Best Accredited Universities for Doctoral Phd program in Counselor Education/School Counseling and Guidance Services

Doctor of Education (Ed.D.) in Leadership and Learning in Organizations.

The Online Program from Vanderbilt Peabody College of Education and Human Development.

Ranked as a top-5 education school in the nation by U.S. News World Report in 2021, Vanderbilt Peabody College of education and human development offers the transformative Peabody experience to forward-thinking leaders inspired to drive organizational change across industries.1.

Earn an Ed.D. from a Top-Ranked Education School1.

Vanderbilt Has the #1 Online Doctorate in Education, According to Fortune Education 2022 Rankings2.

The Vanderbilt Peabody Online doctoral program is designed for mid-career professionals who have at least three years of leadership experience. While ranging in age and background, all students in the online Ed.D. have this in common: They are motivated to build on their organizational leadership skills and are committed to creating meaningful change within their industry.

Advancing Your Career in Education and Organizational Leadership.

Will find an effective path for advancement in the Peabody Online Ed.D.

Peabody Online Ed.D. students will strengthen their skills in:.

The Ed.D. curriculum prepares students to identify, assess, and resolve organizational challenges from a learning and design perspective, which teaches students to make a positive impact in any industry. Through intensive, applied learning, professionals in the program will be empowered to implement advanced techniques that improve their day-to-day efficacy and long-term career success.

Both a Ph.D. in education and a doctorate in education (Ed.D.) are advanced doctoral degrees that emphasize the study of learning and development, but they differ greatly in curricular and research content, and in potential career outcomes.

A Ph.D. in education is for those pursuing a career in education research or teaching within a college or university setting.

Ed.D. programs typically explore advanced management practices, leadership theory, the science and structure of organizations, and curriculum development. While students may apply these subjects to education, they are not limited to this field. The range of curricular topics prepares many Ed.D. graduates to advance in their current positions or seek out new leadership opportunities across industries.

The Peabody Online Ed.D. places a unique emphasis on organizational leadership. The program focuses on three core areas: leadership theory and practice, learning and design, and data analytics. Students examine these subjects as they apply to any organization, be it a higher education institution, a private company, a nonprofit, or a community group. Grounded in theory and practice, this focused study empowers graduates to improve outcomes within any organizational system.

Graduates may advance in or enter fields such as:.

Students may advance in or rise into leadership roles such as:.

Now is the time to start your Peabody Online application or request additional information. Scholarships are available.

Students in the online Ed.D. complete 54 hours of course work across three areas of leadership and learning: leadership and organizational development, learning and design, and data and analytics. The course work is delivered through a sophisticated online platform and customizable tools that enable advanced collaboration, discussions, and learning.

The classes take place live on our online platform, allowing students to interact face-to-face no matter where they are.

The program is designed for established professionals. Classes are held weekly during the evening, Central Time, Monday through Thursday. Class attendance is required for all students.

New mastery of subject matter and leadership skills.

Students are required to attend three convenings throughout the duration of the program.

The Peabody Online Ed.D. community comprises leaders from various industries and diverse personal, educational, and geographic backgrounds. Peabody Ed.D. students are inquisitive scholars: They value different perspectives and exchange knowledge with classmates in order to develop innovative solutions.

Founded in 1785, Peabody College of education and human development is known as a world-class research institution dedicated to education, policy, and public service.

Peabody College also offers graduate and doctoral degree programs on campus. Learn our on-campus programs.

Find out how Peabody Online can help you reach your ambitious career goals.

1U.S. News World Report, Best Education Schools in 2022. Accessed May 2021.arrow_upwardReturn to footnote reference.

2Fortune,Best Online Doctorate in Education (EdD) Programs in 2022. Accessed December 2022.arrow_upwardReturn to footnote reference.

3Bureau of Labor Statistics, Top Executives (2020). Accessed May 2021.arrow_upwardReturn to footnote reference.

Warner School of Education at the University of Rochester logo in Header.

Our Council for Accreditation of Counseling Related Educational Programs-accredited school counseling programs prepare individuals to pursue leadership roles in schools as facilitators of healthy human development and advocates for change, positively impacting the success of individual students and school systems at large.

If you are interested in other counseling or human development programs, check our related programs.

Information New York State Certification in School Counseling.

Most states in the United States require state certification to hold school counseling positions in K-12 public schools. New York State has two levels of certification for school counseling, which are recognized in many other states and across the United States:.

A general understanding of the nature of school counseling practice.

Reliable completion, even under conditions of stress and emotional challenge, of expected clinical and academic responsibilities.

Unique internship opportunities: The required practicum and two internship experiences can be pursued in elementary, middle, or secondary schools, depending on interest.

Flexible: Program can be started in any semester and can be completed in just two years of full-time study, if starting in fall, or three to four years of part-time study.

Option to add specializations: By strategically choosing electives, you can add an Advanced Certificate in Urban Teaching and Leadership or take courses that can count toward a New York State license in Applied Behavior Analysis or Board Certified Behavior Analyst credential.

Program option to give you maximum flexibility for practice contexts.

Most of the United States require state certification to hold school counseling positions in K-12 public schools. Any newly admitted students to our Council for Accreditation of Counseling Related Educational Programs and New York State approved program must be enrolled in our 60-credit hour certification program for school counseling.

MS Program With Specialization in School Community (SC3) (60 credits).

MS Program With Specialization in Diversity (SC4) (60 credits).

MS Program With Specialization in Disabilities (SC5) (60 credits).

MS Program With Specialization in Leadership (SC6) (60 credits).

Advanced Certificate in Urban Teaching and Leadership: Prepares you to work with highly diverse and disadvantaged students in urban settings.

This 12-credit Advanced Certificate Bridge from Mental Health to School Counseling (CB1) program requires only two school counseling courses and two internships.

Warner graduates learn drive and implement transformation, both among individual students and across broader educational environments. Our unique integrative approach grounds our students in the research and theory of human development and counseling, while also providing effective clinical experiences that help build essential school counseling skills.

Warner leads the way in research-based, practice-informed instruction. Counseling students are grounded in knowledge of human development, with a particular understanding of how environmental factors shape the developmental processes that lead to student success. The Warner approach balances theoretical knowledge and experiential learning where students develop critical skills in communication, listening, empathetic understanding, and conflict mediation, as well as other individual and group counseling skills. In addition, all school counseling students are trained in restorative practices. Clinical placements and internships prepare students for school settings and play a central educational role in these programs, helping students to bridge theory and practice while honing their counseling skills.

Coursework is informed by research, grounded in a human development framework, and takes a holistic approach to change that integrates individual developmental and systemic orientations. In addition, our students are immersed in the principles set forth by the American School Counseling Association National Model, which prepares them to play an important role in inter-professional school leadership teams. A diverse array of instructional methods is utilized in our counseling classrooms including: lectures, videos, discussions, and in-class and outside-class experiential activities.

broadly, Warner graduates are prepared for a role in which they are facilitators of healthy human development through a holistic approach that considers and advocates for change within school systems.

Preparing graduates to thrive in school counseling careers.

Benefit from real-life practical experiences working in school settings with seasoned, gifted counseling professionals.

Leverage the reputation of a leading research university to give your degree even recognition.

Shorten your path to a doctoral degree by earning transferable credits.

Be confident in a nationally-accredited program by the Council for Accreditation of Counseling Related Educational Programs.

Your experience at the Warner School will be informed by the many research projects and community initiatives we are engaged in.

Urban high school. socio-emotional needs.

School counseling expert offers tips for supporting students during the lingering COVID-19 pandemic.

Beyond K-12 schools, our graduates will also be prepared to succeed in other educational roles and careers, including:.

Working in advising and career development centers in higher education.

Working with children and youth in community programs.

Doug Guiffrida, PhDMartin Lynch, PhDKaren Mackie, PhDAndre Marquis, PhDScott McGuinness, PhDAmanda McLeroy, PhD.

Making it affordable to make your graduate education possible.

Many of our counseling students benefit from merit-based scholarships that significantly decrease tuition costs.

A Warner School degree opens doors open ours to see why.

We invite you to come and observe one of our counseling courses. Or even better, take one of the required counseling courses for a highly discounted price.

Counseling students at Warner in a circle in class.

This program has a heavy interdisciplinary emphasis on understanding how social systems can shape human neurodevelopmental and psychological outcomes.

Programs in Applied Behavior Analysis: For individuals interested in becoming Licensed Behavior Analysts, a new license required to practice Applied Behavioral Analysis in New York State, and specifically designed to work with individuals with autism spectrum disorders. These programs also prepare for Board Certified Behavior Analyst national certification, a credential recognized in most states in the United States and abroad.

Doctoral Programs in Human Development: For individuals seeking doctoral-level training in the field of human development. Individuals who pursue these advanced degree options are generally interested in careers in higher education, other research settings, or community leadership positions.

Individuals who pursue these advanced degree options are generally interested in careers in higher education or other research settings, or community leadership positions.

Meliora means 'Ever Better.' To our graduates, it means making a world of difference.

The most important thing I received there was the opportunity to be immersed in the study of education and leadership with very talented people, that think-tank mentality of being surrounded by the best of the best. The intellectual stimulation from both the staff and fellow classmates really did allow me to think things differently.

The admissions team looks forward to assisting you as you explore graduate education at the Warner School.

Rosenstiel School of Marine, Atmospheric, and Earth Science.

We are pleased that you are interested in learning our doctoral program in Counseling Psychology. On this page you will find general information our program as well as two important links.

The Counseling Psychology Doctoral Program at the University of Miami has been accredited by the American Psychological Association since 1989 and has a proud tradition of preparing students as scholars and clinicians. Firmly committed to the foundational values of the discipline of counseling psychology, including its emphasis on prevention, optimal human development and the promotion of individual, family and community well-being, our program strives to prepare students who will make a difference in the world through research, scholarship, and reflective practice.

In turn, students use this knowledge en route to becoming highly skilled scholars and clinicians. Although a degree from our program prepares students to be licensed as practicing psychologists, it is important to keep in mind that the Ph.D. is a research degree our priority is to cultivate scholars who are capable of developing original lines of research and of playing leadership roles in both academic and applied settings. Applicants who are exclusively or primarily interested in psychotherapy practice are encouraged to consider practitioner-oriented training programs like those offering a Doctor of Psychology (Psy.D.) degree.

Our program values diversity in many senses of the word and we are firmly committed to the development of multicultural competence in each of our students. We adopt the philosophy that cultural competence is not a static achievement, but one of continual striving for excellence in the inclusion and affirmation of diverse populations. and this context offers students a unique opportunity to explore issues of diversity in all aspects of their lives. In the academic setting, such opportunities include: being involved in clinical training opportunities with diverse underserved populations participating as research assistants in grant-funded projects addressing the health-related needs of these populations pursuing original diversity-related dissertation projects and, for those fluent in Spanish, practicing bilingual counseling skills in supervised practicum experiences. The training we offer on multicultural issues is consistent with theAPA Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists.

Our Program does not adhere to any one theory of human functioning or any one theory of counseling and development. We place a high value on students developing a firm grounding in theory and being able to clearly integrate theory in all of their research and clinical work. Content areas of expertise include multicultural training, health psychology, social justice, systems and community intervention, and theoretical psychology.

For the most up-to-date information our program, we recommend that prospective students use our most recent web materials as a guide. Information our program published by others on the web can be inaccurate and misleading.

We are dedicated to excellence in the development of multiculturally competent reflective researchers and practitioners in Counseling Psychology.

The Counseling Psychology Program was first accredited by the American Psychological Association in 1989 and has been continuously accredited since then.

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

Prepare for a career supporting students in elementary, middle, and secondary schools with the dual MEd EdS in Professional Counseling (School Counseling).

Join a nationally-ranked, CACREP-accredited program with the PhD in Counseling and Student Personnel Services at the UGA Gwinnett Campus.

Our program strongly endorses the researcher-practitioner model. Our students receive a strong foundation in research methods that help them to design and conduct research that can be translated into practice.

over, they are leaders in the field, serving in elected and appointed roles, and helping to shape counseling policy and practice.

Research interests can be as varied as issues that may appear in a counseling session, and that research helps inform practice.

This degree program is offered at the Blacksburg campus, and is an in-person program, featuring face-to-face classes. The Blacksburg campus offers students the full services of the university, including an extensive library, technology support, and graduate student support.

The Ph.D. program operates on a cohort model. The members of a given cohort all attend the same classes in the same sequence and pursue common plans of study.

Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. Students who participate in cohort models generally report a strong sense of belonging and are likely to complete their programs of study in a timely manner.

EDCO 5214 Theories of Counseling Consultation.

Major theories used to understand and change behavior in a counseling setting. Emphasis is placed on the application of theoretical orientations to understanding and changing behavior of clients. Systematic integration of themes used in the counseling process, including consulting and coordination roles in school and community settings.

Systematic integration of techniques used in the counseling process. Course provides extensive practice, learning, integrating, and practicing skills characteristic of effective helping relationships. Extensive use is made of audio and video feedback in critiquing counseling interviews and techniques.

Introduction to group counseling theory and practice. Emphasis on application of group counseling principles to practical settings. In a laboratory setting, students receive feedback their personal behavior in a group and supervised practice in the design, implementation, and evaluation of a short term group counseling project.

Examination and application of counseling strategies for special client populations including the exceptional economically disadvantaged culturally, racially and ethnically different those with different life styles. Emphasis on the range of human characteristics.

Evolution of how the relationships of work and leisure have evolved into the concept of Career Development. Brief review of the major theories of Career Development and their application to the collection, evaluation, and use of career information in a variety of counseling student development settings.

Various individual and group tests and informal approaches to better understanding of the individual in counseling. Case study methods examined in detail. 12 additional hours of suitable courses in education, psychology, or statistics required.

Supervised experience in the practice of counseling. Didactic instruction in advanced couseling techniques and methods coupled with practice with clients in a supervised setting. Extensive feedback on counseling practice in individual sessions and group seminar. Must have liability insurance. Previous course work in the field required.

Use of systems theory in practice of counseling. Emphasis on counseling skills including systemic case conceptualization and clinical intervention used with individuals, couples or families, and other systems.

Provides an of the strategies, goals, methodologies, programs and types of knowledge and skills necessary for effective identification and treatment of addictions Examines the classifications of drugs and other process addictions impact of addictions on clients and their family members components of addiction and recovery prevention, treatment and relapse prevention resources and salient legal and ethical guidelines. Graduate Standing required.

Theory and practice of school counseling at the elementary, middle, and high school level, and introductory skills for those settings.

Stages of individual development as they occur in the context of the family life course. of current developmental theories. Impact of race, gender, and class on cultural views of developmental norms.

Preparedness strategies appropriate for typical reactions to crises and relevant to special populations. Prepation and evaluation of crisis response plans that promote mental health and optimize potential for resilience and self-care. Pre: Graduate standing.

EDCO 5564 Expressive and Experiential Techniques in Counseling.

Basic principles and practices of intermodal expressive arts therapy. Integration of expressive theories and techniques in individual and group counseling. Pre: Graduate standing.

Selected topics in administration, counseling, adult and continuing education, research and evaluation, and community college and other domains of higher education. Emphasis is on interactive discourses on topics not typically included in regularly scheduled courses. (Maximum 3C per course).

Clinical experience (minimum 600 hours) under the supervision of a university staff member and a site supervisor in an appropriate field site: school (at least 300 hrs K-6 at least 300 hrs 7-12), community agency, university counseling center, or other setting. Extensive feedback in individual sessions and group seminar. (12 hours minimum for program). Must have liability insurance.

A didactic and clinical study of supervision. Training in the differential conceptual approaches and the different methodologies of supervision, as well as the application of the theory and skills to actual supervisory processes with supervisees. Trainees will supervise master students and document their supervision skills for clinical review. Must have liability insurance.

Council for Accreditidation of Counseling and Related Educational Programs (CACREP) accreditation standards and process. Progam evaluation. Pre: Graduate Standing.

EDCO 6404 Advanced Counseling Theories and Multicultural Implications.

Theories of counseling are examined in the context of contemporary research and practice, with particular attention to diverse populations and cultural influences. Effectiveness of selected past and contemporary counseling theories and practice with different populations is evaluated.

Review of counseling strategies for the handicapped and an examination of applicable counseling techniques and theories. Emphasis is on the life span approach to the counseling of specific handicapping conditions.

Provides advanced graduate students in counseling student development with in-depth supervision and student personnel experiences in various field settings. (Maximum 12C). 30 hours previous coursework in the field required.

EDCO 6484 Legal and Ethical Issues in Counseling and Consultation.

Principles and practices of legal and ethical issues in counseling and consultation as applied to school, community counseling, and or private practice settings. Discusses the laws, the court system, and court cases that affect counseling and consultation, as well as the sources and parameters of ethical behaviors. Examines the objectives and practices of ethical codes of counseling and consultation.

May include supervised experiences in a clinical setting, clinical supervision, and teaching. Includes most activities of a regularly employed professional in the setting. (12 hours minimum required in program).

Advanced study of the criteria of mental disorders and standard diagnostic and assessment procedures. Provides students with the extensive knowledge and skills necessary to differentiate abnormal from normal behavior in children and adults, with special emphasis upon the identification and assessment of the mental disorders included in the Diagnostic and Statistical Manual of Mental Disorders (DSM). Emphasis will be on the application of the DSM in counseling situations.

Planned program of advanced clinical practice in education through assignment under direct supervision of outstanding practitioner for periods of up to two semesters. (Maximum 24C).

Master of Arts Master of Science Doctor of Philosophy.

The department offers a master of science degree program in clinical mental health counseling, a doctor of philosophy degree program in counseling psychology, and a master of arts degree program in school counseling.

While there are no course prerequisite requirements for CECP graduate programs, we highly recommend that students obtain experience in a human service setting (e.g., fieldwork, volunteering or employment) to discern if the field is a good fit for their long-term professional goals.

1 For admission to the doctoral program in counseling psychology.

Applicants, regardless of program, must submit, directly to the Graduate School:.

(For counseling psychology doctorate applicants only) GRE scores. (GRE scores are optional for the master programs in clinical mental health counseling and school counseling.).

Graduate Standing Continuation: Less than Half-Time.

Graduate Fellowship: Full-Time.

Graduate Assistant Teaching: Full-Time.

Graduate Assistant Research: Full-Time.

Doctoral Dissertation Continuation: Less than Half-Time.

SNC UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation. Prere Cons.

Doctoral Dissertation Continuation: Half-Time.

SNC UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working than 12 to less than 20 hours per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation. Prere Cons.

Doctoral Dissertation Continuation: Full-Time.

SNC UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation. Prere Cons.

Master of Arts Master of Science Doctor of Philosophy.

The department offers a master of science degree program in clinical mental health counseling, a doctor of philosophy degree program in counseling psychology, and a master of arts degree program in school counseling.

While there are no course prerequisite requirements for CECP graduate programs, we highly recommend that students obtain experience in a human service setting (e.g., fieldwork, volunteering or employment) to discern if the field is a good fit for their long-term professional goals.

Students are admitted to the department in the spring term to begin their programs the following fall.

1 For admission to the doctoral program in counseling psychology.

Students admitted to these programs are not permitted to defer admission.

Applicants, regardless of program, must submit, directly to the Graduate School:.

(For counseling psychology doctorate applicants only) GRE scores. (GRE scores are optional for the master programs in clinical mental health counseling and school counseling.).

Normally on advanced or specialized topics that are not covered by regularly offered courses. Prere Cons.

Graduate Standing Continuation: Less than Half-Time.

SNC UNC grade assessment. Designated as less than half-time status only, cannot be used in conjunction with other courses, and does not qualify students for financial aid or loan deferment. Prere Cons.

Graduate Fellowship: Full-Time.

SNC UNC grade assessment. Designated as full-time status. If a student is already registered in other courses full time, this continuation course is not needed. Prere Cons.

Graduate Assistant Teaching: Full-Time.

Graduate Assistant Research: Full-Time.

Doctoral Dissertation Continuation: Less than Half-Time.

SNC UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation. Prere Cons.

Doctoral Dissertation Continuation: Half-Time.

SNC UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working than 12 to less than 20 hours per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation. Prere Cons.

Doctoral Dissertation Continuation: Full-Time.

SNC UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation. Prere Cons.

Cohort admission decisions are made annually. Regular admission to the Graduate School is the initial step for those seeking the doctoral degree.

Applicants who have previously enrolled in Graduate School at The University of Alabama.

All doctoral students must have a completed Plan of Study approved by the Graduate School no later than the semester during which the student will complete 30 semester hours of UA and or transfer credit for the doctoral degree. may be placed on future registrations.

If later there are changes in the Plan of Study, the student submits an amended plan of study to the Graduate School at the time the student applies for admission to candidacy for the degree.

A department-approved Admission to Candidacy for the Doctoral Degree is submitted to the Graduate School as soon as possible after passing the comprehensive (preliminary) examination.

Degree: Doctor of Philosophy (Ph.D.)Program: Educational Leadership, Policy, and Human DevelopmentDepartment: Educational Leadership, Policy, and Human Development (ELPHD)Delivery Method: On Campus.

Our graduates will become scholars, administrators and leaders who will design, implement and evaluate innovative counseling and educational projects or services focused on the empowerment of marginalized populations and the promotion of equity and fairness worldwide.

All of our on-campus programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The new online masters program is reviewed by CACREP for accreditation.

In addition to the traditional core on developmental theory, coupled with the design and implementation of preventive interventions based on this model, the program focuses on clinical counseling theory and practice. Students participate in individualized field experiences appropriate to their area of studies, in settings on and away from campus.

In light of this, we are particularly interested in attracting students from culturally diverse backgrounds. In recent years, we have increased the proportion of culturally different students from less than 5% to almost 20% of our degree candidates. Our curriculum content acknowledges the significance of cross-cultural perspectives in counseling theory, research and practice.

In addition to the academic credentials attesting to intellectual competence, evidence of successful leadership and outstanding professional commitment are desired.

Completed online application, resume and non-refundable application fee.

All doctoral candidates are expected to be interviewed, barring significant geographical distances.

Applications and all supporting documents must be received on or before the Graduate School Priority Deadlines or the Program Deadlines. International students should also consider their specific deadlines, whichever is earlier.

This concentration consists of a Theory Core, Research Core, Professional Applications Core and Specialization, all of which extend the knowledge base of the counseling profession in a community of scholarly inquiry and engagement.

ED 755 Scholar Leader: Diversity and Equity in Schools and Community.

ED 756 Scholar Leader: Systemic Change in Education and Society.

ED 710 Applied Quantitative Methods in Education, or equivalent.

At least ONE of the following research method courses:.

ED 711 Applied Quantitative Methods in Education II or.

ECD 895 Doctoral Dissertation Research (minimum of 6 cr.).

ECD 899 Doctoral Dissertation Preparation (3 cr.) (Final Semester before Graduation).

NOTE: FOR DOCTORAL STUDENTS EITHER PART-TIME OR FULL-TIME WHO ARE WORKING ON THEIR DISSERTATION.

The College of Education strongly recommends that students who are registering for dissertation research (895) or preparation (899) register for at least 3 semester hours per semester, when appropriate.

The Department of Educational, School & Counseling Psychology (ESCP) provides a diverse, supportive and caring environment for students.

Our faculty members create rich and stimulating learning opportunities through their teaching, research and service. Our faculty are more than academic advisers and teachers; they are mentors providing students with role models featuring the scientist-practitioner model.

The counseling psychology doctoral degree program has been accredited continuously by the American Psychological Association (APA) since 1953, and the school psychology doctoral degree program has been accredited by APA since 1999.

The education specialist and doctoral degree programs in school psychology and the school counseling master’s degree program in counseling psychology are accredited by the Missouri Department of Elementary and Secondary Education.