personal problems, and take a proactive approach in finding solutions.  Although school counselors play an integral role in fostering student wellness and providing support, there are still limits to what school counselors can do on their own. It is critical that school counselors practice within their scope of competency and provide referrals to those who need additional support. “School counselors cannot diagnose and are not licensed to provide more intensive counseling that is sometimes required, specifically if a student is struggling with an underlying mental health disorder,” Dr. Paolini says. “It is crucial for school counselors to collaborate with mental health counselors so that students have the services that they need to flourish.” Connecting students with mental health services—and with mental telehealth services in rural and underserved areas—is vital. Virtual wellness centers, resource-laden personal websites including Google Sites, and even well-designed Google Forms can all help enhance the connection between school setting and mental health services.  School counselors themselves can also contribute to a positive learning environment by incorporating Kindness Week, starting an anti-bullying program, promoting diversity, safety, and inclusion, and advocating for the integration of social-emotional learning (SEL) in the school’s curriculum. SEL teaches students imperative skills such as time and stress management, leadership, accountability, empathy, communication, coping, conflict resolution, optimism, motivation, and resilience. “These are life skills that help students to be prepared for their post-secondary endeavors,” Dr. Paolini says.  The student mental health crisis has multiple fronts, and the digital arena—particularly social media—should not be neglected. Dr. Paolini notes that most students who end up carrying out acts of violence post about it on social media before doing so. And bullying, which is pervasive nationwide and a major stressor on students and a detriment to their mental health, is even more damaging when taken onto the internet virtually: social media allows cyberbullying to have a larger audience and platform.  “School counselors must encourage families to monitor their child’s social media accounts, as doing so is crucial for reducing cyberbullying,” Dr. Paolini says. Addressing the student mental health crisis is a Herculean task: school counselors can’t do it on their own; it truly is a collaborative effort. Students, teachers, administrators, parents, policymakers, and other mental health professionals must all contribute and work together to facilitate positive change.  “The most important part of the counseling relationship is having a strong therapeutic alliance, as this helps to build trust and amplify self-disclosure,” Dr. Paolini says. “It is necessary for school counselors to work diligently to build strong therapeutic alliances with students and other critical stakeholders. More than years of experience or modality used, one’s ability to create a solid therapeutic alliance has the greatest impact on stakeholder growth.” The Future of Student Mental Health There are ample reasons to look at the future through a positive lens. Children and teens are highly resilient. Minorities are more visible. And while the Covid-19 pandemic worsened the student mental health crisis, it also helped raise more awareness to the importance of mental health and wellness on a broader scale. “Students will continue to struggle with mental health, but I am an eternal optimist,” Dr. Paolini says. “More and more school counselors are recognizing the need to be knowledgeable about mental health disorders so that they can best support students who are struggling. And more school counselors are implementing prevention programs and facilitating workshops to address the importance of mental health and wellness.” School counselors play an instrumental role in addressing the student mental health crisis. But they need reinforcements. Research has shown that the ideal ratio of students to school counselors at any given school is approximately 250-to-1; the national average is over 400-to-1.  “In regard to government policies, there needs to be more focus on mental health, and additional money needs to be allocated to the field to ensure there are enough school counselors and helping professionals at each school,” Dr. Paolini says. “As of now, the demand outweighs the supply.” Outside of the school counselor role, more bridges are needed between the mental health and educational communities. Additional funding, awareness, and collaboration can help create uplifting learning environments that are more inclusive, protective, secure, engaging, and empowering. Student mental health needs to be met with a team effort between school counselors, teachers, families, mental health professionals, and the community at large. “Children and teens are our future,” Dr. Paolini says. “We must work diligently and intentionally to make sure that they have the help, guidance, and mentorship that they need to identify and build upon their intrinsic strengths, believe in their innate abilities, reach their fullest potential, and be their best selves.” Matt Zbrog is a writer and researcher from Southern California. Since 2020, he’s written extensively about how counselors and other behavioral health professionals are working to address the nation’s mental health and substance use crises, with a particular focus on community-driven and interdisciplinary approaches. His articles have included detailed interviews with leaders and subject matter experts from the American Counseling Association (ACA), the American Mental Health Counselor Association (AMHCA), the American School Counselor Association (ASCA), and the Substance Abuse and Mental Health Services Administration (SAMHSA). Related Articles 2024 School Counselor of the Year Winner & Finalists 01/10/24 Matt Zbrog Counseling Students on Race and Bias 08/10/23 Matt Zbrog Challenges in School Counseling: Social-Emotional Learning (SEL) 03/23/23 Matt Zbrog Counseling for Learning Differences – Expert Interview & Advocacy Guide 09/22/22 Cevia Yellin National Bullying Prevention Month Advocacy Guide 09/08/22 Kimmy Gustafson National Mentoring Month Advocacy Guide (2023) 01/03/22 Cevia Yellin Interview with a Professor: Empowering Florida’s School Counselors 08/17/20 Matt Zbrog Related Careers 1 Child Life Specialist 2 College Counselor 3 Elementary School Counselor 4 Guidance Counselor 5 High School / College Prep Counselor 6 Middle School Counselor 7 Pediatric Occupational Therapist Related Programs 1 Online Doctorate in Educational Psychology – PhD Programs 2 Online Master’s Degrees in Counseling and Psychology 3 Online Master’s Degrees in School Counseling 4 Online PhD Programs in Mental Health Counseling This page uses technologies your browser does not support. Many of our new website's features will not function and basic layout will appear broken. Visit browsehappy.com to learn how to upgrade your browser. university of new orleans campus news uno’s counselor education graduate programs reaccredited through CAMPUS NEWS: SEPTEMBER 6, 2024 Counselor education, uno’s counselor education graduate programs reaccredited through 2030. Share this article The counselor education graduate programs at UNO are now fully reaccredited through 2030. The counselor education graduate programs at the University of New Orleans received full reaccreditation from the  Council for the Accreditation of Counseling and Related Educational  Programs (CACREP) . The doctoral program in counselor education and the master's program concentrations in school counseling and clinical mental health counseling all received full reaccreditation through 2030.  CACREP is the leading accrediting body for the counseling profession. Earning CACREP accreditation involves a rigorous assessment of compliance with standards related to the learning environment, the entry-level counseling core curriculum, professional practice, program evaluation and various specialty areas. The counselor education faculty regularly collect data on program activities and outcomes; they have spent the last few years compiling the necessary reporting documents, completing the accreditation site visit, and responding to feedback, all while navigating the challenges and delays brought on by the COVID-19 pandemic and Hurricane Ida.     CACREP accreditation is required for Louisiana licensure as a Licensed Professional Counselor (LPC) and Louisiana Department of Education certification as a Professional School Counselor. Additionally, doctoral graduates who wish to work as faculty in accredited graduate programs must have doctoral degrees from an accredited program.  “This accreditation decision would not be possible without the hard work of program faculty, students, alumni, field site supervisors, and university staff and administration,” said Chris Belser, associate professor in the School of Education and counseling graduate program coordinator. “This process is absolutely a team effort, but much credit goes to assistant professor Dr. Anabel Mifsud, who shepherded us through this process and compiled significant amounts of data.”   Biology Doctoral Graduate Earns Prestigious Science Policy Fellowship $100,000 Gift from Alumnus Will Support Scholarship and College of Engineering Two New UNO Students Named Reginald F. Lewis Scholars be_ixf; php_sdk; php_sdk_1.4.26 https://www.evangel.edu/future-students/admissions/graduate-counseling-program/ Applying to EU's Graduate Counseling Program Admitted Students Next Steps Evangel Student Portal Admissions Standards Graduate faculty review completed applications and invite eligible applicants for an admission interview. The graduate faculty base admission decisions on the strength of the application packet (GPA, references, writing sample, and statement of purpose) and interview. * * Have a grade point average of 3.0 or better in the last 60 hours of undergraduate work or last two years as a full-time undergraduate or graduate student. In lieu of a minimum 3.0 GPA requirement, applicants may submit GRE scores (minimum of 290 combined and writing score of 3.0) International Students To qualify for admission, international students whose first language is not English must earn a TOEFL score of 550 on the paper-based exam, 213 on the computer-based or 79-80 on the Internet-based exam. Information on the TOEFL exam can be found at www.toefl.org International students who wish to study in residence, please visit International Student Services for information on obtaining your F-1 student visa and I-20. Application Steps Apply Online When possible, we prefer to receive transcripts electronically from services such as Parchment (Naviance), SCOIR, or through the National Clearinghouse. Transcripts can be emailed from your school counselor or administrator to [email protected] . Connect with your admissions counselor when requesting graduate course transfer credit. Transcripts can be mailed to: Evangel University Admissions, Online & Graduate Student Services 1111 N. Glenstone Ave. Springfield, MO 65802 When taking the GRE, please send your test scores to Evangel University. For information on the GRE, visit Educational Testing Service (ETS) at ets.org . Pay online through your student portal . Call the University Bursar’s Office at 417-865-2815, ext. 7700 to pay with your credit card by phone. Mail your enrollment deposit to: Evangel University Office of the Bursar 1111 N. Glenstone Ave. Springfield, MO 65802 When planning to study in person and you would like to live on campus, complete your housing agreement . Send your final official transcripts. Final official transcripts are required before beginning classes. All offers of admission are conditional until final official transcripts are received. Application Deadline Counseling programs begin in late June of each year. Meeting the priority deadline provides you the best opportunity to secure a seat in the program. Meeting the standard deadline will allow you ample time to complete all necessary pre-enrollment steps including course registration and financial aid. After the final deadline, applicants are considered as space is available. When admitted, our team will work with you to help you complete all necessary steps to enroll. Priority Deadline: February 15 Standard Deadline: March 1 Final Deadline: April 5 After Admissions Upon admission, you will receive an email with instructions on how to sign into your student portal . All pre-enrollment steps can be completed online through your student portal. You can also click here for instructions on setting up your student portal . Questions? Connect with your admissions counselor for assistance. When planning to utilize federal financial aid, complete the Free Application for Federal Student Aid (FAFSA) using Evangel’s code 002463 as soon as possible after it becomes available. Review your financial aid offer and respond promptly to financial aid requests for additional information and/or paperwork. Finalize financial aid and payment prior to beginning class. Licensure Certification Federal regulations require Evangel University to disclose whether its programs meet the educational requirements for professional licensure in every state and U.S. territory. The Clinical Mental Health Counseling program meets the requirements for licensure in the states indicated below. We have also identified states in which the program does not meet the academic program licensure requirements and those where a determination has yet to be made. If you are or will be an Evangel University student and have questions, please do not hesitate to contact [email protected] , who will direct you to the appropriate person to answer your question. For your reference, below are links to the professional licensing agency in all states. If you are on the path to licensure, or thinking about getting on the path, it’s best to familiarize yourself with the licensure requirements for the state where you intend to practice. The document linked here includes links to each state’s licensing board, where you can find the most accurate and up-to-date information on application requirements and gives the acronyms for licenses conferred. We’ve also included the definitions of the various acronyms used for your reference. Please keep in mind that states may change this information at any time, and while we try to keep the information updated, you should refer to the state boards’ own websites for the most up-to-date information. Certification Requirements by State Annual Report Vital Statistics Behavioral and Social Sciences Department College of Online Learning Master of Science in Clinical Mental Health Counseling (Online & Seated) Counseling is a professional relationship that assists diverse individuals and groups to achieve mental health across the lifespan. Our Master of Science in Clinical Mental Health Counseling will train you to become a professional counselor equipped to integrate your Christian faith with theory and practice. Master of Science in School Counseling (Online) School counselors are vital members of the K-12 education team who help all students to become productive adults of tomorrow. Our Master of Science in School Counseling will prepare you to become a professional school counselor. Virtual Tour Experience University of Idaho with a virtual tour. Explore now Discover a Career Find a Major Experience U of I Life More Resources Admitted Students International Students Take Action Find Financial Aid View Deadlines Find Your Rep Helping to ensure U of I is a safe and engaging place for students to learn and be successful. Read about Title IX. Get Involved Clubs & Volunteer Opportunities Recreation and Wellbeing Student Government Student Sustainability Cooperative Academic Assistance Safety & Security Career Services Health & Wellness Services Register for Classes Dates & Deadlines Financial Aid Sustainable Solutions U of I Library Upcoming Events Review the events calendar. Stay Connected Vandal Family Newsletter Here We Have Idaho Magazine Living on Campus Campus Safety About Moscow The largest Vandal Family reunion of the year. Check dates. Benefits and Services Vandal Voyagers Program Vandal License Plate Submit Class Notes Make a Gift View Events Alumni Chapters University Magazine Alumni Newsletter SlateConnect U of I's web-based retention and advising tool provides an efficient way to guide and support students on their road to graduation. Login to SlateConnect. Common Tools Administrative Procedures Manual (APM) Class Schedule OIT Tech Support Academic Dates & Deadlines U of I Retirees Association Faculty Senate Staff Council College of Graduate Studies Physical Address: Morrill Hall Room 104 Mailing Address: College of Graduate Studies University of Idaho 875 Perimeter Drive MS 3017 Moscow, ID 83844-3017 Phone: 208-885-2647 Email: [email protected] Online Master’s and Doctoral Programs List The University of Idaho’s online graduate degrees reflect our mission of making education accessible across the state and nation and responding to changing employment demands. Delivering the quality instruction expected of a research university, our online master’s and doctoral programs are taught by our esteemed faculty members and build upon our century-old reputation as an educational leader in the Northwest.  Online graduate students can earn a degree from one of our top-ranked national programs around their existing obligations and have access to the same opportunities and resources, including the on-campus library, research projects, scholarships, and teaching assistantships. If you’ve thought about returning to school but require more flexibility due to your full-time job and raising a family, advance your career with any of the programs listed here. Available via online or distance learning:  Climate Change , P.S.M. Geographic Information Skills, Mapping, and Monitoring , P.S.M. Precision Nutrition for Human and Animal Health , P.S.M. Scientific Communication and Leadership , Certificate Sustainable Soil and Land Systems , P.S.M. Water Resources , P.S.M. College of Business and Economics Online Master of Business Administration , M.B.A. Adult Organizational Learning and Leadership , M.S. Educational Leadership , M.Ed. Curriculum and Instruction , M.Ed. Physical Education , M.Ed. Special Education , M.Ed. Education , Ed.D., Ph.D. (may vary from all to mostly online) Engineering Advanced Semiconductor Design Civil Engineering , M.Engr. Computer Engineering , M.S., M.Engr. Computer Science , M.S. Cybersecurity , M.S. Electrical Engineering , M.S., M.Engr. Engineering Management , M.Engr. Geological Engineering, , M.S. High-Speed Circuits and Systems , Certificate Mechanical Engineering , M.Engr. Power System Protection and Relaying, Certificate Secure and Dependable Computing Systems, Certificate Smart Grid Cybersecurity Technology Management , M.S. Letters, Arts and Social Sciences Criminology , M.S. Emerging Media , M.A. Music , M.Mus. Media Production , Certificate Public Administration , M.P.A. Psychology: Human Factors , M.S. Theatre Arts , MFA Strategic Media Management , Certificate Natural Resources and Environmental Science Environmental Science, M.S. Environmental Education and Science Communication, Certificate Master of Natural Resources, M.N.R. Fire Ecology, Management and Technology , Certificate Remote Sensing of the Environment, Certificate Geographic Information Science: Geospatial Aspects of Sustainable Planning Application , M.S. Geographic Information Science: Geospatial Habitat Assessment Application , M.S. Geographic Information Science: Geospatial Intelligence Application , M.S. Geographic Information Science: Geotechnician Application , M.S. Geographic Information Science: GIS Programming Application , M.S. Geographic Information Science: Natural Hazards and Emergency Planning Application , M.S. Statistical Science , M.S.  Teaching Mathematics , M.A.T. The University of Idaho General Catalog is available online. Distance Learning Versus Online Graduate Degrees U of I’s online graduate degrees utilize two distinct formats. Online learning uses pre-recorded, or asynchronous, lectures that students can then review on their own time. Distance learning simulates a real-time virtual classroom. Wherever an online student is located, they have direct access to a traditional classroom environment where they can interact and participate in discussions with their fellow students and instructors. The Benefits of U of I’s Online Graduate Programs  Whichever online degree you begin, being an online learning student at U of I comes with a host of benefits. Flexibility: We design our online master’s and doctoral programs around the schedules of working adults, allowing you to maintain existing employment, family, and seasonal commitments without altering your schedule or taking a hit in income. Quality: We’re one of the region’s most respected research universities. Whether the class is pre-recorded or virtual, our leading faculty members deliver the same depth and detail of instruction that you expect in an on-campus classroom. Place-Based Degrees: Especially where research is concerned, our faculty members partner with regional organizations to support our online graduate students as they complete a place-based thesis or non-thesis research project. You, in turn, can conduct guided research relevant to your geographic region without ever setting foot on campus and may even be able to do so through your existing employer. Scholarships: Many erroneously believe that scholarships are off the table to online graduate students. Supporting your endeavors and professional growth, the University of Idaho has opened up teaching assistant opportunities and place-based scholarships to online students. Affordability: No matter where you are in the country or world, all online courses for master’s and doctoral programs are charged at our in-state rate.  Ahead of the Curve: The University of Idaho championed distance learning ahead of everyone else with our innovative Engineering Outreach program. We introduced these degrees over 35 years ago, and while we’ve adjusted delivery methods to available technologies, our commitment toward advancing your career through quality education has not wavered. Learn More About U of I’s Online Graduate Degrees Thinking about enrolling in an online graduate degree program? To get your questions answered, reach out to the College of Graduate Studies by email or by phone at 208-885-2647, or request additional information today . Best Online Doctorate in Family Counseling Degree Programs of 2025 Written by Alex Kale Updated: August 28, 2024 Find your online program in minutes! Most schools have rolling admissions and financial help so you can start your degree in a few weeks! An online doctorate in family counseling is an excellent decision for those passionate about helping families and couples navigate emotional and relational challenges. Ideal for professionals committed to advancing their knowledge and leadership in the field, these programs cultivate critical skills in counseling techniques, research, and ethical practice. Graduates are well-prepared for careers as Licensed Marriage and Family Therapists, where they can earn a median salary of $58,510 , with the potential for higher earnings — upwards of $104,710 for the top 10% in this field. Others may pursue academic positions, teaching future counselors, with a median salary of $105,650 . Regardless of your career path, earning this high-level degree online offers a flexible, accessible route to achieving your goals. It is often completed in five to seven years and has an average annual tuition cost of $20,513 . How to Choose an Online Doctorate in Family Counseling Program Choose your area of study. While family counseling is already specialized, you can further tailor your education to your career goals by choosing an area of study. This might mean asking yourself: What populations do I want to work with? What issues am I enthusiastic about addressing? What setting do I see myself working in? Potential focus areas may include trauma and crisis counseling for those passionate about helping families recover from traumatic events; marriage and couple therapy, best for those who wish to specialize in relationship dynamics; or multicultural counseling, perfect for students dedicated to serving diverse communities with cultural sensitivity. Research schools and programs Once you have a specialization in mind, you can begin researching schools and programs in earnest. Consider using the following questions to guide your search: Does the program offer courses and faculty experience in my chosen specialization> What is the program’s reputation, especially in my area of interest? Are there opportunities for networking, internships, or research? What are the program’s graduation rates and student support services like? Most of this information is readily available on program websites, but you can also contact an admissions counselor and attend a virtual open house. Prepare for tests and applications Any application can feel daunting, but doctoral applications can feel even more intimidating for many students. With some careful planning, you can navigate this process with ease. Start by gathering transcripts and letters of recommendation well in advance to avoid delays. Devote ample time to writing your personal statement or statement of purpose, edited to each program’s requirements. Revise your resume to illustrate relevant experience and achievements. Though many programs at this level don’t require GRE scores, if yours does, consider enrolling in a test prep program to make your application even more compelling. Select your program When acceptance letters arrive, you may have a big decision to make. Take some time to revisit your initial research criteria, focusing on the factors that matter most to you – such as curriculum relevance, faculty you’re excited to learn from, and flexibility in course scheduling. This is also a crucial time to reassess the total cost of attendance. Compare tuition and fees across programs, factoring in any financial aid offers like scholarships, grants, or fellowships. Weighing these costs against the quality and outcomes of each program can help you make an informed decision that aligns with your academic and career goals. Determine how you’ll pay for your degree To minimize debt while pursuing this degree, prioritize financial aid opportunities. Scholarships, grants, and fellowships — typically merit- or need-based — are great forms of financial aid that don’t need to be repaid. Next, explore assistantships that offer stipends or tuition waivers in exchange for research or teaching duties. If you’re already employed, ask if your employer offers tuition reimbursement as part of their benefits. When loans are necessary, opt for federal loans first, as they usually have lower interest rates and more flexible repayment options than private loans. Best 50 Accredited Online Doctorate in Family Counseling Programs intelligent score 98.48 #1 Grad School Center School Information Lynchburg, VA Graduation Rate: 36% Admission Rate: 99% Urbanicity: City School Size: Large Delivery Format Online Required Credits to Graduate 57 Estimated Cost per Credit $595 accreditation Southern Association of Colleges and Schools Commission on Colleges more program information Email: [email protected] Phone: 800-424-9595 intelligent score 96.86 #2 Grad School Center Graduation Rate: 67% Admission Rate: 64% Urbanicity: Suburban Required Credits to Graduate 60-63 Estimated Cost per Credit $1,161 - $1,220 accreditation Western Association of Schools and Colleges more program information Email: [email protected] Phone: 855-355-6288 intelligent score 95.69 #2 The Best Schools #6 Grad School Center Virginia Beach, VA Graduation Rate: 49% Admission Rate: 41% School Size: Medium Required Credits to Graduate 51 Estimated Cost per Credit $695 more program information Email: [email protected] Phone: 800-373-5504 intelligent score 94.31 #4 Grad School Center Saint Davids, PA Graduation Rate: 62% Admission Rate: 69% School Size: Small Required Credits to Graduate 60 Estimated Cost per Credit $450 - $790 accreditation New England Commission of Higher Education more program information Email: [email protected] Phone: 610-341-5800 intelligent score 93.38 #7 Grad School Center Loma Linda, CA Graduation Rate: 89% Admission Rate: 38% Required Credits to Graduate 77 Estimated Cost per Credit $767 accreditation Commission on Accreditation for Marriage and Family Therapy Education more program information Email: [email protected] Phone: 909-558-1900 intelligent score 93.12 #8 Grad School Center Pasadena, CA Graduation Rate: 50% Admission Rate: 60% Delivery Format Online, Hybrid Required Credits to Graduate 70 Estimated Cost per Credit $985 more program information Email: [email protected] Phone: 626-584-5400 intelligent score 92.91 #9 Grad School Center Cedar Rapids, IA Graduation Rate: 69% Admission Rate: 81% Delivery Format Online, On-Campus Estimated Cost per Credit $760 accreditation Higher Learning Commission more program information Email: [email protected] Phone: 319-363-1323 intelligent score 92.29 #10 Grad School Center Yellow Springs, OH Graduation Rate: 51% Admission Rate: 72% Urbanicity: Rural Required Credits to Graduate 86-89 Estimated Cost per Credit $566 more program information Email: [email protected] Phone: 603-283-2149 Discover More Options How we rank schools. This list features some of the best online doctorate in family counseling programs at top colleges nationwide. Each school featured is a nonprofit, accredited institution — either public or private — with a high standard of academic quality for postsecondary education. We evaluated each school’s program on admission, retention, and graduation rates as well as tuition costs, faculty, reputation, and the resources provided for online students. Then, we calculated the Intelligent Score on a scale of 0 to 100. Read more about our ranking methodology . Next, we compared this comprehensive list of online doctorate in family counseling programs to a list of aggregated college rankings from reputable publications like U.S. News & World Report, among others, to simplify a student’s college search. We pored through these rankings so students don’t have to. What Can You Expect From an Online Doctorate in Family Counseling Program? By pursuing an online doctorate in family counseling, you’ll gain an in-depth understanding of high-level counseling theories, techniques, and research methods. You can expect to engage in core coursework covering family systems, human development, and ethics. Virtually all programs require a certain number of elective hours, allowing for specialization in trauma, addiction, or multicultural counseling. These programs typically include comprehensive exams and a dissertation, ensuring mastery of your subject and allowing you to contribute original research to the field. These elements help illustrate your expertise, making you a more competitive candidate for academia, clinical practice, or policy-making leadership roles. While most programs are fully online, some may include hybrid components to improve networking and practical experience. This offers a flexible yet high-quality education accessible from anywhere. Potential courses you’ll take in an online doctorate in family counseling program Family Systems Theory: A fundamental course in most doctoral programs, this class explores family dynamics and systems theory, helping students understand and analyze how different family members interact and influence one another. Students learn to apply these theories to assess and treat dysfunctional family patterns. Counseling Ethics and Legal Issues: Another core requirement, this class covers confidentiality, informed consent, and professional boundaries, preparing students to navigate ethical dilemmas in their practice. While some programs may consider these two classes separate, many combine the two topics into one course. Multicultural Counseling: This course is a core requirement in most modern programs. It examines the impact of culture, race, and ethnicity on family dynamics and counseling practices. Participants learn culturally competent strategies to effectively counsel diverse populations, fostering inclusivity in their professional work. Research Methods in Counseling: Focused on qualitative and quantitative research techniques, this class equips students with the skills to design, conduct, and analyze research studies in family counseling. These skills are critical for completing their dissertation and contributing to evidence-based practices. Trauma and Crisis Intervention: This upper-level course teaches advanced strategies for assessing and treating individuals and families affected by trauma and crisis. It covers immediate intervention techniques and long-term therapeutic approaches to support recovery and resilience. Online Doctorate in Family Counseling Degree Frequently Asked Questions How do i apply to an online doctorate in family counseling degree program. While some application requirements may vary by school, many share the same standard criteria — including: A master’s degree in counseling, psychology, or a related field Transcripts from all previously attended institutions Minimum GPA (usually 3.0 or higher) Letters of recommendation A personal statement A current resume Speaking with an admissions counselor is essential to ensure you meet all program-specific requirements and to gain additional insights into how the program aligns with your career goals. How much does an online doctorate in family counseling degree cost? The average annual tuition for graduate programs is $20,513 . However, it’s important to note that tuition is only one part of the overall expense. In addition to tuition, you’ll also need to budget for textbooks, technology fees, and any required software. While these costs can add up over time, many online students save on expenses like commuting, parking, and housing, which are typical for traditional, in-person programs. How long does it take to earn an online doctorate in family counseling degree? Obtaining this degree typically takes around five years: two years for coursework and three years for the dissertation. Programs with part-time options may allow up to seven years for completion. The total time can vary depending on your program’s specific credit requirements, so it’s important to double-check these details before enrolling. Understanding these requirements ensures you can plan your schedule effectively and meet your career goals within your desired timeframe. Compare School Options Counseling Psychology M.S. School of health professions. The M.S. in Counseling Psychology is a two-year cohort program that provides a foundation in counseling skills, assessment, and individual and group therapy. It offers students the opportunity to gain supervised practical experience in a formal practicum and internship, while also benefiting from an engaged faculty. Our faculty 'do' what they teach! Students learn how to understand client issues and needs in a variety of settings and then collaboratively put individually tailored intervention plans into action. An emphasis is placed on training multiculturally aware ethical practitioners. Graduates meet the core educational requirements for licensed professional counselor (LPC) in the state of Pennsylvania. In any given semester, for the duration of the program, students will be on campus two evenings a week from 6:00–10:00pm for classes. The MS in Counseling Psychology is accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC). Contact Information Neha I. Pandit, Ph.D. Program Coordinator, MS Counseling Psychology   Associate Professor of Psychology  [email protected] 412-397-6031 Samantha J. Monda, Ph.D.  Department Head, Psychology & Health Sciences Associate Professor, Psychology [email protected] 412-397-6036  Section A: Program Mission and Objectives I. Mission Statement: The mission of the Master of Science in Counseling Psychology program is to help meet mental health service needs by providing quality graduate-level training to students interested in becoming licensed professional counselors. II. Program Goals and Objectives: The goal of the Master of Science in Counseling Psychology program at RMU is to train students to become knowledgeable, skillful, ethical practitioners who will be able to help people in need of professional counseling services. The program assigns a high priority to meeting the educational and personal needs of its students and provides foundational and advanced training in the provision of psychotherapy and counseling using a practitioner-scholar model. The program emphasizes a practical, holistic approach to counseling psychology and promotes multimodal assessment, case conceptualization, treatment considerations, and an understanding of the power of the therapeutic relationship. Program Objectives. The following program objectives were developed based on competencies designated by the Masters in Psychology and Counseling Accreditation Council (MPCAC; 2017). The objectives serve as the foundation for the assessment of graduate student professional development and readiness for clinical experiences during the program. 1. Exhibit knowledge of pertinent ethical principles and codes. 2. Demonstrate the ability to incorporate best practices in research and clinical work. 3. Demonstrate an understanding of, and the ability to apply, legal, ethical, and accepted standards of practice to applied settings. 4. Participate in activities associated with professional groups. 5. Demonstrate requisite knowledge to pass the National Counselor Exam (NCE) which is required for licensure in most states. 1. Demonstrate an aptitude to formulate client presentations from multiple theoretical perspectives, and be adept at incorporating relevant developmental, historical, and multicultural factors, as well as consideration of empirically based concepts. 2. Demonstrate the ability to apply counseling psychology associated theories and research techniques so as to promote the well-being of children, adults, couples, groups, and families. 1. Demonstrate an awareness of how diversity issues affect assessment, diagnosis, treatment, and research. 2. Exhibit culturally appropriate communication skills within the ability to attend and communicate effectively. 3. Demonstrate an understanding of the importance of respect for others, multicultural diversity, and openness to feedback. 4. Exhibit self-reflection of their own membership in various cultural groups, including gender, race, ethnicity, sexual orientation, ability, religion, age, SES, and education. 5. Demonstrate understanding of their own worldview, biases, prejudices, and preconceived notions related to cultural groups. 6. Demonstrate the ability to reflect on how their cultural background and worldview could affect their clinical practice. 1. Display knowledge of and competence in the areas of clinical assessment, diagnosis, treatment, and intervention. 2. Demonstrate the ability to assess and diagnose psychopathology according to DSM criteria. 1. Demonstrate knowledge of reliability and validity, measurement, test construction, and relevant tests and assessments. 2. Display understanding of and clinical proficiency in appropriate test selection and implementation, scoring, interpretation, and application of results. 3. Demonstrate competence in the incorporation of assessment information with case formulation, treatment planning, and report writing. 4. Demonstrate an understanding of the limitations of testing data. 1. Demonstrate knowledge of and competence in the use of the scientific method in empirical research and psychological theory to inform practice. 2. Demonstrate the ability to critically evaluate a program from both a formative and summative standpoint. 1. Demonstrate understanding of the roles, functions, and settings of career counselors in addition to the history, philosophy, and trends in career counseling. 2. Demonstrate an understanding of legal and ethical principles related to career counseling. 3. Demonstrate an understanding of the process involved in identifying, selecting, administering, scoring, and correctly interpreting/reporting appropriate career assessment tools. 1. Demonstrate knowledge and understanding of the relationship between biological factors and psychological functioning. 2. Demonstrate knowledge of the potential role of psychopharmacological interventions. 1. Demonstrate an understanding of the importance of contextual considerations in evaluation and treatment. 2. Demonstrate an understanding of the use of existing resources to assist clients. 1. Demonstrate introductory knowledge of and competence in clinical supervision and professional consultation. 2. Display the ability to appropriately utilize supervision as a mechanism for self-reflection, learning, feedback, and self-care. Year 1, Summer PSYC6060: Advanced Developmental Psychology (8) PSYC6010: Counseling Psychology: Orientation and Ethics (8) Year 1, Fall PSYC7010: Theories of Counseling (8)  PSYC7020: Counseling Skills (15) PSYC7050: Advanced Psychological Assessment (8) PSYC7040: Psychopathology (15) Year 1, Spring PSYC6070: Research and Program Evaluation (8) PSYC7050: Assessment, Appraisal, and Treatment Planning (15) PSYC7320: Counseling Psychology Practicum (15) PSYC6020: Career Development (8) Year 2, Summer PSYC6030: Foundations of Multicultural Counseling (8) PSYC6050: Foundations of Addiction (8)     Year 2, Fall PSYC7060:Group Counseling (8) PSYC7090: Advanced Counseling Skills (15) PSYC7420: Counseling Psychology Internship I (15) PSYC7070: Child & Adolescent Counseling (8) Year 2, Spring PSYC6040: Grief & Bereavement(8) PSYC7510: Supervision and Consultation (15) PSYC7520: Counseling Psychology Internship II (15) PSYC7080: Couples and Family Counseling (8) Note: when accessing the Graduate Application via the RMU Admissions website, make sure to click on  "Summer" semester start in order for the MS Counseling program to come up. Please note that admission to the program is competitive. Limited spaces are available and application does not guarantee acceptance. Note: All admissions decisions are final. Program Requirements The application deadline for the M.S. in Counseling Psychology program is January 31. Please note that admission is competitive and meeting the requirements does not guarantee admission. We intentionally keep our cohort sizes small to maximize strong faculty mentorship and enhanced learning opportunities. The minimal admissions criteria include the following:  Undergraduate degree in Psychology or related field  Minimum of 3.0 cumulative undergraduate GPA Completion of an RMU graduate admissions application Current resume Essay addressing the applicant’s professional goals Official undergraduate transcripts from all universities attended Personal interview  * Those who do not have a degree in Psychology or a related area are strongly recommended to take the following courses prior to applying for admission: General or Introduction to Psychology, Human Growth & Development, Statistics, Abnormal Psychology, Personality Psychology, and/or Cognitive Psychology. Please provide a typed essay (500 word limit) that addresses the following questions: What kind of career in professional counseling are you interested in pursuing and how did your interest develop?What is your current conceptualization of what a counselor does? What personal strengths and weaknesses would you say that you have that could impact your effectiveness in this role? The graduate school application can be accessed at  https://www.rmu.edu/why- rmu/apply ; make sure to select "Summer' as the starting semester.  Please also submit the essay to  [email protected]   when you submit your application. Monitoring and Remediation  Throughout the program students are closely monitored to ensure progress through the program, their professional development, and their appropriateness for the profession. Student Performance Reviews are conducted by the Counseling Psychology program faculty for each student in the program. Subsequently the program faculty will meet with each student for performance review meetings to discuss: progress, disposition, strengths and growth areas of students. Student performance reviews will happen in the first half of the fall semester for 1st and 2nd Year students. In situations in which the program requirements are not being met or situations where the faculty deem it appropriate or necessary, additional reviews would be scheduled. Developing the whole professional counselor is a core goal of the program, and this is achieved through both academic and practical experiences throughout. Students are responsible for their academic/professional performance in attaining program goals as well as their individual personal goals. Similarly, there are general responsibilities that the program has in communicating to the student when an acceptable level of academic/professional competency is met or in need of improvement. The mechanism through which this is communicated to students is via a binding Remediation Plan. The purpose of remediation plan is to provide a path to the student for successful academic, professional, and personal growth through achievable action items.  Course Attendance Policy Due to the large quantity of information which will be presented in each class, attendance at all class meetings is required. If a student misses two classes, 25% will be deducted from their course grade. If students miss three or more classes, they will be assigned a grade of “F” for the course. Students who arrive late or leave early may be counted as absent. If you must miss a class due to illness or emergency, you must notify the professor prior to the class that you will miss. Make-up work will only be permitted for excused absences. Participation as a clinician, attendance at a conference, or other official function will be taken into consideration in excusing missed attendance. In these cases, students must provide documentation of these activities to the course instructor. Please note that the attendance policy is strictly enforced.  Grading Policy  The Counseling Psychology program has adopted a uniform grading scale for all courses. It is as follows:  A 93-100 A- 90-92 B+ 87-89 B 80-86 C 70-79 F 69 or less 9 Incompletes A grade of “I” or incomplete is rarely granted. Students who have a sudden long-term illness or a family emergency must contact the course instructor right away. The course instructor informs the department head, and a decision is made if particular students will be granted an “I”. In certain cases, students will be asked for documentation. Student have one semester to complete the work or the “I” grade turns to a F. It is the view of the faculty that a grade of B and above is considered satisfactory. A grade of C or lower is considered unsatisfactory and will be documented in students’ performance reviews and could be considered as grounds for dismissal. Grievances  From time to time individuals experience conflict and disagreements. In instances in which a disagreement or experience arises which results in a grievance, the difficulty should attempt to be resolved using the steps outlined below.  It is expected that students will first try to resolve disagreements or grievances with the individual in question, whether it be a fellow student, supervisor, or faculty member. If this process proves unsatisfactory, the student has the option to present concerns to the Program Coordinator. The Coordinator will schedule an informal meeting between the parties within 15 days of notification of the conflict to discuss the issues and attempt to resolve the issue. The Coordinator may consult with additional appropriate personnel. If the situation cannot be resolved with the Coordinator, or if the grievance is with the Coordinator, the Department Head should be contacted. The Department Head will follow a similar pattern to those discussed for the Coordinator. If satisfaction is not achieved by these steps, the student may contact the Dean of the School of Nursing, Education, and Human Studies to resolve the difficulty. Impaired Student Procedures If students are unable to function appropriately and as prescribed in our written code of ethics and the state LPC board, the student will be referred by the Coordinator to an agency or individual for an assessment. The content of the assessment process is confidential. However, as it is necessary for the Program to have knowledge of any recommendations of the assessment facility, students will need to sign a release of information form so these recommendations may be released to the Program Coordinator. The cost of the evaluation and any treatment recommended by the evaluating facility will be borne by the students. It is the responsibility of students to follow the recommendations of the assessment. The recommendations may include but are not limited to:  Treatment at a center that is agreed upon by both students and the Coordinator.  A medical examination by a competent health care professional. Counseling for personal, emotional or relational problems (i.e., couples or family). If the recommendations are not followed, students may be dismissed from the program. It is possible that the recommendations of the evaluation and/or treatment program would be that students be given a leave of absence. It is also possible that the Department or Program believes it is best for individuals to be placed on an involuntary leave of absence. In either case, the leave of absence could be for a period of time of up to two (2) years. If this leave of absence would result in a period of time greater than what is customarily allowed to complete a program, students may petition for an extension of time. After a leave of absence students may petition the coordinator for reinstatement to the program. It is the concern of the Program as well as the Department that the care provided by counselors-in-training be of the highest caliber. Therefore, because of ethical considerations, it may be appropriate to prohibit certain students from partaking in any practicum and internship until acceptance into the practicum/internship is petitioned. The Coordinator may seek the advice of the faculty, the Department Chair, the Dean, and the professional treatment individual working with any students before such permission is given. The purpose of the petition is to allow students to demonstrate their ability to participate in a practicum in an appropriate and ethical manner. Students have the right to appeal decisions using the grievance process outlined in this handbook. If students disagree with the treatment recommendations of the evaluation facility, they may seek out another evaluation from a different facility. The cost of this evaluation is again paid for by the particular students. In addition, in order for an evaluation to be as accurate and complete as possible, release forms need to be signed so that any/all individuals who are providing an evaluation will have access to the same information upon which to base their evaluation. If there are conflicting recommendations, the Coordinator of the program may request that students seek a third evaluation. If students believe that all of the facts were not brought forth during the evaluation, they may seek a hearing with the Coordinator. The Coordinator may invite to the hearing people who are able to help in the examination of the situation. Among those invited could be the student's advisor, the practicum/internship instructor, faculty members, a representative of the assessment facility, fellow students, Department Head, Dean, and others who would be beneficial to the process. Student would be allowed to invite whomever they would wish. Students also have the right to appeal any decision to dismiss him/her from the program within 14 days of the decision. In order to protect the rights of students, this information is considered confidential and may not be released outside of the department or to the assessment and/or referral agencies without written permission signed by the particular students and witnessed by another individual. If, after following the steps outlined above, students with a reoccurrence of the behavior within 12 months will be dismissed from the program. Program Dismissal  The Program seeks to graduate all matriculating students. Therefore, every reasonable effort will be made to help students succeed, including those who encounter difficulties. However, it is understood that some students may not be successful, and in some cases, dismissal from the program may be necessary. Dismissal may be due to one or more of several problems including impairment as noted in the preceding section. However, it might also result from, but not be limited to, the following: violation of code of ethics, inadequate academic performance, multiple grievances, inadequate clinical performance, dispositional evaluation, illegal or ethically inappropriate behavior, academic dishonesty (e.g., plagiarism, falsifying clinical hours), and mental health concerns that render service provision and/or academic success unlikely. When a serious concern is documented, the individual with concerns will discuss it with the Program Coordinator and provide written documentation of the concern. The Coordinator will then meet with the particular students involved to determine if a resolution can be achieved. If no resolution is made, the issue will be brought to the Counseling Psychology Faculty Committee. The faculty will discuss the case and determine if dismissal is appropriate. The coordinator will then notify any particular students affected of the decision in writing. Affected students have the right to appeal the action using the grievance procedures outlined in this handbook within 15 days of notification.  Practicum/Internships Practicum and internship provide the opportunity for students to apply knowledge acquired in the classroom to actual counseling experiences in agencies or other service providers. These experiences are monitored by both RMU faculty and qualified on-site supervisors. The LPC in Pennsylvania requires at least 700 hours of clinical instruction in a graduate program distributed across a practicum (100 hours) and two internships (300 hours each, 600 hours total). The internship is to begin after completion of the practicum. At RMU these experiences are scheduled over three semesters of coursework (Practicum, Internship I, and Internship II). It is expected that a substantial proportion of the clinical hours will be direct client contact. Concurrent with the clinical hours at approved sites, students will enroll in practicum or the two internship courses (I & II), as appropriate. In the courses, students will discuss cases and receive supervision in addition to that provided at their site. The practicum and internship must take place at an approved site. Students should select a site based on their career goals and program requirements. It is strongly advised that if a student wishes to pursue a placement where there has not been an RMU intern before to discuss this with a program faculty member before beginning the application process. To have a site approved, students must provide (in writing) contact information and a site description to the program coordinator. Students must have contacted and received approval from the site before requesting site approval from the coordinator. All practicum and internships must be approved in the semester prior to their start date. As the process can take some time as there are many variables to consider, for example the time it takes for background checks to be completed before a clinical experience can begin, it is strongly recommended that students begin the search process no later than six months before the intended start date. Please note that although program faculty will be happy to discuss this process with students along the way, it is solely the responsibility of the student to secure a placement. Counselor trainees are expected to record many of their counseling activities during practicum and internship. It is the responsibility of counselor trainees enrolled in practicum and internship to supply appropriate equipment for recording counseling sessions. Liability Insurance  RMU MS Counseling Psychology students are required to procure individual professional liability (malpractice) insurance before beginning their practicum experience. This is for students’ protection. Student affiliates of ACA or APA should be eligible to purchase a policy at a much lower rate than professionals. Also, insurance is available through Healthcare Providers Service Organization - HPSO (hpso.com). Student rates for HPSO are generally less than $40 per year.  Code of Ethics  Counseling Psychology is a branch of psychology and at RMU the faculty members are largely affiliated with the field of psychology. As such they may frequently cite and consult the code of ethics for psychology. However, given that the Program trains counselors who are expected to eventually be regulated by the Pennsylvania LPC board, students of the RMU Counseling Psychology Program are expected to adhere to that Board’s code which is currently the Code of Ethics of the American Counseling Association. The complete ACA code of ethics can be found at https://www.counseling.org/knowledge-center/ethics .  Financial Policies at RMU Tuition, fees, room and board charges are payable on the designated payment due date of each term. Payments may be made via cash, check, money order, MasterCard, Visa, Discover, or AMEX. Beginning on July 1, 2018 all credit cards will be charged a 2.2% service fee. Financial clearance may be obtained through several Payment Options by the payment due date. A late registration fee will be assessed for registrations not processed prior to the payment due date. At the time a student formally registers for classes, either by signing and submitting the appropriate registration forms to the Academic Services Office, or by registering online, the student agrees to: Assume financial responsibility for any charges as posted to his/her student account. Abide by the official University policies regarding withdrawals. Assume the responsibility for understanding the University's official policy concerning schedule changes and financial responsibility policies. If you will not be attending, you must drop the course(s) from your schedule prior to the first day of the term. Failure to drop the courses will result in a charge to your student account. Please remember that you are financially and academically responsible for your enrollment. All accounts must be paid in full in order for students to enroll in future terms, receive copies of their grade reports, transcripts or diplomas. Please note the following policies regarding late payments and delinquent accounts: All accounts not paid in full by the first day of each term are subject to a monthly late fee of 1.25% of the unpaid balance. Deferment accounts are subject to a 1.25% interest charge calculated on the average daily balance. Accounts placed with an outside billing servicer are subject to additional fees. The student account office will assess an NSF fee for any checks returned for non-sufficient funds. The University reserves the right to cancel registration paid for with an NSF and to file litigation proceedings upon receipts of the NSF notification. The student may be required to submit cash, certified check, or money order to replace a check that has been returned. A fee of $25 for each returned check will be billed to the student's account. If the student's account indicates a history of returned checks, the University may also require that future payments be made in cash, certified check, or money order. If an account remains unpaid, RMU reserves the right to employ a 3rd party collection agency, list the account with a credit reporting agency and use any other legal means to collect the debt and assess against the student all expenses incurred, including, without limitation, reasonable attorney fees. If an account must be sent to collections or litigation due to nonpayment of the outstanding balance, the University reserves the right to demand payment in full of subsequent terms of enrollment, prior to the beginning of each term to ensure enrollment. If necessary, RMU, its agents, representatives, attorneys and contractors (including collection agencies) may contact students through their mobile phone, home phone and email, including by way of text and automated message calls, for purposes of collection of any portion of past due student financial obligations. Robert Morris University is a non-profit institution of higher learning. As such, student receivable accounts are considered to be educational loans offered for the sole purpose of financing an education and are not dischargeable in bankruptcy proceedings. The University reserves the right to cancel the registration of any student if a balance due from a previous term remains unpaid at the start of a subsequent term or if financial clearance is gained by providing a check with non sufficient funds. No diploma, grades, or transcripts will be released until all past due balances are paid in full. Financial Appeals Board The Financial Appeals Board has been established to allow students the opportunity to appeal a University policy that has a financial implication on the student's account. Consequently, all appeals must originate through Student Financial Services. Students may appeal a decision if they believe they have an extenuating circumstance that warrants Robert Morris University to deviate from the published policy. Dependent upon availability, the Board consists of staff, faculty and student representation. It meets the last Monday of every month. Paperwork for the appeal must be submitted to the Office of Student Financial Services no later than one week prior to the meeting for the appeal to be heard that month. Students may appear in person to present their case. If the student chooses to appear in person, he/she will have no more than 15 minutes to present their case and the basis for the appeal. Only the student may appear at the board meeting. Legal counsel or a third-party will not be permitted to represent the student. This is an administrative hearing and carries no bearing on employment or student status. The decision of the Financial Appeals Board is final. After the case is heard, the student will receive written notification of the board's decision within a week. The appeals board will not hear cases regarding the following: academic or financial aid appeals account balances derived from the return of Title IV funds appeals of non-academic fees Balances must be paid prior to the appeal. Diversity Statement  The RMU Counseling Psychology program is committed to seeking and valuing diversity in students and staff. Diversity, used here in a very broad sense, includes the variety of cultures, backgrounds, values, and experiences found among faculty and students; it also includes the diversity of our professional ways of practice, our ways of learning, and our personal and professional goals. In training, the M.S. Program curriculum works to integrate diversity awareness and appreciation into all course offerings, with the goal of encouraging students to explore and appreciate diversity in all situations. We are committed to training multiculturally competent counselors.  The RMU MS Counseling Psychology program adheres to all university registration, Code of Conduct, and Academic Integrity policies. Graduate Assistantship  The M.S. in Counseling Psychology program offers a graduate assistantship to an incoming student for the duration of their time in the program (2 years). All incoming students are eligible for the assistantship. This assistantship is awarded based upon academic merit, research experience, and counseling and leadership experience and is determined by the Counseling Psychology Admissions Review Committee. The graduate assistant (GA) for the Master of Science, Counseling Psychology assists with administrative operations and initiatives associated with the program and assists faculty on research projects. Responsibilities of the CP GA include: Provide administrative support for CP program initiatives and day-to-day operations in the School of Nursing, Education, and Human Studies. Assist with programmatic events in the School of Nursing, Education, and Human Studies.  Support Admissions initiatives in the School of Nursing, Education, and Human Studies. Assist faculty with literature reviews, IRB proposals, data collection, data entry, data analysis and data compilation as needed.  Assist with the development and submission of manuscripts and grant proposals for submission to research journals as needed.  Assist with the preparation of presentations for research conferences as needed. Miscellaneous other duties as assigned.  Requirements:  Bachelor’s degree in Psychology or a closely related field. Undergraduate GPA of 3.3 or above. Full-time enrollment in the MS Counseling Psychology at RMU. Previous psychology research experience. A history of strong counseling and leadership experience. Psychology Clinic and Observation Room  The Counseling Psychology Training Clinic is located on the 4th Floor of Nicholson and is sponsored by the MS in Counseling Psychology Program at Robert Morris University. The clinic has a dual purpose: to provide students with the opportunity to get supervised clinical experience and to provide a service to the RMU community. Students will have the opportunity to see non-acute clients, and have these sessions viewed by program faculty that will be able to give real time feedback. Please Note: This observation room is equipped with monitoring and reviewing technology. It may also be used in learning beginning counseling skills through either role plays with fellow students or appropriate clientele, depending upon availability. PSYC6010 Counseling Psychology.  Orientation and Ethics. Overview of the aspects of professional functioning in counseling psychology including history, roles, ethics and professional practices, and credentialing. Prerequisite: Graduate standing and acceptance into Counseling Psychology graduate program. 3 Credits  PSYC6020 Career Development . Examines theories of career development, use of occupational assessment instruments, and career counseling. 3 Credits  PSYC6030 Foundations of Multicultural Counseling . Develops intercultural sensitivity and competence in understanding diversity through the application of social psychological principles as applied to counseling. Differences in ethnicity, race, sexual orientation, and gender are included. 3 Credits  PSYC6040 Grief and Bereavement . Theories of grief, loss, and life transition across the lifespan are examined. Focus is placed on development of grief counseling skills. The interplay between grief and bereavement and clinical syndromes is examined. Prerequisites: Counseling Skills. 3 Credits  PSYC6050 Foundations of Addiction . Basic understanding substance abuse and addictive behaviors including theory and physiology associated with symptomatology, etiology, incidence, treatment, and prevention. 3 Credits  PSYC6060 Advanced Human Development . A study of the physiological, cognitive, and psycho-social changes and needs of individuals at different life stages. Emphasis will be placed on developmental changes that impact the counseling relationship. 3 Credits  PSYC6070 Research and Program Evaluation . An examination of types of research methods used in counseling psychology and ethical and legal considerations in research. 3 Credits  PSYC7010 Theories of Counseling . Survey of theoretical approaches and associated techniques used in the process of counseling individuals and consultations. 3 Credits  PSYC7020 Counseling Skills . Acquisition of basic counseling skills and development of the therapeutic relationship. 3 Credits  PSYC7030 Advanced Psychological Assessment . Provides an understanding of individual and group approaches to assessment and evaluation. Psychometrics of tests are also covered. 3 Credits  PSYC7040 Psychopathology . A study of the categories of psychological disorders, their symptomatology, etiology, the diagnostic process, and an overview of efficacious treatment approaches. 3 Credits  PSYC7050 Assessment, Appraisal, and Treatment Planning . Application of assessment strategies, including assessment instruments and diagnostic interviewing, diagnosis, and treatment planning. 3 Credits  PSYC7060 Group Counseling . A study of group development, dynamics, counseling theory applicable to group work, and group counseling methods and skills. Prerequisites: 3 Credits  PSYC7070 Child and Adolescent Counseling . Examines counseling theories and techniques as applied to individual and group counseling of children and adolescents. Applications and consulting with teachers and family will be included. Prerequisites: Counseling Skills. 3 Credits  PSYC7080 Couples and Family Counseling . Provides and overview of family systems theory, the family life cycle, and predominant systems approaches for couples and family counseling. Applications of theory to practice are included. 3 Credits  PSYC7090 Advanced Counseling Skills . Includes a study of counseling skills, process and strategies. Focus is placed on developing individual approaches to therapy consistent with the needs of the client and attributes of the therapist. The development of technical and case conceptualization skills and self awareness are included through supervised practice. Prerequisites: Counseling Skills. 3 Credits  PSYC7320 Counseling Psychology Practicum . This beginning counseling practicum includes a minimum of 100 hours of supervised experience observation, feedback, and experience using a variety of counseling modalities. Prerequisites: Counseling Skills. 3 Credits PSYC7420 Counseling Psychology Internship I . A minimum of 300 hours of supervised clinical experience in an approved off-campus internship setting. Prerequisites: 3 Credits  PSYC7520 Counseling Psychology Internship II . A minimum of 300 hours of supervised clinical experience in an approved off-campus internship setting. This course is second of two which provides students with further direct therapy experience. Prerequisites: 3 Credits  PSYC7510 Supervision and Consultation . Examines theory, research, and practice of clinical supervision. A lab component is included whereby students are supervised in providing supervision and consultation. Prerequisites: 3 Credits How are MSCP students Unstoppable?  We'll tell you how... Not only does the MSCP Program prepare graduates to take the National Counselor Exam (NCE) required for licensure in Pennsylvania (and most states in the US), but RMU's MSCP Program is also an National Counselor Certification participating university which means our students can take their NCE before graduation +get a jump start on their applications for the prestigious NCC title. You can read more at  https://www.nbcc.org/ resources/applicants/faculty/ faq 96% of our graduates pass the NCE on the first try We offer two unique on campus opportunities for clinical skills development- the RMU MSCP Graduate Training Clinic and a cutting edge simulated mental health patient program. Most of our graduates either go onto to doctoral programs or have full time job offers when they graduate; you can find RMU MSCP alums working at:  UPMC (Western Psychiatric Institute, Center for Eating Disorders, Infant Therapy program + more), AHN, Jade Wellness, W&J Counseling Center, UPMC Children's Hospital, Gateway Rehab, Glade Run, The Bradley Center, John Hopkins Medical Center, University of Arizona Athletics Department, University of Utah Counseling Center, Charleroi School District, Holy Family Services, Family Behavioral Resources, Penn State Athletics, private practice plus many more. Mentorship is an important part of our program, program faculty are well connected in the Pittsburgh area and work with you to ensure you are working towards your professional goals throughout practicum and internship.  Our students have had placements in diverse clinical settings with unique clinical presentations. We collaborate with different departments on campus and area agencies to bring unique training opportunities for our students. Sample Courses: These are some of the classes for students in this academic program: Top Employers Call us at: 1-800-762-0097 The School of Health Professions is dedicated to training the next generation of healthcare leaders and professionals. We’re ready when you’re ready. Request additional information: Let us know and we can share some more details about our degree programs and other majors and study options at RMU. Call us at: 412-397-5200 Schedule a Visit WHY CHOOSE RMU? 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Research Covestro Center for Community Engagement Request Info Make a Gift Faculty / Staff 175 IMAGES Counseling (PhD) Information Session: Graduate Programs in School Counseling and 5 Benefits of Doing a Counseling PhD Online Program Doctorate in School Counseling Online Ranking 30 Best Graduate Programs in Counseling Psychology 2019 PhD in Counseling VIDEO Graduate Programs Open House: Counseling Programs Creating & Sustaining a Comprehensive School Counseling Program: Q&A with School Counselor Leaders Learn about the new PhD in Counselor Education and Supervision on Sept. 28th Student reviews on career counselling under pm shri schools #pmshri #pmshrischool #carercounseling PH.D. Admission Open New PhD in Counselor Education and Supervision COMMENTS School Counseling |PhD in Counselor Education and Supervision In the PhD in Counselor Education and Supervision with a specialization in School Counseling, you'll build your theoretical and practical understanding of the systemic interplay among children, adolescents, families, and the stakeholders in their lives. Coursework in this program focuses on a family-systems view of intervention, with specific ... 2024 Best Online Doctorate Programs in School Counseling Counselor Education Graduate Program: School Counseling Campus; 1 University Circle Macomb, IL 61455 (309) 298-1414. Michigan. Michigan State University PhD Programs. School Psychology Ph.D. Campus; East Lansing, MI 48824-1046 (517) 355-1855. Minnesota. University of Minnesota PhD Programs. Counseling Counseling - Ph.D. The hybrid online Counseling Ph.D. prepares students to work as advanced practitioners, counselor educators, and supervisors in clinical and academic settings. As a CACREP accredited program, the Counseling Ph.D. prepares graduates to be leaders and advocates for change in the professional counseling field. Ph.D. Counselor Education and Supervision Therefore, students within the Ph.D. Counselor Education and Supervision Online program are expected to pursue excellence, communicate effectively, and build wholesome relationships with the department support team and fellow peers. Colleen Malone Department Manager [email protected] 312-488-6100. Best Online Doctorate in School Counseling Programs Online programs can provide some flexibility for students hoping to finish more quickly. According to the BLS, school counselors made a median annual salary of $58,120 as of May 2020. However, a doctoral degree can help graduates land high-paying leadership, research, and postsecondary teaching positions. Counseling Psychology and School Psychology, PhD Our combined doctoral program in counseling psychology and school psychology, accredited by the American Psychological Association (750 First St., NE, Washington, D.C. 20002-4242, 202-336-5979), focuses on preparing psychologists who can evaluate, provide and enhance human services through scientific inquiry and practice. Our program adheres to the scientist-practitioner model of training ... Educational, School and Counseling Psychology The PhD programs in counseling psychology and school psychology are accredited by the American Psychological Association. The Counseling Program Area continues to garner a strong national reputation and is currently ranked by US News World Report as the #12 program in the country in 2023. Counseling 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. Applicants must display dispositions of health and fitness that will foster healing, growth and change in their clients, such as: Ph.D. in Counseling Psychology Become a counseling psychologist through a program where your knowledge of theoretical systems informs your clinical approach, and your practice guides your research. This APA-accredited Ph.D. program is based on a scientist-practitioner training model, with a strong emphasis on multicultural issues and social justice. Counseling Psychology PhD Teachers College, Columbia University, is the first and largest graduate school of education in the United States, and also perennially ranked among the nation's best. Counseling Psychology PhD. ... Please note that upon admission to the Ph.D. program in Counseling Psychology, students will receive a Doctoral Student Handbook for the Ph.D ... School Counseling Graduate Programs: Masters & Phd Degrees Master of Education (MEd) In School Counseling*. PhD in Counselor Education and Supervision*. Length of Program: 2-3 years, 49 units. Length of Program: 28 quarters, 72 quarter credits. This program is for persons who want to launch a career as a school counselor in K-12 settings. Education: Counselor Education and Supervision (PhD) The PhD in Education: Counselor Education and Supervision at the UGA Gwinnett Campus is a part-time PhD program geared toward school counselors and community and mental health counselors. As a participant, you will have the chance to enhance your skills and content knowledge as well as gain opportunities for professional advancement. Online PhD Counseling Program Our PhD in Counselor Education and Supervision program is CACREP-accredited and qualifies counselors to teach in CACREP-accredited counseling degree programs. In our counseling doctoral program, you can explore topics such as mental illness, behavioral health, and community mental health as you unlock the teacher within you. Master's in School Counseling Program Guide Students pursue a master's in school counseling for many reasons, including the satisfaction they can gain by helping young people in need and strong salaries. The Bureau of Labor Statistics (BLS) reports that school and career counselors earned a median salary of $61,710 in 2023, with K-12 schools paying significantly more than other employers. PhD in Education (Counselor Education and Supervision-Gwinnett Campus The Ph.D. in Counselor Education and Supervision at the UGA Gwinnett Campus is geared toward school counselors, clinical mental health counselors, and college counselors. As a participant, you will have the chance to enhance your skills and content knowledge as well as gain opportunities for professional advancement. The doctoral program ... Counseling (School Counseling), MC Contact information. School of Counseling and Counseling Psychology | EDB 446. [email protected]. 480-965-8733. Admission deadlines. Promote the health of individuals, families, groups and organizations in a diverse society, implement comprehensive school counseling programs, and deliver individual and group counseling within diverse school systems. School Counseling Licensure Pathway The School Counseling Licensure Pathway at HGSE is an innovative 1 + 1 model that allows students to earn an Ed.M. degree in Year 1 and a Certificate of Advanced Study in Year 2, culminating in either the School Counselor or School Adjustment Counselor license through the Massachusetts Department of Elementary and Secondary Education. Josephine ... Counseling/ School Masters in Counseling and School Psychology. Program Overview. The University of Idaho graduate programs in Counseling and School Psychology (CASP) offer quality professional study for the student seeking a career as a helping professional. Placement in these programs are competitive and limited to a specific number of students per academic year. School Psychology PhD Program of Study Doctoral Program Course Sequence. Program Handbook (PDF) Students in our APA-accredited PhD program complete a minimum of 117 graduate credits. Students who enter the program directly from the baccalaureate degree earn a master's of education (M.Ed.) in education en route to completing the doctoral program requirements. Concentration in School Counseling Average Class Size 7. The dynamic, collaborative learning environment of our Online M.Ed. in Counseling with a concentration in School Counseling extends William & Mary's renowned history of educational innovation. Forward-thinking excellence and intimately sized class cohorts combine to give you a distinctive, outstanding educational experience. Master's in School Counseling Degree Guide A PhD in school counseling is excellent preparation for a career in school administration, planning school counseling and guidance programs, and supervising school counselors. It can also prepare you for careers in research as well as higher education, such as working as a faculty member or administrator in a college or university. Leadership and Counseling Leadership and Counseling. The University of Idaho Department of Leadership and Counseling in the College of Education, Health and Human Sciences prepares compassionate and competent professionals who transform schools and human service organizations into top-achieving, inclusive, continuous learning communities. The graduate programs include ... The Student Mental Health Crisis Allison Paolini, PhD, School Counseling Program Director and Assistant Professor of School Counseling at Arkansas State University. America is experiencing a mental health crisis, and mental health struggles amongst the nation's youth are intensifying. Student mental health is in a precarious place, with children and teens exposed to more ... UNO's Counselor Education Graduate Programs Reaccredited Through 2030 The doctoral program in counselor education and the master's program concentrations in school counseling and clinical mental health counseling all received full reaccreditation through 2030. CACREP is the leading accrediting body for the counseling profession. Earning CACREP accreditation involves a rigorous assessment of compliance with ... Graduate Counseling Program Transcripts can be emailed from your school counselor or administrator to [email protected]. Connect with your admissions counselor when requesting graduate course transfer credit. Transcripts can be mailed to: Evangel University Admissions, Online & Graduate Student Services 1111 N. Glenstone Ave. Springfield, MO 65802 Graduate Programs and Certificates Professional Science Master (Interdisciplinary Science & Technology (P.S.M.)) Sustainable Soil and Land Systems - Interdisciplinary Science and Technology (P.S.M.) Teaching English to Speakers of Other Languages (M.A.) Water Resources - Interdisciplinary Science and Technology (P.S.M.) Choose a graduate program of study from list to view ... Online Master's and Doctoral Programs To get your questions answered, reach out to the College of Graduate Studies by email or by phone at 208-885-2647, or request additional information today. The University of Idaho's College of Graduate Studies offers online master's and doctoral degrees using a convenient and flexible format. Best Online Doctorate in Family Counseling Degree Programs of 2025 How we rank schools. This list features some of the best online doctorate in family counseling programs at top colleges nationwide. Each school featured is a nonprofit, accredited institution — either public or private — with a high standard of academic quality for postsecondary education. Counseling Psychology M.S. The M.S. in Counseling Psychology is a two-year cohort program that provides a foundation in counseling skills, assessment, and individual and group therapy. It offers students the opportunity to gain supervised practical experience in a formal practicum and internship, while also benefiting from an engaged faculty. Our faculty 'do' what they teach! 2024 Best Supply Chain Management Degree Programs Ranking in America North Dakota State University-Main Campus offers a Doctoral program in Supply Chain Management with a total cost of $24,954 in 2021. The program has a high acceptance rate of 95% with 95% of students receiving financial aid. ... For more information on accredited business schools, check out Utah business school accreditation. Other Things You ... essay homework paper phd project resume review speech thesis