Best Accredited Universities for Doctoral Phd program 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.

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.

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.

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

Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels and.

An understanding of how their own personal cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.

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.

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.

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.

Doctoral students are expected to demonstrate the following competencies:.

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:.

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.

Counseling Psychology doctoral students pose with brightly colored lanyards.

A commitment to the crucial role of experiential training and self-awareness within psychotherapist preparation. 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 themselves as they learn the practice of psychology.

TC 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.

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).

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.

Mentorship model. The doctoral mentors are:.

Brewster [Accepting Students for Fall 2023]: Mental and physical health correlates of marginalization and or objectification atheism and nonreligious identities collective action and well-being instrument development and psyc tric evaluation. Co-directs the Sexuality, Women, and Gender Project which offers a graduate certificate.

Miville: Multicultural counseling universal-diverse orientation Latina o psychology LGBT issues women issues intersections of identities supervision and training.

Derald Wing Sue: Multicultural counseling and therapy, cultural competency, multicultural consultation and organizational development, psychopathology, racism and antiracism, law and ethics.

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

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

Online Degree Application, including Statement of Purpose and Resume.

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. Certain essential subjects and practica are offered only in the morning and early afternoon hours.

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 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.

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 program is defined as no incomplete grades and no courses in which the grade earned is lower than B. Specific information regarding curriculum requirements are contained in the Doctoral Student Handbook. In addition to coursework, a number of other academic experiences are required.

Candidacy as a doctoral student expires after a certain number of years.

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. Students who fail to take the certification examination at the appropriate point in their studies are subject to certain penalties.

Practicum placements are available both on-campus and off-campus. 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 must have completed all coursework during the academic year in which they are applying for internship. Students must have passed all certification and comprehensive examinations as well as have an approved dissertation proposal.

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 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.

The Vanderbilt University Counseling Center (UCC) is a large, well-utilized multidisciplinary counseling center, with a staff of approximately 30 full and part-time mental health professionals. In addition to psychology interns, graduate-level practicum students from a variety of mental health disciplines train at the center. The UCC also trains postdoctoral fellows in health service psychology. Working in this multidisciplinary setting provides interns with opportunities to cultivate and sharpen clinical consultation skills with a variety of mental health professionals, as well as provide clinical supervision throughout the training year to a graduate student who is at an earlier stage of training. The overall depth and breadth of training experiences offered make the UCC an excellent fit for those seeking a career in a variety of outpatient mental health settings.

The goals of the internship are to develop and refine comprehensive skills in the practice of health service psychology, including individual and group therapy and psychological assessment, and to develop professional identity as a psychologist. There is also a focus on developing supervision and case consultation skills. Professional identity emphases include demonstrating responsible professional behavior, knowledge and application of ethical and legal standards, and demonstrating a commitment to scholarly activity. Developing knowledge of and a sensitivity to cultural and individual diversity is a core theme in all internship activities, whether experiential or didactic. We recognize that developing cultural humility is a lifelong journey, and we expect interns to participate fully through discussion and dialogue diversity, both formal and informal, as well as through fulfilling required internship activities during their time at the UCC.

3 positions available for the 2023-2024 academic year.

Opportunities to provide ongoing supervision represent one of the distinguishing features of the UCC internship program. Interns at the UCC are matched with a graduate-level practicum student and serve as co-supervisors throughout the internship year. This experience provides interns with an opportunity to develop the foundational knowledge and skills associated with being a supervisor, which is facilitated through additional weekly supervision (i.e., supervision of supervision) by a licensed psychologist in a group format.

All interns attend regularly scheduled case conferences and didactic seminars that are organized as part of the internship experience. Interns attend a weekly didactic seminar at the UCC focusing on various aspects of clinical service delivery and professional identity. In addition, interns attend a weekly seminar at the UCC focusing specifically on psychological assessment. In addition to the presentation of clinically or professionally relevant content, a major objective of these didactic training activities is to provide a structure within which members of the intern class may interact and learn from one another.

Options for interns to work remotely two days a week may be available during the second half of the training year. It is expected that campus outreach programming will be offered in-person and virtually. A number of in-person mental health services are currently available to students, including psychological assessment services and urgent crisis care services.

The UCC training program adheres to the APPIC Match Policies, which can be found here.

The UCC participated in the APPIC 2022 match, and applications were submitted through the AAPI Online applicant portal.

Three internship positions were available for the 2022-2023 internship year. The UCC will be participating in the 2023 APPIC Match. Applicants may submit their applications using the AAPI Online applicant system. The Vanderbilt UCC training program National Matching Service (NMS) Number is: 246211.

The University Counseling Center is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and the Association of the Counseling Center Training Agencies (ACCTA).

That may be faith-based or secular in nature. However, such policies and practices must be disclosed to the public. Therefore, programs are asked to respond to the following question:.

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.

Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with the program. This description must be consistent with the program policies on intern selection and practicum and academic preparation requirements.

The Vanderbilt University Counseling Center Internship in Health Service Psychology seeks to train psychologists with the depth and breadth of the Profession-Wide-Competencies as defined by the Commission on Accreditation. Training is aimed at preparing interns for entry-level into the professional practice of psychology. A number of sources of information are used to assess candidates for the internship, including the written application, letters of recommendation, and a statement of professional goals. Interviews (virtual only for the 2023-2024 recruiting cycle) are also a part of the application process and are scheduled by invitation. Selections are made without discrimination based on race, ethnicity, national origin, religion, gender, gender identity, age, ability, sexual affectional orientation, or veteran status. Prior to beginning employment for the internship year, the interns who match with the Vanderbilt UCC internship must successfully complete a criminal background check, in accordance with Vanderbilt University policy.

The applicant must come from an APA CPA accredited Clinical Psychology or Counseling Psychology graduate program. Each applicant should have completed all pre-internship requirements of their university before the internship starting date. While the preferred number of total face-to-face Assessment and Intervention Hours is 445 for this program, applications are reviewed holistically and limitations in hours due to COVID-19 will be taken into consideration.

Note: programs are not required by the Commission on Accreditation to provide all benefits listed in this table.

Total # of interns who remain in training in the internship program.

The applicant must be actively enrolled in an academic program leading to a doctoral degree in clinical or counseling psychology or have completed a doctoral degree in a non-professional field of psychology and be certified by an appropriate official as being enrolled in an organized re-specialization program requiring the completion of the equivalent of pre-internship training in health service psychology.

If in the United States, the academic program must be housed in a regionally accredited, degree-granting institution. If in Canada, the institution must be publicly recognized as a member in good standing by the Association of Universities and Colleges of Canada.

Applicants must be enrolled in an APA or CPA accredited graduate program.

The applicant must pass a criminal background check. This will be performed after Match Day and before the first day of employment. Employment as a doctoral intern is contingent on passing the background check. No prospective intern has ever been refused employment as a result of the background check, but it is a possibility. Several have had difficulty, in all cases because of past legal problems they chose not to reveal during the application process.

All applications must be submitted through the AAPI Online applicant portal.

Cover letter: Vanderbilt UCC training program: National Matching Service (NMS) Number: 246211.

HDFS is a bachelor degree pre-professional program that will empower you to pursue further education or join careers to improve the lives of children, their families, and their communities.

The LSPS program prepares graduates for research careers developing new understandings of how people learn, how technology can be used to enhance learning, and what classroom designs maximize student learning.

The School Psychology doctoral program integrates field experience in an intensive program that prepares students as researchers and clinicians proficient in assessment, intervention, prevention, and program development. Graduates are eligible to seek licensure as a psychologist.

Students emerge from our program with training experiences that make them highly competitive to attain positions in academia, mental health organizations, and other related occupations across community contexts.

Counseling Psychology began when a handful of visionaries decided to leverage the enormous strengths of Boston College and the vibrant Boston psychological community to train Counseling Psychologists equipped to advocate for social justice through their clinical work, research, teaching, leadership, and outreach. They succeeded.

We aspire to cultivate the highest level of competence in our students to conduct rigorous and cutting-edge research, to refine their clinical skills based in multiple theoretical orientations, and to ensure that all students have opportunities to advocate for social justice through their research, clinical work, teaching, and outreach. Our aim is to produce the next generation of counseling psychologists who are poised to make critical advances in our field that expand beyond traditional disciplinary boundaries and clinical settings.

You'll need a minimum of five years of full-time study. Students entering without a master degree in counseling or a related field often need longer.

You can begin the program only in the fall semester.

Median number of years to complete the program.

The program is designed to qualify candidates for membership in the American Psychological Association (APA) and its Division 17 (Counseling Psychology), and to provide the pre-doctoral educational requirements for licensure as a psychologist in the Commonwealth of Massachusetts and for inclusion in the National Register of Health Care Providers.

Students demonstrate foundational knowledge, and identification with, the field of psychology, generally and counseling psychology, specifically.

Consistent with the APA training model, students take courses in each of the core domains of psychology: biological, cognitive affective, and social aspects of behavior, history and systems of psychology, psychological measurement, research methodology, and techniques of data analysis. Additional coursework allows students to learn the counseling psychology specialty. Taken together, these two bodies of foundational knowledge create a platform for the development of skills in practice and research. Throughout the foundational training, students are provided with multiple opportunities to develop a counseling psychology identity and to expand upon this identity.

Research agendas. Training in research skills, which takes place in courses, research assistantships, the research qualifying paper, and dissertation research, provides students with an increasingly sophisticated set of tools, encompassing multiple methodologies and perspectives. Another major venue for research training is student assistantships, which provide a carefully supervised apprenticeship, with skill development encompassing a broad spectrum of activities within the research enterprise. These streams of research training are linked in our program by a focus on the interface of research and practice.

The development of practice skills is integrated throughout the program. Students learn foundational theories and research in psychotherapy, career counseling, and assessment in their first two years of coursework, including in the First Year Experience, which provides training in a diverse array of non-therapy roles in practice contexts. The practicum, begining in the second year, is also crucial to student development Throughout their practicum work, students integrate science and research into their work via theory-driven and evidencebased case conceptualizations. Each year, the practicum increases in levels of complexity and responsibility.

Most of the content courses in counseling psychology provide explicit opportunities to consider social and political issues, thereby fostering an integration of social justice ideas in relation to specific foci within psychological practice and research. Students begin their training in promoting social justice in their professional work in their first year through a required course, Counseling Psychology in Context, and the First Year Experience, where they engage in nontraditional roles in a community program or context over the course of one year. Students also are required to take a course entitled Critical Perspectives on the Psychology of Race, Class, and Gender, which provides an opportunity for integration and application of knowledge social justice to a wide array of issues and challenges in counseling psychology. Doctoral students typically attend the Diversity Challenge (the annual diversity conference held at Boston College) wherein they learn how others in the field are infusing social justice ideas and practices in research and practice.

The Counseling Psychology Ph.D. program at Boston College has been accredited by the American Psychological Association (APA) since 1982 when it received full accreditation. The program has been continuously accredited since that time.

As part of this accreditation, the program is required to disclose specific educational training outcomes and other information to prospective doctoral students.

Our APA accredited program achieves its mission and aims by remaining steadfastly committed to providing outstanding training in the scientist-practitioner model, which emphasizes a developmental contextual perspective with attention to the intersectionality of multiple forms of diversity, and a firm commitment to social justice and community-based practice. Our degree candidates have access to a breadth of top-notch practice opportunities in diverse mental health settings, including universities, schools, hospitals, and outpatient community mental health facilities. Students are exposed to areas of research spanning school, workplace, community, and international concerns, including immigration, trauma resiliency and recovery, domestic violence, the psychology of working, bias-based bullying, culture, race, and gender issues, youth mentoring, and positive youth development.

Direct admit students will be required to take 2-3 courses (3 credits each) in addition to those listed in the program of study. (They may also need to take 1-2 prerequisites courses depending on their background.) At the end of their second year and the successful completion of the master comprehensive exam, they will receive their master degrees. Additionally, direct admit students will be required to complete three years of practicum training.

Students gain an understanding of schools as dynamic organizations and learn to recognize and appreciate the intersection of family, school, culture, and community. Professional issues related to the practice of school counseling are examined, and recent innovations in the field are reviewed.

Advanced doctoral-level seminar on career development theory and research and on the psychology of working. First part of course consists of critical review of major approaches to understanding career behavior and development, empirical support for prevailing theoretical constructs, and empirical efforts related to career interventions. Special attention to issues specific to persons of color, women, gays, lesbians, individuals with disabling conditions, working-class adults, and non-college-bound youth. Examines space between work and interpersonal relationships.

Seminar: Counseling Psychology in Context: Social Action, Consultation, and Collaboration.

Accompanying the First Year Experience (FYE) practicum, exposes students to research and practice at the meso (community, organizations) and macro (government, policy, social norms) levels, in addition to the traditional micro (individual) level. Students discuss their personal experiences within their FYE placement and read and discuss a series of articles and chapters central to the developing fields of critical psychology, liberation psychology, or counseling with a social justice orientation.

Critical Perspectives on the Psychology of Race, Class, and Gender.

Using social and critical psychological frameworks, introduces multiple strategies for thinking culturally select psychological constructs and processes (for example, the self, family and community relations, and socio-political oppression). Also pays particular attention to race and class as sociocultural constructs important for the critical analysis of the relationships of culture and psychology. Explores the implications of these constructs for intercultural collaboration, advocacty, and action.

Student will choose one of the following courses (or an equivalent):.

The purpose of this course is to provide students with an introduction to family and couple counseling theory, and perspectives of family therapy along with issues of diversity. This course will focus on theory and practice, viewing the couple family as a unitary psychosocial system. Major topics will include history, theory, and practice models, healthy family functioning, family dysfunction, and intervention techniques. This course will also address issues relative to diversity in families and couples along with perspectives of family therapy.

This course examines both the theory and practice of group counseling. Among the theoretical positions discussed are client centered, behavioral, existential, and rational emotive. Important aspects of group process are also discussed including group leadership, group membership, establishing a group, and maintaining a group. As such the course covers therapist issues, patient selection criteria, group structuring as well as basic therapeutic techniques. The course prepares students to design structured counseling groups, to prepare group counseling materials, and to lead counseling groups of various types.

Quantitative Research Design in Counseling and Developmental Psychology.

In this year-long seminar, students examine quantitative research designs and application employed in the Counseling and Developmental Psychology literatures, including randomized, nonrandomized, cross-sectional, and longitudinal designs. Students present and critique published research exemplifying specific designs, propose empirical studies that could advance counseling and developmental psychology, and present findings from their own empirical work.

This course is designed to assist students in the preparation of a formal doctoral dissertation intent. All aspects of dissertation development will be discussed. An acceptable dissertation intent is required for completion of the course.

Dissertation related course work for advanced doctoral students.

Provides an introduction to a variety of assessment tools commonly used to diagnose psychological disorders and inform treatment planning for children, adolescents, and adults. Assessment tools covered in this course include projective and personality tests, intelligence tests, tests of achievement, neuropsychological tests, and symptom checklists. Focus will be upon the theory, administration, scoring, and interpretation of these tools. Critical issues in the use of these measures, including ethical, psyc tric, social, and legal concerns will be addressed. Students will complete and present integrated test batteries.

A developmental approach to understanding psychological disorders across the life span. The course will examine the emergence of a range of disorders in children, adolescents, and adults (e.g., depression, violent and abusive behavior). Particular attention will be paid to factors that increase risk and resilience. The implications for prevention and intervention strategies will be discussed.

This course surveys the philosophical roots and the development of psychological thought from the Grecian and medieval periods to the present. Topics include: doctrines of human nature in early Greek philosophy emergence of science in the post-Renaissance period contributions of Descartes, Locke, the British empiricists and associationists to mental philosophy major developments in nineteenth-century physiology Darwin evolutionary theory and its implications for psychology emergence of psychology as an independent discipline the rise and demise of the major systematic schools in psychology--structuralism, functionalism, Gestalt, behaviorism and psychoanalysis and, an of recent theoretical developments and controversies in contemporary psychology.

This course reviews a variety of topics within the biological bases of bahavior, employing a neuroanatomical starting point. Students learn neuroanatomy in some detail over, course explores basic mechanics of the nervous system, basic psychopharmacology, and sensation and perception. Also examines cognitive functions associated with different regions of the brain as well as neurodevelopmental, psychiatric, and neurological disorders. In addition, students will have opportunity to read some of the contemporary writings in the field of neuroscience.

This course discusses theories of human development and examines empirical research on cognitive and affective processes underlying behavior. In addressing the cognitive bases of behavior, it explores key mental processes (e.g., attention, memory, problem solving) and constructs (e.g., schemas, heuristics) that have been instrumental in understanding everyday functioning. The socio-affective bases of behavior addressed in the course include emotions, temperament, and self-concept. The students in this course explore fundamental theoretical questions, such as the role of biology and environment in development, and consider practical applications of current theoretical and empirical knowledge concerning the bases of human behavior.

An advanced seminar covering the scholarship of social psychology.

Throughout doctoral training, students have an exciting assortment of opportunities for practice in the field of Counseling Psychology. Incoming students participate in the First Year Experience (FYE), which provides training in an array of non-traditional practice roles. Students learn to integrate a social justice approach to intervention at individual, community, and policy levels. Second and third year students engage in Advanced Practicum, which entails working 2-3 days per week in a field site, under the supervision of a licensed psychologist, as well as attending a doctoral practicum seminar on campus. Some students even choose to continue their practicum training into their fourth year with increasing levels of responsibility. In addition to training in psychotherapy, students gain supervised experience in assessment in at least one practicum. Science and research are integrated in the practice of therapy via theory-driven and evidence-based case conceptualizations.

We are fortunate that our students have access to a wide variety of high quality clinical training sites in universities, schools, hospitals, and outpatient community mental health settings. Being situated in the Boston area, we have developed excellent relationships with a number of these sites that frequently select our students for training. We also take pride in the fact that our doctoral students are considered highly sought after candidates for practicum training sites. In fact, our students are accepted to sites that are considered to be among the most competitive in the nation for practicum and internship training.

Pre-internship placement in a mental health setting accompanied by a biweekly seminar on campus. Placement requires 20-24 hours per week over two semesters. Focus will be on the integration of theoretical and research perspectives on clinical interventions utilizing the experience of site-based practice. Satisfactory completion of this course is a prerequisite for the doctoral internship.

This one-credit course is required for doctoral students who have completed both Advanced Practicum courses and have chosen to do another practicum.

Internships cover a calendar year, and students must complete the equivalent of one full year (40 hours week) or two semesters (two credit hours per semester). Applications should be submitted in November of the preceding year. Placement must be in an approved counseling setting for psychodiagnostic and interviewing experience with clients, group counseling, and other staff activities.

In order to ensure that all students graduating from the program have a fundamental understanding of the field which they are to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses.

Throughout doctoral training, students learn to integrate a social justice approach to intervention at individual, community, and policy levels. Our students are accepted to some of the most competitive practicum and internship training locations in the nation.

Choosing a doctoral program that is right for you is extremely important. In this video, current doctoral students share why they chose to come to Boston College and apply the to Counseling Psychology program.

Successful applicants typically demonstrate evidence of their preparation for doctoral study, commitment to the scientist-practitioner training model, and commitment to the social justice mission of the program via their academic work, curricular and extra-curricular activities, and research experience.

To be eligible for the doctoral program, it is highly recommended that applicants already hold a master degree although some students are admitted without one.

A final cohort of between five and seven students are offered acceptance to the program.

An applicants master degree in counseling or a related field should include a 400-hour supervised counseling practicum. Students who have not completed all of these prerequisites will complete them prior to or during their doctoral studies in our program at their own expense.

Our advice for talented students without a master degree is that it is worthwhile to apply for a doctoral degree if that is your clear, long-term goal. This applicant presents with outstanding credentials and clear evidence of preparation for doctoral study, a commitment to the scientist-practitioner model, and a focus on social justice.

We offer the option of enrolling in our master degree to those qualified applicants who are not admitted to the doctoral program. It is important to note, however, that there is no guaranteed admission to the doctoral program from the master program although approximately half of our doctoral admits usually come from our master students.

Deadline: December 1 This program does not offer rolling admission after the deadline.

In addition to your academic history and relevant volunteer and or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.

In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.

Three letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice. Academic letters are a better indicator of your qualifications for doctoral work as compared to professional letters.

Applicants who have received degrees from institutions outside the United States should view the International Students section for additional credential evaluation requirements.

Please begin your online application before submitting your transcripts. Details on submit transcripts and international credential evaluations can be found within the application.

The Doctor of Philosophy (Ph.D.) in Counseling Psychology program will require the GRE for admission for Fall 2023.

All applicants to this program are required to submit one piece of work that demonstrates graduate-level writing ability. This document may be an academic term paper, a published work in which you are the primary author, a training manual or curriculum that you have created, a clinical case formulation, or another representative sample of your writing. The document should be approximately 15-25 pages.

Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.

The doctoral program in Counseling Psychology at New York University is offered through the Applied Psychology in the Steinhardt School of Culture, Education, and Human Development.

In 1971 the program was registered with the New York State Education for the professional preparation of psychologists. Since that time Graduates of the Counseling Psychology Program have been considered fully qualified psychologists with specialized training in counseling and eligible for licensure by the State. Finally, in 1989 the Counselor Education and the Educational Psychology were merged into the current Applied Psychology.

The major philosophical principles underlying the doctoral program in Counseling Psychology at New York University are:.

We consider these principles as central to our definition of Counseling Psychology.

specifically, the goals of our program are to educate counseling psychologists who:.

Are knowledgeable regarding current theory, research, and practice in psychology .

Have a personally relevant identity as a psychologist and as a counseling psychologist .

Across all four of these components, attention is given to the integration of practice, theory, and research. For example, students study counseling process in counseling theory courses at the PhD level while they also engage in counseling practice in the counseling psychology core practicum requirements. They are expected to draw upon their knowledge of theory and research in the development of their practice skills and competencies while at the same time, we expect that their experience in counseling will enable them to understand and critique counseling theories from both an intellectual and experiential foundation. Sequencing of theory and practicum courses in the counseling psychology core is done by advisement in response to the needs and backgrounds of specific students.

This committee, chaired by the Program Director, is responsible for the administration of the program and addresses program curriculum and student evaluation, development of policy regarding the program and any other considerations relating to the program. All policy emanating from the committee must be formally approved at a program meeting.

For completion of the doctorate, 79 points beyond the bachelor degree are required. Additionally, as part of or other graduate work, 18 credits in psychology are prerequisites to the PhD program. In the Counseling Psychology required curriculum (46 credits), students complete work in counseling theory and process, cross-cultural counseling, group counseling, abnormal psychology, program seminar, seminars in vocational development and counseling theory, clinical assessment, statistics and research design, and practica in individual counseling and counselor training and supervision. Students also must take a counseling psychology specialty elective (3 credits) and statistics and research design electives (9 credits).

Departmental Seminar: Theories of Change in Applied Psychology.

Interpretation and Use of Tests in Counseling Adults.

Students also must complete departmental and state licensure course requirements covering measurement, history and systems, principles of learning, personality, developmental psychology, social psychology, and the biological basis of behavior (21 credits). In addition to course requirements, students must pass a comprehensive examination to be admitted to candidacy, complete a full-year full-time internship, have an approved dissertation proposal and dissertation, and pass a final oral examination of the dissertation.

Some courses may be waived, exempted or passed by examination. A minimum of 54 credits must be completed at New York University for students admitted with a bachelors degree (36 credits for students admitted with a master degree).

In compliance with Standard 7.04, NYU Counseling Psychology would like to inform prospective and current PhD students of our approach and expectations with respect to self-disclosure of personal information in the course of the doctoral training.

A major goal of our program for our graduates is to demonstrate core professional identity as a counseling psychologist in science, practice, teaching, supervision, and other roles. Core values of counseling psychology includes understanding contextual and cultural influences, holding a strength-based, social justice approach, understanding self and others as being shaped by cultural diversity, and demonstrating capacity to engage in reflective practice. We believe that self-awareness of attitudes, values, and beliefs toward diverse others and the ability to continually reflect on one own personal and interpersonal dynamics are critical to the development of effective professional skills and identity.

Ph.D. School Psychology + Pennsylvania School Psychologist Certification.

Course Requirements: 29 courses (72 credits) if you have a Master degree or 38 courses (102 credits) if you do not have a Master degree when entering the program.

Typical Course Load: Fall (2 courses), Spring (2 courses), Summer (1-2 courses).

Time to Completion: 4-5 years depending on course loads and whether you have a Master degree prior to enrolling.

The Ph.D. in Counseling Psychology program, which is accredited as a scientist-practitioner program by the American Psychological Association, provides training to students to become effective counseling psychologists with the knowledge and skills in research and clinical practice necessary to help people from diverse, multicultural backgrounds in a variety of settings.

The doctoral program embraces multiculturalism and social justice, preparing students to conduct research and to work with people of different races, ethnicities, genders, sexual orientations, disabilities, religions, ages and socioeconomic statuses.

Alumni have gone on to become members of university faculties or staff psychologists at counseling centers. Many work in hospitals or in policy fields, while others become psychologists in private practice.

Students are highly involved in research, teaching apprenticeships, and clinical practica. Students have completed their practica at University counseling centers, hospital settings, VAs, and community clinics.

Typically, most students complete the program in much less time (5-6 years).

Currently, the doctoral program requires a total of 102 credits, which are composed of 30 master level credits plus 72 doctoral level credits.

Biological Bases of Behavior (e.g., physiological psychology, comparative psychology, neuropsychology, sensation, psychopharmacology) (3 credits).

Social Bases of Behavior (e.g., social psychology cultural, ethnic and group processes sex roles ganizational systems and theory) (3 credits).

Individual Behavior (e.g., personality theory, human development, individual differences, abnormal psychology) (3 credits).

Current Issues in Counseling and Therapy (Projective Techniques Optional).

Counseling Psychology Doctoral Internship (2 semesters full-time, or four semesters half-time).

After the student has completed the first 15 hours of graduate work, the student is specifically reviewed for full admission. This review is completed during the annual review process for any student who has completed 15 hours. Any questions the student progress and plans are raised and discussed, and a vote is then taken to admit the student. The College of Education then writes a letter of admittance to the student specifying the time line for completion of all degree requirements. Students entering with a master degree have 7 years to complete all degree requirements.

Education and Human Services Departmental Handbook.

Students in Boston University's doctoral program in Counseling Psychology and Applied Human Development (CPAHD) receive training in two core areas of study: 1) psychological foundations of behavior and 2) research methods and data analysis. Students identify the specialization area to which they are applying: Counseling Psychology or Applied Human Development. Further, students in both specialization areas will follow one of our two program tracks (Child/Adolescent Mental Health and Development or Sport/Performance Psychology) and receive additional training in the track area they choose. All students receive training in a specialization-specific applied experience or practice opportunities; Counseling Psychology students are also trained in counseling psychology foundations.

Graduates of our program use their specialized knowledge, research skills, and counseling competencies in a wide variety of postdoctoral career choices, including the following: faculty positions in colleges and universities; clinical or consulting positions in K–12 schools, government, industry, or human service agencies; and work with individuals, teams, or organizations dedicated to superior performance in sport and other performance realms.

Based in the Wheelock College of Education & Human Development, we are particularly focused on children and youth, and on educational and sport/performance settings, including elementary, middle, and high schools, college counseling centers, and college athletic teams. As an integral part of Boston’s University’s community engagement, we have a long-standing tradition of promoting social justice by providing service to disenfranchised students in some of the poorest schools in the city. We are dedicated to working in school settings because education provides a crucial contribution to the formation and maintenance of free and just societies by helping students reach to their fullest potential. The PhD in Counseling Psychology program initially received designation status by the Association of State and Provincial Psychology Boards/National Registrar Joint Designation Project in May 2008, and was renewed in 2012 and 2015. The program is also currently in the process of review for accreditation by the American Psychological Association.

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

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

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

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

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

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

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

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

At least two years of intensive clinical training is required. This preparation includes advanced fieldwork at various mental health settings in the Boston area. Students are expected to be at their site for 20 hours each week. Approximately half of their time is direct service delivery. Students must complete a one year, full-time pre-doctoral internship that has been approved by the program.

TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English.

This self-supporting program is exempt from all tuition and fee waiver programs, with very limited exceptions. It should be noted that on-campus employment opportunities that are available as assistantships for doctoral students are not available for Master program students. Other types of on-campus work opportunities are possible.

The APA-accredited doctoral program in counseling psychology is based on the scientist practitioner model of professional psychology and integrates counseling and psychological theory, scientific inquiry, and supervised practice. Counseling psychology is a psycho-educational specialty in which practitioners help others to improve their well-being, alleviate their distress, resolve their crises, and increase their ability to solve problems and make decisions. Counseling psychologists apply systematic, research-based approaches to help themselves and others understand and develop solutions to problems that are educational, vocational, emotional, social, cultural, health-related, or developmental in nature.

The theoretical orientation of the program is best described as eclectic. All students complete a one-year, full-time pre-doctoral internship as a culminating training experience. The planned length of the program for students entering with a master degree (post-M.A. track) is five years, although students may opt to take additional time depending on academic background and career objectives.

The mission of the counseling psychology Ph.D. program is to train health service psychologists who are skillful in research and intervention with diverse populations, who integrate science and practice into their professional roles, and who uphold high ethical and professional standards as psychologists. Program graduates are broadly prepared for a number of professional roles, including direct service, research, teaching, clinical supervision, and program design and evaluation.

Graduates of the Ph.D. program are eligible for licensure to practice psychology. Licensure requirements differ by state, and currently most states require additional supervised practice post All states require passage of the national licensure examination (the Examination for Professional Practice of Psychology or EPPP), and most states also have state-specific written and oral examinations.

Graduate admissions is a two-step process between academic programs and the Graduate School. Once you have researched the graduate program(s) you are interested in, apply online.

Admission to the Counseling Psychology Ph.D. program is highly competitive. The Counseling Psychology accepts applications for fall enrollment between early September and December 1 for the Ph.D. program in Counseling Psychology. There is no option for spring or summer initial enrollment in the department. The applicant is responsible for collecting, assembling, and submitting all the pieces of the application by the December 1 deadline. Applicants should submit their materials in electronic form.

Most students who apply to and are enrolled in the Ph.D. program have earned a master degree (post-M.A. in counseling or a related field). track within our Ph.D. program for highly qualified students who have not yet earned a master degree in a counseling-related field and wish to apply directly to a Ph.D. program. Having a post-BA track allows us to accept qualified applicants to the Ph.D. program who may have work, volunteer, or research experience in counseling or a related profession, have exhibited a passion for helping others, and or possess a master degree in a non-counseling field.

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid. Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Incoming PhD students will be guaranteed funding for the 4 years (post-MA) or 5 years (post-BA) they are expected to be on campus to complete the degree. Funding is through a combination of fellowships and graduate assistantships, usually either teaching or research (usually termed project assistantships)--either in the Counseling Psychology or in other university departments. Assistantship appointments are at the 50% level (equating to 20 hours per week) for the 9-month academic year. Summer funding is available but not guaranteed.

Department assistantships are assigned through a competitive application process each spring. Admitted students (non-fellows) are included in the process the spring before they start in the program. Students are encouraged to also apply for graduate assistantships outside the department, and most obtain at least some of their support in other departments or units on campus during their time in the program.

Currently, all graduate assistantships and fellowships include tuition remission and health benefits.

Students may be eligible for an Ed-GRS fellowship. Ed-GRS is a community of first-generation students and ethnically underrepresented students who are receiving an Advanced Opportunity Fellowship (AOF) in the School of Education. In addition to tuition remission, monthly stipend, and heath care benefits, the program strives to assist our fellows with first-year transition, community building, and professional development opportunities.

Online: These programs are offered 100% online. Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Half of degree coursework must be completed graduate-level coursework courses with the Graduate Level Coursework attribute are identified and searchable in the university Course Guide.

The doctoral preliminary examination includes three components, all of which include both written and oral presentations. The supervision case study (PE-2) is an in-depth reflection on a relationship with one supervisee, and serves as an exemplar of clinical competencies in the role of supervisor.

Ph.D. students in the Counseling Psychology may elect to develop a minor area of concentration. This minor is optional. Students who wish to complete a cohesive body of work outside the major may wish to obtain a doctoral minor.

There are two primary curriculum domains of the doctoral program. The core curriculum areas are:.

Basic Psychology Content Areas (i.e., Affective Aspects of Behavior, Biological Aspects of Behavior, Cognitive Aspects of Behavior, Developmental Aspects of Behavior, and Social Aspects of Behavior).

In accordance with the Standards of Accreditation (SoA) for Health Service Psychology, all students are required to document mastery of broad and general content knowledge in each of these psychological foundations areas during their doctoral studies.

Seminar in Ethical and Professional Issues in Counseling Psychology.

Seminar: Research in Vocational Psychology and Career Development.

Counseling Psychology Externship (optional 2 semesters, for a total of 2-6 credits).

Pre-Doctoral Internship in Health Service Psychology Preparation Seminar.

These tracks are internal to the program and represent different pathways a student can follow to earn this degree. Track names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

With program approval, students are allowed to count no than 21 credits of graduate coursework from other institutions. Coursework earned four or years prior to admission to the doctoral program is not allowed to satisfy requirements.

Coursework earned four or years prior to admission to the doctoral program is not allowed to satisfy requirements.

Students on probation cannot be approved as ready for the next level of clinical training (i.e., for foundational practicum for internship) until they have successfully remediated the identified concern(s). This can have a substantial impact on time to degree, as practicum applications begin in the fall semester for the following academic year.

Students have eight years from the date of admission to complete all of the necessary courses. Courses that are than eight years old will not fulfill program completion requirements for admission to candidacy. Admission to candidacy occurs when students successfully complete all required coursework and pass their doctoral preliminary examinations. Students must be admitted to candidacy within ten years of admission to the department. Once admitted to candidacy (dissertator status) the student has five years to complete the dissertation and pass the final oral examination.

Once students are admitted they are expected to maintain continuous enrollment and make satisfactory progress toward their degree. Failure to maintain continuous enrollment may result in lengthy reentry process or possible termination from the program.

These resources may be helpful in addressing your concerns:.

The complaint may concern course grades, classroom treatment, program admission, or other issues.

The person whom the complaint is directed against must be an employee of the School of Education. Any student or potential student may use these procedures unless the complaint is covered by other campus rules or contracts. The following steps are available within the School of Education when a student has a grievance:.

The student should first talk with the person against whom the grievance is directed. Most issues can be settled at this level. If the complaint is not resolved satisfactorily, the student may continue to step 2.

This subcommittee may ask for additional information from the parties involved and may hold a hearing at which both parties will be asked to speak separately.

The vast majority of Ph.D. students are funded for their years on campus through a combination of in-department and out-of-department assistantships and fellowships. Graduate assistantships and fellowships typically pay a monthly stipend, often carry a full tuition waiver, and provide an excellent benefits package.

Take advantage of the Graduate School professional development resources to build skills, thrive academically, and launch your career.

Note: Because of the relatively small size of many doctoral programs, EPPP pass rates are reported only in terms of the three-year moving average.