counselling psychology phd usa

Counseling Psychology PhD

Doctor of philosophy in counseling psychology.

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

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

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

Doctoral students are expected to: 

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

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

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

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

Doctoral students are expected to demonstrate: 

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

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

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

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

Doctoral students are expected to demonstrate the following competencies: 

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

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

Doctoral students are expected to demonstrate the ability to: 

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

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

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

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

Strengths and highlights of our training program include:

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

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

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

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

The course of study includes:

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

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

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

• Melanie E. Brewster: ( Now interviewing new Ph.D. students to enroll in Fall 2024) Mental and physical health correlates of marginalization and/or objectification; atheism and nonreligious identities; collective action and well-being; instrument development and psychometric evaluation. Co-directs the Sexuality, Women, and Gender Project, which offers a graduate certificate. Link to website . 
• Whitney J. Erby: (Now interviewing new Ph.D. students to enroll in Fall 2024) The relationship between the experience of racism, racial identity, and well-being; career development; Black women’s mental health; couple’s therapy; psychological assessment.
• George V. Gushue: ( Now interviewing new Ph.D. students to enroll in Fall 2024) The influence of racial/cultural attitudes, beliefs, and values on social cognition (e.g., perception, judgment, memory, and attribution) in the areas of client evaluation and counseling practice, career development, and health; group and family counseling; psychosocial dimensions of HIV/AIDS. Link to website. 
• Cindy Y. Huang : Cultural factors associated with child development and psychopathology for ethnic minority and immigrant youth; prevention of psychopathology; culturally-informed child and family interventions; and family, school, and community-based prevention intervention.  Link to website . 
• Marie L. Miville : Multicultural counseling; universal-diverse orientation; Latina/o psychology; LGBT issues; women's issues; intersections of identities; supervision and training.  Link to website.  
• Laura Smith:  Social inclusion/exclusion and wellbeing; psychological dimensions of social class, poverty, and classism; intersections of race and class; Whiteness and antiracism; participatory action research; community-based psychological interventions.  Link to website.
• Derald Wing Sue : Multicultural counseling and therapy, cultural competency, multicultural consultation and organizational development, psychopathology, racism and antiracism, law and ethics.  Link to website.
• Brandon L.  Velez (Director of Clinical Training & currently interviewing new Ph.D. students to enroll in Fall 2024)  The associations of discrimination and identity-related attitudes with mental health and career outcomes among sexual, gender, and racial/ethnic minority individuals, as well as populations with multiple minority identities. Link to website. 

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

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

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

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

Admissions Information

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

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall

Application Deadlines

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

Application Requirements

Requirements from the tc catalog (ay 2023-2024).

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

View Full Catalog Listing

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

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

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

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

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

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

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

Doctoral Certification

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

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

Practicum and Externship

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

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

The Dissertation

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

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Teachers College, Columbia University 428 Horace Mann

Contact Person: Jacob Holober

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

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

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Doctor of Philosophy Counseling Psychology

The principles underlying our Counseling Psychology doctorate are a focus on a developmental understanding of clients; commitment to a health model of intervention; and appreciation of the gendered, cultural, and institutional contexts of people’s lives, as these contexts affect both clients and counselors.

Degree Details

Official degree title.

PhD in Counseling Psychology

About the Program 

The program follows the basic pattern of a scientist-practitioner model. The major components of the Counseling Psychology doctorate are course work, clinical training (practica, externships, internship), and research training (including dissertation). Solid training in teaching and mentoring, giving students the professional background toward a career in academics, is another key feature of our program. Across all components, attention is given to the integration of practice, theory, and research.

Licensure and Accreditation

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

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

Center for Counseling and Community Wellbeing

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

Admissions Information

Careers and outcomes.

CNPS Student Handbook

Counseling Psychology Doctoral Program Online Info Session

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

Registration Required. 

GRE Requirements: 

Although the GRE is typically required for this program, for the 2025 admissions cycle, the GRE general test score is optional, and the GRE subject test is not required. The Admissions Committee will review all applications holistically, and the applications submitted without GRE scores will not be disadvantaged in the review.

Research Mentors:

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

The faculty who are available to serve as primary research mentors for the Fall 2024 admission are:

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

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

Questions: 

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

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

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

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

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

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

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Doctor of Philosophy (PhD) in Counseling Psychology

Graduate Programs

The Counseling Psychology program is committed to the scientist-practitioner model of training wherein professional psychologists are prepared to integrate theory, research, and practice in their practice as agents of knowledge development and change in a diverse society. The program prioritizes research, with students obtaining research, presentation, and publication experiences. The program incorporates diversity, focusing on contextually relevant skills in assessment and intervention with multicultural populations. The program also emphasizes an energetic and collaborative learning atmosphere.

December 1st is the deadline for admission consideration. We are hosting a virtual open house from for interested applicants to know more about the program before the application deadline. RSVP here.

The Ph.D. program in Counseling Psychology at Purdue prepares students for professional licensure as a psychologist in the state of Indiana. Contact Eric Deemer at [email protected] before continuing with program application if you have questions regarding licensure or contact your state psychology licensure board about how this program may translate to licensure in your state of residence.

This program does not lead to teacher licensure in the state of Indiana or elsewhere.

APPLICATION PROCEDURE

Program requirements.

The counseling psychology program offers ONLY the Ph.D. as a terminal degree. A master’s degree is awarded en route to the Ph.D. for students entering the program with a bachelor’s degree, but this degree does not prepare graduates for licensure as a practicing counselor. Students who are unsure that they can or will complete a doctoral program should apply to a master’s program or to a doctoral program that awards a master’s degree as a part of the doctoral requirements.

All program information is available online. The faculty encourage students to inform themselves about the program. At a minimum, please check the Student Handbook.

When applying, please choose “Educational Studies” (for which counseling psychology is under) as a graduate major in the application portal.

Requirements

• Academic Statement of Purpose The academic statement of purpose should be 300-500 words concerning your purpose for undertaking or continuing graduate study at the Purdue Counseling Psychology program, your research interests, career goals, and the faculty member(s) with whom you would prefer to work and why.
• Personal History Statement The personal history statement should be 300-500 words concerning how your background and life experiences contribute to your ability to be both persistent and resourceful in graduate school. Describe how your life experiences have prepared you to contribute to an academic community where scholars with diverse research interests, abilities, backgrounds, and experiences are supported, respected, and valued.
• Submit a Curriculum Vita. Your CV should include a section listing your experience with (a) research and statistics, including courses, (b) teaching, and (c) professional related activities (e.g., organizational leadership, social advocacy, community engagement).
• Description of Previous Program. Please print and fill out the description of previous program.
• Submit three letters of reference describing research skills and potential, counseling skills and potential, and capacity for graduate study.
• Graduate School E-mail Address: [email protected]
• Graduate School Mailing Address: Graduate Studies Office, Purdue University, 100 N. University Street, Room 3229, West Lafayette, IN 47907-2098
• One academic writing sampling
• International applications may be required to submit proof of English proficiency .

Student Handbook

Application Instructions for the Counseling Psychology PhD program from the Office of Graduate Studies:

In addition to a submitted application (and any applicable application fees paid), all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Educational Studies
• Please select an Area of Interest: Counseling Psychology
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Tentative Plan of Study

Supplemental program information, practicum placements.

Students begin the application process to off-site practicum sites following consultation with their advisor the academic year prior to starting off-site. Often this is during student’s 2nd and 3rd years. In the spring semester, the program’s Off-Site Practicum Coordinator hosts a practicum fair for students to learn more about practicum partnerships in the community. After the attending the practicum fair, students contact practicum sites they are most interested in to set up an interview. Students should not contact sites directly before the practicum fair. Below are select examples of off-site practicum locations where our students receive training.

Please note: students may need to satisfy certain eligibility requirements (e.g., background check, drug screening) for some site placements. The placements change regularly as the program adds new sites and other sites become unavailable. Some sites accept only advanced students.

University Counseling Centers

Purdue University, Counseling and Psychological Services (CAPS) – West Lafayette, IN Indiana State University Student Counseling Services – Terre Haute, IN IUPUI Counseling & Psychological Services – Indianapolis, IN Butler University – Indianapolis, IN DePauw University – Greencastle, IN

Veteran’s Hospitals

VA Illiana Health Care System – Danville, IL Richard L Roudebush VA Medical Center – Indianapolis, IN

Community Mental Health Centers

Indiana Women’s Prison – Indianapolis, IN Willowstone Family Services, Inc – Lafayette, IN Wabash Valley Hospital, Inc., Outpatient – Lafayette, IN Four County Counseling Center – Logansport, IN

Wabash Valley / River Bend Hospital – West Lafayette, IN Logansport State Hospital – Logansport, IN

Funding Opportunities

Funding for Counseling Psychology doctoral students is complex and comes from multiple sources. First, students find assistantships in offices across campus, including the Academic Success Center, the Military Family Research Institute, and the Center for Career Opportunities. Students must apply and interview for these positions. Faculty and peers are supportive in filtering assistantship information to students, and faculty assist students in preparing their application materials. Nonetheless, the student is responsible for following up with the information and securing the assistantship. Although our students are very competitive for these positions, the process can be stressful.

Second, students may have opportunities to teach sections of undergraduate courses. These include EPDS 105: Academic and Career Planning, EPDS 315: Collaborative Leadership – Listening, EPDS 316: Collaborative Leadership – Cross-Cultural Settings, and EPDS 317: Collaborative Leadership – Mentoring. Students have also secured teaching assistantships in the Department of Psychological Sciences.

Finally, some students obtain faculty-nominated fellowships, which guarantee funding but require 20 hours per week of work for our home department, Educational Studies. Only a few fellowships are available each year, and they are competitive.

Although funding can be stressful, all current students in the program who want funding have at least a .25 FTE appointment. Regardless, some students obtain federal or private loans to supplement their income.

Tuition and Fees

* In State ** Out-State *** Additional $290 for international

Professional Licensure Disclosure Statement

The U.S. Department of Education requires institutions to publicly disclose to prospective and currently enrolled students whether certain programs meet the education requirements for licensure or certification in the state or territory in which they reside. “Programs Leading to Professional Licensure” is defined as programs represented to prepare students for an occupation for which, at completion of the program, a local, state or federal license, or nongovernmental certification is required (i) as a precondition for employment, (ii) to perform certain functions, or (iii) to meet additional conditions that are generally needed to secure employment.

The Ph.D. program in counseling psychology at Purdue prepares students for professional licensure as a psychologist in the state of Indiana. However, the program has not made a determination as to whether its training requirements meet licensure standards in the remaining 49 U.S. states, the District of Columbia, and other specified territories. Current and prospective students are advised to contact the psychology licensure board in the jurisdiction in which they expect to practice to determine whether the program meets its licensure standards.

State by state psychology licensure requirements.

Faculty accepting students for 2023-24 admission: Rawan Atari-Khan, Eric Deemer, David Stanley, Xiang Zhou

Faculty accepting students for 2024 Fall admission: Amanda Case, Eric Deemer, Emily Boswell, Xiang Zhou

• Ackerman Center
• Serious Games
• CnI Online Fac
• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Emily Boswell

Amanda s. case, eric deemer, heather servaty-seib, david c. stanley , jr..

We embrace values of equity, social justice, and inclusiveness in all aspects of our training in the Counseling Psychology PhD program. These ideals are also reflected in the diverse backgrounds and cultural identities of faculty and students, which broadly reflect race, gender identity, sexual orientation, ethnicity, socioeconomic status, physical ability, age, national origin, and religion. Consistent with the values of the field of counseling psychology, we strive to train students to advocate with and on behalf of people with marginalized identities to address sociocultural, political, and institutional factors that serve to perpetuate systems of oppression that undermine well-being. To this end, we believe that it is necessary for us all, faculty and students, to explore and reflect upon our own biases, privileges, and blind spots in all aspects of our roles in this program. This ongoing process of critical self-examination and self-awareness can often be an uncomfortable one, particularly as other program members may hold beliefs and values that differ from one’s own. However, we strive to navigate diverse individual and cultural perspectives together in a climate of trust, safety, and support.

Land Acknowledgement

We acknowledge the traditional homelands of the Indigenous People which Purdue University is built upon. We honor and appreciate the Bodéwadmik (Potawatomi), Lenape (Delaware), Myaamia (Miami), and Shawnee People who are the original Indigenous caretakers. See: https://www.purdue.edu/naecc/

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

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

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

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

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

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

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

Where They Work

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

What They Do

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

What They’re Skilled At

• Mental Health
• Psychotherapy
• Public Speaking

Application Materials

Application.

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

Application Deadline: December 1st

• Program Website

Request Information for PhD in Counseling Psychology

PhD in Counseling Psychology

Our Counseling Psychology PhD Program utilizes a multiple mentor model in which doctoral students are assigned to a primary advisor and encouraged to work with all faculty members throughout their time in the department through involvement on research teams, clinical training opportunities, outreach, and teaching. This year, the faculty members who will be assigned as primary advisor include Simon Goldberg, Shinye Kim, Mindi Thompson, and Travis Wright.

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 UW–Madison program places special emphasis on multicultural competence and social justice, integration of research and practice, and preparation for ethical and professional conduct as either a researcher, teacher, or practitioner. The theoretical orientation of the program is best described as eclectic. Course work emphasizes the research base of counseling psychology and students are expected to involve themselves in faculty research. 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's degree (post-M.A. track) is five years, although students may opt to take additional time depending on academic background and career objectives.

The department also admits a small number of students to a post–B.A. track. These students apply to the Ph.D. program at the completion of their undergraduate degree, and are required to integrate coursework and professional practice training at the master's level, as well as introductory doctoral coursework, during the first two years of study. Students admitted to the post–B.A. track typically have excellent academic records and experiences that demonstrate high levels of both helping skills and research skills prior to admissions. The planned length of the post–B.A. track is six years, although actual completion times will vary depending on student needs and career goals.

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. 

The Ph.D. program is accredited by the American Psychological Association. For further information on accreditation, contact APA's Office of Program Consultation and Accreditation, 750 First Street NE, Washington, DC 20002-4242; 202-336-5979; [email protected] .

Licensure as a Psychologist

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-Ph.D. 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. Links to descriptions of licensure requirements by state may be obtained from the website of the Association of State and Provincial Psychology Boards .

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). 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 Department of 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.

Post-BA And Post-MA Tracks

Most students who apply to and are enrolled in the Ph.D. program have earned a master's degree (post-M.A. in counseling or a related field).  However, in fall 2010, we began offering a “post-B.A.” track within our Ph.D. program for highly qualified students who have not yet earned a master's 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's degree in a non-counseling field. If you are unsure which option is right for you, review the information in the "Ph.D. Information and Instructions for Fall Applicants" link, found on our website at Information for Prospective Ph.D. Applicants .

Unlike students in our regular “post-M.A.” track (i.e., those who enter with a Master's degree), post-B.A. track students start the program alongside the incoming Master's student cohort. In their first academic year, post-B.A. track students will complete a course load similar to their Master's student counterparts. In their second academic year, post-B.A. track students will complete their "first Year Experience" while beginning their Ph.D. coursework. Post-B.A. track students are not currently required to complete a Master's thesis or the Professional Integration Exercise, but will also not receive a Master's degree unless they choose to meet all requirement's for our masters program.

Informational Meetings

A number of informational meetings are held each fall by our department.  A list of these meetings can be found on our Information for Prospective Ph.D. Applicants page.

Application Procedure

Up-to-date information and requirements regarding applying to our Ph.D. program can be found on our Information for Prospective Ph.D. Applicants page . 

Questions can be directed to the Student Services Coordinator. See the People tab for contact information.

Graduate School Resources

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.

Program Resources

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 Department of 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. 

Fellowships

• 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. The department nominates top eligible candidates for Ed-GRS automatically—no additional application materials are needed from the applicant. More information about AOFs can be found on their website .
• Students interested in becoming a Residence Hall House Fellow should view the information available on their website . 
• Racial and ethnic minority students are encouraged to apply for the American Psychological Association Minority Fellowship Program. Information is available on their website .

Financial Aid

Information and application materials for financial aid, loans, scholarships, and student employment may be obtained by contacting the Office of Student Financial Aid at 333 East Campus Mall, Room 9701, Madison, WI 53706, 608-262-3060. International applicants are encouraged to seek other forms of financial assistance as international students are not eligible for loans and scholarships.

Additional information about funding is available on the Counseling Psychology website . Questions can be directed to the Student Services Coordinator. See the People tab for contact information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

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.

CURRICULAR REQUIREMENTS

Required courses.

There are two primary curriculum domains of the doctoral program. Required coursework and practicum experiences contribute to each student’s competency in these areas. The core curriculum areas are:

Discipline-Specific Knowledge

• History and Systems of Psychology
• 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)
• Research, Quantitative Methods, and Psychometrics
• Advanced Integrative Knowledge in Scientific Psychology

Profession-Wide Competencies

• Integration of Science and Practice
• Ethical and Legal Standards
• Individual and Cultural Diversity
• Professional Values and Attitudes
• Communication and Interpersonal Skills
• Intervention
• Supervision
• Consultation and Interprofessional/Interdisciplinary Skills Required coursework (i.e., major core coursework) includes courses in each of these areas.

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.

Post–M.A. Pathway 1 :

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

Students must take 2 semesters of COUN PSY 810 Professional Development and Clinical Practice for a total of 2-12 credits.

Students must take 2 semesters of COUN PSY 990 Research or Thesis for 3 credits each semester, for a total of 6 credits.

Students may take 2 semesters of COUN PSY 904 Counseling Psychology Externship for a total of 2-6 credits.

Post–B.A. Pathway 1 :

Must complete all courses listed for the Post–MA pathway  and

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate work from other institutions.

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

UW–Madison Undergraduate

No credits from a UW–Madison undergraduate degree are allowed to count toward the degree.

UW–Madison University Special

With program approval, students are allowed to count no more than 9 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned four or more years prior to admission to the doctoral program is not allowed to satisfy requirements.

Placement on probation indicates a very serious faculty concern about a student's performance. Students are placed on probation, as opposed to being dismissed from the program, when the faculty determines that the student likely will be able to address the difficulty that led to the probation if appropriate remediation is provided. If a recommendation for probation and remediation is adopted by the faculty, the student and advisor work with the Doctoral Training Committee (or a subset of this committee) to formulate a remediation plan including explicit goals and deadlines for evaluation of their attainment.

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.

ADVISOR / COMMITTEE

Upon admission to the doctoral program, all students are assigned a faculty advisor. The doctoral student may select a major professor from the Department of Counseling Psychology who is not the original faculty advisor. In view of the important role that the major professor plays in the student's dissertation research, students are advised to allow themselves sufficient time to get acquainted with all faculty, so that they can select a major professor with whom they share similar research interests, career goals, or other interests. The doctoral student's faculty advisor plays an important role in monitoring and assisting the student with program planning.

Reviews of student progress are an agenda item for departmental faculty meeting in November (1st-year students only) and in April or May (all active Ph.D. students). All students are required to conduct a yearly progress report meeting with their advisor. Student perspectives are taken into account in these reviews, and all students complete the Doctoral Student Report on Progress, in conjunction with their advisors.

CREDITS PER TERM ALLOWED

Time limits.

Students have eight years from the date of admission to complete all of the necessary courses. Courses that are more 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.

Prior to reentry into the program, the student should contact the department and petition the faculty for reentry. The full faculty will determine whether the student is granted reentry without conditions, granted reentry conditionally (e.g., require additional coursework or adherence to time lines for completion of degree requirements) or denied reentry.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Dean of Students Office (for all students to seek grievance assistance and support)
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed.  Many issues can be settled informally at this level.  If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor.  The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW-Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Dean of Students Office (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

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

• Prepare for role as professional psychologist.
• Apply professional standards and conduct.
• Demonstrate scientific foundations.
• Acquire knowledge and skill in psychological practice.
• Acquire knowledge and skills in clinical supervision.
• Develop relational skills.
• Gain an understanding of the scientific basis for practice.
• Acquire knowledge of research methods.
• Apply research findings to psychological practice.
• Apply scientific thinking to practice.
• Develop a multicultural competence and social justice orientation.
• Acquire cultural and scientific knowledge relevant to diverse and underrepresented groups.
• Develop awareness of self as a cultural being.
• Develop skill in application of knowledge of self, culture, and context to clinical work.

Faculty:   Professors Thompson (Chair), Gloria, and Quintana; Associate Professors Budge, Goldberg, and Wright; Assistant Professors Frost and Kim; Faculty Associate Lotta; Clinical Associate Professor Graham; Clinical Assistant Professors Ramirez Stege and Her.

Graduate Program Manager: Andrea Burdick. Department Administrator: Nancy Jaeckle  

Accreditation

American Psychological Association

Accreditation status: Accredited. Next accreditation review: 2029.

Certification/Licensure

Examination for Professional Practice in Psychology

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.

Professional Certification/Licensure Disclosure (NC-SARA)

The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:

The requirements of this program meet Certification/Licensure in the following states:

The requirements of this program do not meet certification/licensure in the following states:.

Not applicable

The requirements of this program have not been determined if they meet Certification/Licensure in the following states:

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wyoming; District of Columbia; American Samoa, Guam, Northern Mariana Islands, Puerto Rico, U.S. Virgin Islands

APA Accreditation

Student Admissions, Outcomes, and Other Data

• Partnerships

Counseling Psychology (PhD)

YOU ARE BOUVÉ

We’re training the next generation of mental health professionals

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

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

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

Unique Program Features

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

Program Emphasis

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

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

Application Deadline: Dec 1, 2023

Note: Official TOEFL or IELTS* required

Counseling Psychology PhD

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

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

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

Accreditation and Licensure

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

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

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

Handbooks and Tools

Sample curriculum.

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

Total 62 Credits

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

• Dissertation

CAEP 6390 History and Systems of Psychology

CAEP 6394 Advanced Multicultural Psychology

CAEP 7750 Biological Bases of Behavior

CAEP 7755 Cognitive and Affective Bases of Behavior

CAEP 775 6 Social Psychology in an Organizational and Ecological Context

Complete 8 semester hours from the following :

CAEP 77 41 Advanced Fieldwork 1

CAEP 77 4 2 Advanced Fieldwork 2

CAEP 77 4 3 Advanced Fieldwork 3

CAEP 77 4 4 Advanced Fieldwork 4

CAEP  6350 Introduction to Cognitive Assessment

CAEP  6352 Personality Assessment

CAEP 6360 Consultation and Program Evaluation

CAEP 7710 Advanced Clinical Assessment

CAEP 7720 Advanced Clinical Interventions

CAEP 7758 Doctoral Seminar in Contemporary Theories of Psychotherapy

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

Professional

Complete 6 semester hours from the following:

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

CAEP 7732 Legal and Ethical Issues in Community and Educational Settings

CAEP 7711 Measurement: Advanced Psychometric Principles

CAEP 7712 Intermediate Statistical Data Analysis Techniques

CAEP 7716 Advanced Research and Data Analyses 2

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

CAEP 7798 Doctoral Internship

CAEP 9990 Dissertation Term 1

CAEP 9991 Dissertation Term 2

Admissions Requirements

Candidates for admission are expected to meet the following requirements:

Master’s degree in psychology or related field

Strong academic record (3.5 GPA and above preferred)

Demonstrated interest in and commitment to counseling psychology

Official TOEFL or IELTS*

Three letters of reference 

Personal statement. The applicant may wish to highlight:

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

Completed application (due December 1)

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

Got questions?

Christie Rizzo, PhD Program Director 617-373-2486

Or contact our Graduate Enrollment team.

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

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

Student Admissions Outcomes and Other Data

Program details.

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

Research Topics

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

Rachael Rodgers Jessica Edwards George

Dating Violence and Relationship Risk Prevention Team

Faculty leader.

Christie Rizzo

Feminist Therapy and Theory; Feminist Ecological Model

William Sanchez

Intersectionality Lab in Applied Psychology

Tracy Robinson-Wood

Mindfulness for Health Behavior Change

Laura Dudley

Use of Technology and Games for Health Behavior Change

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

We train multiculturally competent counseling psychologists who are:

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

(i) Research

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

(ii) Ethical and legal standards

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

( iii) Individual and cultural diversity

• An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
• The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.

(iv) Professional values, attitudes, and behaviors

• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

(v) Communications and interpersonal skills

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

(vi) Assessment

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

(vii) Intervention

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

(viii) Supervision

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

(ix) Consultation and interprofessional/interdisciplinary skills

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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College of Education

Counseling psychology doctoral program.

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

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About the Program

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

The following faculty are currently accepting new students:

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

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

• Accredited American Psychological Association since 1987
• 5 - 6 years to complete the degree
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What will I learn while attending the counseling psychology program?

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

• Candidacy research project
• Comprehensive exam
• Dissertation

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

What can I do with my degree?

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

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

Important Counseling Psychology Documents and Resources

The following is a collection of important documents and other resources

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

Counseling Psychology Faculty

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

Counseling Psychology Program

Faculty Profile | Email

Dr. Chakema Carmack

Dr. robert h. mcpherson.

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

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

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Financial Aid

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

Graduate Tuition Fellowship

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

Assistantships

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

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

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Houston, Texas

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

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

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

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Ready to Apply?

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

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

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

Training and Program Director:  Dr. Consuelo Arbona

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

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

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

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

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Clinical & Counseling Psychology Ph.D. Program

Thank you for visiting the webpage of the Clinical & Counseling Psychology (CCP) Doctoral Training Program.  The CCP program is an innovative doctoral program that trains students from a combined and integrated model in the areas of clinical and counseling psychology leading to the Doctor of Philosophy degree.  The CCP program is jointly administered by the Department of Psychology in the College of Arts & Sciences and the Department of Counseling & Instructional Sciences in the College of Education and Professional Studies.  

Please use the links on the left of the page to find details about our training model and philosophy, faculty, admissions procedures, and more. 

Admissions for the fall 2024 incoming class have concluded and no additional offers of admission will be extended. The CCP program received 115 applications and were able to accept 7 incoming students. Like many programs, the CCP continues to see increases in the qualifications and experiences of applicants, further enhancing the competitiveness of the admissions process.

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Ph.D. Counseling Psychology

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QUICK FACTS

Visit Admissions!

Special Note: The GRE test has been waived for the December 1, 2023 application deadline (Fall 2024 start). 

• Application requirements:  Online application, transcripts, minimum GPA of 3.0 undergraduate and graduate, proof of  English language proficiency , GRE test scores (waived for 2024 Fall start), two letters of recommendation, and a personal statement.
• International students: Please visit this page for information regarding transcript evaluation requirements.
• Deadline(s):  December 1 for Fall start. The application and all supporting materials are due by the listed deadline.
• Course Requirements:  29 courses (72 credits) if you have a Master's degree or 38 courses (102 credits) if you do not have a Master's 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's degree prior to enrolling
• Alumni Current Positions:  Graduates work as staff psychologists at counseling centers and are faculty members at universities. Many become psychologists in private practice, and others work in hospitals and in policy fields.  

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. 

Doctoral students work closely with innovative faculty to conduct and publish significant peer-reviewed research on mental health issues, in addition to gaining extensive clinical experience that culminates with a one-year full-time internship at an approved site.

Lehigh’s Counseling Psychology faculty have significant research expertise in such areas as socio-emotional development of young children, attachment and family relationships, process and outcomes of interventions, liberation psychology career development interventions, undocumented and documented migration, gerontology, sexual assault prevention, LGBTQ issues, intimate partner violence, trauma-informed schools, experiences of racism, masculinity, Asian American concerns, and the intersection of identities. 

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. As part of a research apprenticeship with a faculty member, students are immersed in the advisor’s lab early in the program. Students go on to complete an empirical qualifying project that is the equivalent of a master’s thesis. Later, they research and write their doctoral dissertation with supervision from a faculty mentor. They typically conduct additional research with their faculty mentor and other members of the faculty. Faculty mentor students in presenting their research and scholarship at national and international conferences, as well as in publication. Among the requirements, doctoral candidates complete a college teaching apprenticeship where they work closely with a faculty member to develop effective pedagogy. With the support of our clinical faculty, students complete their clinical practica. Students have completed their practica at University counseling centers, hospital settings, VAs, and community clinics. 

The full-time program requires 102 credits, which includes 30 master’s level credits plus 72 doctoral level credits. A student who enters the Counseling Psychology Ph.D. program already holding a master’s degree in the field may be exempted from taking up to a total of 30 credits of required master’s level coursework if the student’s advisor approves, based on a review of the student’s transcript and course syllabi. 

Students entering with a bachelor’s degree have 10 years to complete all the doctoral degree requirements while those entering with a master’s degree have seven years. Typically, most students complete the program in much less time (5-6 years). 

Those seeking to apply for the Ph.D. program should complete the online application and provide official undergraduate and graduate transcripts. A minimum GPA of 3.0 is required for undergraduate and graduate work, and students must submit GRE test scores from within the past five years. 

Prospective students should provide an essay about why they want to become a psychologist and two letters of recommendation with at least one from a faculty member of an accredited academic institution. They must acknowledge they understand the College of Education policy on clearances. 

The deadline to apply is Dec. 1 for a fall start. 

All Counseling Psychology doctoral students are evaluated based on professional competencies expected to be demonstrated by counseling psychologists (see APA Education Directorate, 2013, and Campbell et al., 2013).

Questions regarding APA Accreditation may be addressed to the APA Office of Accreditation at: Office of Program Consultation and Accreditation 750 First St, NE Washington, DC 20002-4242 http://www.apa.org/ed/accreditation/ Telephone: (202) 336-5979 TDD/TTY: (202) 336-6123 Fax: (202) 336-5978 Email  (General Questions) ( [email protected] ) Email  (Annual Report Online only)

Currently, the doctoral program requires a total of 100 credits, which are composed of 30 master's level credits plus 72 doctoral level credits. A student who enters the counseling psychology doctoral program already holding a master's degree, regardless of where the degree was obtained, may be exempted by her or his advisor from taking up to a total of the 30 credits of required master's level coursework, with the exemption granted based on a review of the student’s transcript and/or course syllabi to ensure that the course or courses were of similar content to the course offered by Lehigh. These exempted credits do count toward the total needed for the doctoral degree (currently 100), but will not appear on the student’s Lehigh transcript. After conferring with his or her advisor, the student will complete an internal petition to have these credits exempted, and this petition must be approved by the program director. 

Optional Practical Training (OPT) lets eligible F-1 students work in their field of study in the United States for 12 to 36 months after completing their program. Most students studying on F-1 visas become eligible for 12 months of Optional Practical Training (OPT) off-campus work authorization. F-1 students with a degree in a STEM field—science, technology, engineering or math—may be eligible for a 24-month extension of their 12 months of OPT. Thus, students with an F-1 visa in our program may be eligible for the STEM OPT extension, which allows for up to a total of 36 months of Optional Practical Training off-campus work authorization. For more information on who is eligible to apply for this extension visit Lehigh’s Office of International Students and Scholars: STEM OPT Extension ( https://global.lehigh.edu/ oiss/current-students/stem- opt-extension ).

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PhD in Counseling Psychology

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

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

Our commitment to you

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

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

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

Professional Values

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

Program Faculty

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

APA Student Admissions, Outcomes, and Other Data

Click here to access the  APA Student Admissions, Outcomes, and Other Data (2023)  related to this program.

Accreditation

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

2023 Current Students

Aaron Graham, M.S. (enrolled 2022)

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

Jiwon Lee, M.Ed. (enrolled 2022)

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

Claude Louis, M.S. (enrolled 2022)

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

Trayvon Truss, M.A. (enrolled 2022)

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

Kayla Horne, M.A.

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

Katharina Lippert, B.S.

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

Kristin Woodlen, M.A.

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

Length of Program

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

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

Comprehensive Assessment

Comprehensive take-home exam is required. Refer to the  2023 CPSY Doctoral Handbook  for more information.

Admission Requirements

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

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

Tuition, Financial Aid and Scholarships

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

Doctor of Counseling Psychology Programs in America

1-25 of 76 results

McCormick School of Engineering and Applied Science

Evanston, IL •

Northwestern University •

Graduate School

• • Rating 5 out of 5   3 reviews

Master's Student: Northwestern's Master of Science in Energy and Sustainability is a first of its kind professionally focused master's program in the nation. Interdisciplinary by design, MSES covers the technical, policy, and business/economics of the energy and sustainability sector pulling professors from the Kellogg School of Management as well as the McCormick School of Engineering. The industry professionals are leaders in their respective fields and are always willing to help the students. The cohort focused program enables deep connection among the students that will last a lifetime! ... Read 3 reviews

Northwestern University ,

Graduate School ,

EVANSTON, IL ,

3 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says Northwestern's Master of Science in Energy and Sustainability is a first of its kind professionally focused master's program in the nation. Interdisciplinary by design, MSES covers the technical,... .

Read 3 reviews.

Social Sciences Division - University of Chicago

Chicago, IL •

University of Chicago •

• • Rating 3.75 out of 5   4 reviews

Master's Student: The University of Chicago offers many clubs you can attend. Do to COIVD most of the clubs meet online and some in person one day out of the week. There's boxing, archery, fencing, and one of my personal favorites ju-jutsu, just to name a few. These sports are completive but they also have clubs that are just for fun and any body of any skill level can join. There is also this amazing climbing wall in the recreation center but we are not allowed to climb it at the moment because of COVID restrictions. It's also convent to be surrounded by hospitals (Rush and UIC). I got hurt while I was at school, I broke my arm, and I did not have to call on anyone to take me to the hospital, I could just walk. The food is okay and you get to chose from a good selection of things. The rooms where a nice size and most of the students were so friendly it was easy to make friends. ... Read 4 reviews

University of Chicago ,

CHICAGO, IL ,

4 Niche users give it an average review of 3.8 stars.

Featured Review: Master's Student says The University of Chicago offers many clubs you can attend. Do to COIVD most of the clubs meet online and some in person one day out of the week. There's boxing, archery, fencing, and one of my... .

Read 4 reviews.

Bouvé College of Health Sciences

Boston, MA •

Northeastern University •

• • Rating 4.25 out of 5   4 reviews

Master's Student: I have been working full time while in school full time to prepare for my future. Navigating my way through college has been a struggle at times due to being the first, first time college student in my family with having no one close to me to be able to answer the questions I have. Other then that i really enjoyed the challenges of college. This has not been an easy journey but I do believe it's been worth it. I received my high school diploma at a technical highschool then started my college journey at a community college in Worcester. After receiving my associates degree there I applied to Worcester State University and received my degree in science. After all this I applied to Northeastern University and I am currently getting my degree in Applied Behavioral Analysis. ... Read 4 reviews

Northeastern University ,

BOSTON, MA ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says I have been working full time while in school full time to prepare for my future. Navigating my way through college has been a struggle at times due to being the first, first time college student in... .

Saint Mary's University of Minnesota

Graduate School •

MINNEAPOLIS, MN

• • Rating 4.61 out of 5   66

Mississippi College

CLINTON, MS

• • Rating 4.37 out of 5   35

Graduate School of Health and Human Services - Saint Mary's University of Minnesota

Saint Mary's University of Minnesota •

• • Rating 5 out of 5   1

Steinhardt School of Culture, Education, and Human Development

New York, NY •

New York University •

• • Rating 4.32 out of 5   28 reviews

Master's Student: So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and encourages me to stay on top of asynchronous work for my zoom meets. Another big plus about this program and why I chose it is that I did not graduate with a bachelor’s in speech or CSD. This program offers most prerequisite classes that extend your plan of study but is so worth it. The only down side is the prerequisites required by ASHA cannot be taken through their program. So while I have taken statistics, a biological and behavioral /social science during my undergrad I will need to take a physical science outside of the program before I start my clinic/practicums. Overall, many of my peers seem to enjoy the program too and even though the program is online for me, the helpfulness and acceptance from professors is truly unmatched. ... Read 28 reviews

New York University ,

NEW YORK, NY ,

28 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and... .

Read 28 reviews.

Morrissey College of Arts and Sciences

Chestnut Hill, MA •

Boston College •

Blue checkmark.

Boston College ,

CHESTNUT HILL, MA ,

Lehigh University Graduate College of Education

Bethlehem, PA •

Lehigh University •

• • Rating 5 out of 5   1 review

Master's Student: The best part of my experience is that it is online and to apply we did not need to complete an essay. The teachers provide a lot of guidance and assistance. The Lehigh University Graduate PACE Program provides guidance. The worst part is that it is an accelerated program so you do not have time to come up for air. Papers or reports are due almost every week. ... Read 1 review

Lehigh University ,

BETHLEHEM, PA ,

1 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The best part of my experience is that it is online and to apply we did not need to complete an essay. The teachers provide a lot of guidance and assistance. The Lehigh University Graduate PACE... .

Read 1 reviews.

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Liberal Arts and Sciences - University of Florida

Gainesville, FL •

University of Florida •

• • Rating 4 out of 5   1 review

Master's Student: Overall, the University of Florida seems to be a great school as far as rankings and attendance rates go. Despite the political turmoil going on in the state of Florida, there seems to be a relatively strong student body of undergraduate students. Graduate students, however, are less cohesive. Likely due to politics, our graduate student union is in jeopardy, and it is so difficult to get the union membership to 60%. In the Department of Sociology, Criminology, and Law, we have a very low union membership status, which is somewhat ironic considering the nature of our disciplines. The demands of balancing an assistantship and academic career are exhausting, and even more so with limited resources (financial, emotional, etc.). The faculty turnover in the dept. is also insane, likely due to the political situation that seems to be driving out all faculty members of color. Lastly, financial support is incredibly limited. All things aside, the education that I am receiving is appropriate. ... Read 1 review

University of Florida ,

GAINESVILLE, FL ,

1 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says Overall, the University of Florida seems to be a great school as far as rankings and attendance rates go. Despite the political turmoil going on in the state of Florida, there seems to be a... .

Wheelock College of Education and Human Development

Boston University •

• • Rating 4.6 out of 5   5 reviews

Master's Student: My experience with Wheelock College has been limited since I have not officially started at the University. I have limited experience with the school and faculty. In terms of the counseling department, and the admissions team have been extremely helpful and overall thorough. The faculty seems quite kind and open as well. Wheelock college is definitely a welcoming and unique place for one to take opportunities. ... Read 5 reviews

Boston University ,

5 Niche users give it an average review of 4.6 stars.

Featured Review: Master's Student says My experience with Wheelock College has been limited since I have not officially started at the University. I have limited experience with the school and faculty. In terms of the counseling... .

Read 5 reviews.

UW-Madison School of Education

Madison, WI •

University of Wisconsin •

• • Rating 4.67 out of 5   6 reviews

Doctoral Student: UW Madison's OTD program has been life changing for me. Not only have I been able to work through courses to create a foundation as a future OT practitioner, I have been able to connect with my fellow cohort members and professors in a way that these connections will last a lifetime. I am so honored to have the resources and accommodations that I do to succeed. That being said, with this program being newer, it does have some areas where it could be improved in terms of flow of content. I am sure with time and continuing feedback, this will be sorted out and make the program better and better moving forward! ... Read 6 reviews

University of Wisconsin ,

MADISON, WI ,

6 Niche users give it an average review of 4.7 stars.

Featured Review: Doctoral Student says UW Madison's OTD program has been life changing for me. Not only have I been able to work through courses to create a foundation as a future OT practitioner, I have been able to connect with my... .

Read 6 reviews.

University of Georgia College of Education

Athens, GA •

University of Georgia •

• • Rating 4.5 out of 5   6 reviews

Doctoral Student: This program has challenged me in many ways, both positively and negatively; however, even the negative experiences have assisted my personal and professional growth for the better. The best parts of this program are the connections I have made with colleagues and friends, as well as faculty who hold high status in the field. Additionally, this program has helped me develop into a competent future counseling psychologist and one who has a decent grasp of multicultural and social justice competency, which is important to me and vital to our field. That said, the worst parts of my experience relate to this, in that I do not feel we have enough formal training when it comes to social justice/multicultural competence. I and others in my program have also experienced the negative impacts of COVID-19 and its impact on departmental organization, which has affected our educational trajectories. This has made all of us resilient, however, and we are all on track for success! ... Read 6 reviews

University of Georgia ,

ATHENS, GA ,

6 Niche users give it an average review of 4.5 stars.

Featured Review: Doctoral Student says This program has challenged me in many ways, both positively and negatively; however, even the negative experiences have assisted my personal and professional growth for the better. The best parts of... .

School of Education and Human Development - University of Miami

Coral Gables, FL •

University of Miami •

• • Rating 4.33 out of 5   3 reviews

Master's Student: I had excellent faculty that was excited to help me in my Master's journey. There were endless opportunities to learn and build my expertise in counseling. ... Read 3 reviews

University of Miami ,

CORAL GABLES, FL ,

3 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says I had excellent faculty that was excited to help me in my Master's journey. There were endless opportunities to learn and build my expertise in counseling. .

Penn State College of Education

University Park, PA •

Penn State •

• • Rating 5 out of 5   2 reviews

Doctoral Student: Our instructional mission includes undergraduate, graduate, professional, continuing, and extension education offered through both resident instruction and distance learning. Our educational programs are enriched by the talent, knowledge, diversity, creativity, and teaching and research acumen of our faculty, students, and staff. ... Read 2 reviews

Penn State ,

UNIVERSITY PARK, PA ,

2 Niche users give it an average review of 5 stars.

Featured Review: Doctoral Student says Our instructional mission includes undergraduate, graduate, professional, continuing, and extension education offered through both resident instruction and distance learning. Our educational programs... .

Read 2 reviews.

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College of Liberal Arts - Texas A&M University

College Station, TX •

Texas A&M University •

Texas A&M University ,

COLLEGE STATION, TX ,

University of Iowa College of Education

Iowa City, IA •

University of Iowa •

• • Rating 4.29 out of 5   7 reviews

Master's Student: Take advantage of every opportunity extended to you that you think will benefit you in any way. Build relationships and make connections with classmates and faculty who will support your work and help you achieve your future goals. ... Read 7 reviews

University of Iowa ,

IOWA CITY, IA ,

7 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says Take advantage of every opportunity extended to you that you think will benefit you in any way. Build relationships and make connections with classmates and faculty who will support your work and... .

Read 7 reviews.

Auburn University College of Education

Auburn, AL •

Auburn University •

Auburn University ,

AUBURN, AL ,

Jeannine Rainbolt College of Education

Norman, OK •

University of Oklahoma •

Graduate Student: The University of Oklahoma offers excellent education programs and opportunities for its students. I have been able to obtain my Master of Human Relations and am now looking to obtain a Master of Arts in Museum Studies. This will enable me to be well versed in an area that I am most passionate about. ... Read 2 reviews

University of Oklahoma ,

NORMAN, OK ,

Featured Review: Graduate Student says The University of Oklahoma offers excellent education programs and opportunities for its students. I have been able to obtain my Master of Human Relations and am now looking to obtain a Master of... .

College of Education - Washington State University

Pullman, WA •

Washington State University •

Washington State University ,

PULLMAN, WA ,

Morgridge College of Education

Denver, CO •

University of Denver •

• • Rating 2.86 out of 5   7 reviews

Current Master's student: The 100% online Masters of School Counseling Program is tailored for the working student very well. The class work has all been manageable while working a couple jobs, and the professors are incredibly supportive of the fact that we are not just students, but people with many things to juggle. ... Read 7 reviews

University of Denver ,

DENVER, CO ,

7 Niche users give it an average review of 2.9 stars.

Featured Review: Current Master's student says The 100% online Masters of School Counseling Program is tailored for the working student very well. The class work has all been manageable while working a couple jobs, and the professors are... .

KU School of Education

Lawrence, KS •

The University of Kansas •

• • Rating 5 out of 5   5 reviews

Master's Student: The professors are amazing and easy to work with. The projects are applicable to the real world. You get a lot of resources to transfer into your career choice ... Read 5 reviews

The University of Kansas ,

LAWRENCE, KS ,

5 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The professors are amazing and easy to work with. The projects are applicable to the real world. You get a lot of resources to transfer into your career choice .

University of St. Thomas - Minnesota Graduate School of Professional Psychology

St Paul, MN •

University of St. Thomas - Minnesota •

Current Master's student: I chose this program because my research mentor said, "the best therapists I've worked with trained at the University of St. Thomas Graduate School of Professional Psychology". This surely grabbed my attention and I can attest to the quality of education I've received after a year of study. The diversely trained faculty bring their applicable experience to the classroom. They stay up-to-date on current research and relate to the students. I feel supported not only academically but personally too. The faculty want us to succeed and through their coursework, interactive classes, creative projects, and strong community connections I believe they are setting us up for success. ... Read 1 review

University of St. Thomas - Minnesota ,

ST PAUL, MN ,

Featured Review: Current Master's student says I chose this program because my research mentor said, "the best therapists I've worked with trained at the University of St. Thomas Graduate School of Professional Psychology". This surely grabbed my... .

College of Education - University of Oregon

Eugene, OR •

University of Oregon •

• • Rating 4.67 out of 5   3 reviews

Master's Student: My program is ran online, we are in cohorts, the best thing about my classes are it’s fully online and I am a part time student who works full time and I am a single parent. The worst thing about my courses are that the lectures are not in real time but are previously recorded ... Read 3 reviews

University of Oregon ,

EUGENE, OR ,

3 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says My program is ran online, we are in cohorts, the best thing about my classes are it’s fully online and I am a part time student who works full time and I am a single parent. The worst thing about my... .

School of Public Health and Health Professions - University at Buffalo, SUNY

Buffalo, NY •

University at Buffalo, SUNY •

Doctoral Student: I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. ... Read 2 reviews

University at Buffalo, SUNY ,

BUFFALO, NY ,

Featured Review: Doctoral Student says I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. .

College of Arts and Sciences - Texas Tech University

Lubbock, TX •

Texas Tech University •

Texas Tech University ,

LUBBOCK, TX ,

Klingler College of Arts and Sciences

Milwaukee, WI •

Marquette University •

Other: Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. ... Read 3 reviews

Marquette University ,

MILWAUKEE, WI ,

Featured Review: Other says Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors.... .

College of Education - University of Houston

Houston, TX •

University of Houston •

• • Rating 3.33 out of 5   3 reviews

Alum: I went here for my MEd. I highly recommend the Grad School here. I went part-time for 2 1/2 years and got out with the degree I wanted. Very positive experience! ... Read 3 reviews

University of Houston ,

HOUSTON, TX ,

3 Niche users give it an average review of 3.3 stars.

Featured Review: Alum says I went here for my MEd. I highly recommend the Grad School here. I went part-time for 2 1/2 years and got out with the degree I wanted. Very positive experience! .

University of North Texas

• • Rating 4.61 out of 5   129

Lehigh University

BETHLEHEM, PA

• • Rating 4.45 out of 5   20

Radford University

RADFORD, VA

• • Rating 4.54 out of 5   24

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UMass Boston

• Counseling Psychology PhD

Preparing counseling psychologists for advanced careers as scholars and practitioners.

Accredited by the Commission on Accreditation of the American Psychological Association since 2015, UMass Boston's PhD in Counseling Psychology prepares doctoral-level professional counseling psychologists for careers as scholars, university faculty, and practitioners.

Our scientist-practitioner training model prepares students to:

• deliver high quality, evidence-based psychological services and interventions
• employ applied research skills to improve practice and explore social and psychological issues
• serve as effective instructors and teachers
• use innovative approaches to solve problems related to educational and mental health care disparities, improve services for underrepresented populations, and employ systems-level change strategies to advance local and global social justice

Why Apply to UMass Boston's Counseling Psychology PhD Program?

The UMass Boston Counseling Psychology program prepares the next generation of counseling psychology scholars, teachers, and social justice advocates. We believe in the benefits of working with a variety of research methods and theoretical approaches, receiving guidance from multiple mentors, and understanding how to think about human rights and social justice as they apply to local and transnational contexts.

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Test Scores: Effective 2021, GRE scores are no longer required for admission to the PhD program
• Letters of Recommendation: 3
• Writing Sample: Yes
• Applied master's degree required. We are accepting applications from candidates who will have completed an applied master's program with supervised clinical experience (e.g., Mental Health Counseling, School Psychology, School Counseling, Social Work, and other programs) prior to the Fall admission.
• Minimum of five social science classes (preferably psychology, human development, and statistics)
• Completed project or academic paper
• Statement of purpose: The Statement of Purpose is your opportunity to tell the faculty why you are interested in counseling psychology, to share the reasons why you are applying to UMass Boston in particular, and to describe your training and career goals, as well as how our program may support your progress toward those goals. Many people link their interest to specific faculty expertise as that helps us match applicants to specific faculty for interviews on the interview day.
• Transcripts
• Résumé/Curriculum Vitae

Deadlines & Cost

Deadline: December 1 for fall

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar’s Website

Graduate training at the UMass Boston Counseling Psychology Program will prepare students for taking the EPPP (Examination for Professional Practice in Psychology); however, requirements for sitting for the EPPP vary by state licensing boards. The Counseling Psychology Program has reviewed the licensing requirements for all U.S. jurisdictions to determine eligibility (see below). Please note that not all graduates choose to take the EPPP.

U.S. Boards of Psychology in Which Graduates Would Be Eligible to Sit for the EPPP Upon Completion of the Doctoral Program

Alabama, Alaska, Arizona, Arkansas, Colorado, Connecticut, Delaware, District of Columbia (DC), Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virgin Islands, Virginia, Washington, West Virginia, Wisconsin, and Wyoming

U.S. Boards of Psychology in Which Graduates Would NOT Be Eligible to Sit for the EPPP Upon Completion of the Doctoral Program Without Additional Coursework

• California: additional coursework in human sexuality; alcohol/chemical dependency detection and treatment; child abuse assessment; spousal/partner abuse assessment, detection, and intervention strategies; aging and long-term care; and suicide risk assessment and intervention is needed.
• Maine: additional coursework in family or intimate partner violence screening and referral and intervention strategies, including knowledge of community resources, cultural factors, evidence-based risk assessment, and same-gender abuse dynamics is needed.
• New York: Unable to determine if a graduate is eligible. The doctoral program must be registered by the New York Licensing Department as licensure qualifying or determined by the department to be the substantial equivalent in accordance with the Regulations of the Commissioner. Please contact the New York Office of the Professions for specific details on the licensure requirements. Note: We have many alumni who are licensed in NY but historically this state has had additional requirements.

The program is designed to take five years of full-time study, including a full-time internship. Students who enter with a master’s degree in counseling or another applied field will have a reduction in required course credits to the extent their master’s level courses match our required courses, however, it is required that students complete a minimum of three years on campus plus internship. The majority of students have completed the program with four years on campus plus one additional year of internship.

Foundational Courses (18 Credits)

• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• CSP 641 - Cognitive and Affective Foundations 3 Credit(s)
• CSP 660 - Physiological Bases of Behavior 3 Credit(s)
• CSP 680 - History & Systems in Counseling and School Psychology 3 Credit(s)
• CSP 705 - Social and Cultural Psychology 3 Credit(s)

Prevention, Assessment, and Intervention Courses (6 Credits)

• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)

Complete one of the following:

• COUNSL 613 - Vocational Development and Career Information 3 Credit(s)
• COUNSL 615 - Counseling Theory and Practice II 3 Credit(s)
• CSP 706 - Personality Assessment 3 Credit(s)
• CSP 713 - Advanced Career and Group Theory and Practice 3 Credit(s)
• CSP 717 - Advanced Theory and Practice in counseling and School Psychology 3 Credit(s)
• CSP 752 - Health Psychology: Current Theory, Research, and Interventions 3 Credit(s)
• CSP 780 - Supervision and Training in Psychology 3 Credit(s)
• CSP 783 - Practicum in Counseling Psychology I 3 Credit(s)
• CSP 784 - Practicum in Counseling Psychology II: Evidence-Based Practice 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)

Research Courses (18 Credits)

• CSP 703 - Research in Counseling and School Psychology 1-6 Credit(s)
• CSP 704 - Qualitative and Quantitative Research Methods in Counseling and School Psychology 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• CSP 891 - Dissertation Seminar 3 Credit(s)
• CSP 899 - Dissertation Research 1-9 Credit(s)

Teaching Requirement Course (3 Credits)

• CSP 782 - Teaching in Counseling and School Psychology 3 Credit(s)

Social Justice & Systems Change Courses (12 Credits)

• CSP 701 - Social Justice in Counseling and School Psychology 3 Credit(s)
• CSP 702 - Foundations and Ethics in Counseling Psychology 3 Credit(s)
• CSP 787 - Advanced Practicum III in Counseling and School Psychology 3 Credit(s)
• CSP 801 - Transnational Social Justice in Counseling and School Psychology 3 Credit(s)

Graduation Criteria

Complete 73 credits from 19 courses including six foundational courses; two prevention, assessment, and intervention courses; six research courses; one teaching requirement course; and four social justice and systems change courses. Students who enter with a master’s degree in counseling or a related field will have a reduction in required course credits to the extent their master’s level courses match our required courses.

Capstone: Students starting with a Bachelor’s degree must complete a capstone project based on CSP 704 and 708 consisting of a literature review paper on a topic approved by the faculty advisor. Doctoral candidacy: Completion of a qualifying paper, a critical and synthetic review of a focused body of literature in the area in which the student plans to complete the dissertation. Dissertation: Compose and defend a research project (quantitative or qualitative) that makes a substantive contribution to the knowledge base in counseling psychology or school psychology. It is usually completed by the end of the fourth year, although students may choose to complete the dissertation during or following the internship year. Practicum: Participate in two semesters of practicum. Internship: Complete one full-year of Internship. During the fourth or fifth year after having met all course requirements. Teaching: Co-teach at least one semester. Research Team: Participate on at least one faculty-student research team for five semesters.

En Route Master’s Degree: Students may, with the approval of the program director, apply to receive an MA degree en route to the PhD. To qualify, students must complete 36 credits of course work and the capstone project.

Statute of limitations: Eight years.

Student Admissions, Outcomes, and Other Data

Counseling Psychology PhD Student Admissions, Outcomes, and Other Data

Contact & Faculty

Graduate Program Director / Director of Training Sharon Horne sharon.horne [at] umb.edu (617) 287-7495

Counseling & School Psychology Graduate Programs csp.admissions [at] umb.edu

Counseling Psychology PhD Faculty

• Gonzalo Bacigalupe
• Laura A. Hayden
• Sharon Horne
• Sharon Lamb
• Meredith Maroney
• Takuya Minami
• Kerrie Wilkins-Yel

Learn more about faculty, students, alumni, and the program with the Counseling & School Psychology newsletters .

About Our PhD Programs

Hear why our students chose UMass Boston's Counseling & School Psychology PhD programs.

Counseling & School Psychology

Learn more about UMass Boston's Counseling & School Psychology department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Accreditation

The Counseling Psychology Program has been continuously accredited since 2015 by the American Psychological Association Office of Program Consultation and Accreditation. Questions related to the program’s APA accreditation status should be directed to the Commission on Accreditation:

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

APA-Accredited Programs

Find a program that's right for you., search for accredited programs.

IMPORTANT NOTE REGARDING 2020, 2021, 2022, 2023 SITE VISITS: Due to the COVID-19 pandemic, site visits for the majority of programs scheduled to be visited in 2020, 2021, 2022, and 2023 have been shifted. Please note that the “next site visit date” listed for each program does not represent an expiration of accreditation. It represents a timeline for a program’s next periodic review. The accreditation status of the 2020, 2021, 2022, and 2023 programs will not be impacted by site visit delays. Cycle shifts are listed here . 

Other Accreditation Statuses

Accredited program lists, related pages.

Choosing a Program

Get Accredited

Why APA Accreditation Matters

Office of Program Consultation and Accreditation

750 first st, ne  washington, dc 20002-4242 [email protected], telephone: (202) 336-5979  tdd/tty: (202) 336-6123  fax: (202) 336-5978 .

Bouvé College of Health Sciences

Counseling psychology.

The Master of Science in Counseling Psychology program at Northeastern is committed to the development of competent Licensed Mental Health Counselors (LMHC) through the disciplinary studies and contemporary professional practice of counseling psychology.

The Master of Science in Counseling Psychology program is unique in that within the general Master of Science program we offer students a choice of specific concentrations, in which students have an opportunity to gain additional depth in selected areas. We believe that having a concentration in training will make our graduates especially successful in admission to further graduate study and jobs after graduation. These concentrations take advantage of interdisciplinary training and perspectives in the areas of:

• Child and Adolescent Counseling
• Early Intervention
• No Concentration
• Research in Counseling Psychology

More Details

Unique features.

• MSCP program is consistent with the requirements for LMHC
• Small program size with around 30 admitted students in each class
• Four unique concentrations allow students to enhance knowledge and skills as well as employment opportunities

Looking for something different?

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Application
• Application fee
• Transcripts from all institutions attended
• Undergraduate major in psychology or its equivalent (six to eight courses with emphasis on the science of human behavior)
• GPA of 3.0 or above
• Three letters of recommendation including at least one former professor. One letter from a supervisor in a human service setting preferred.
• Personal statement
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the Bouvé College of Health Sciences admissions process, policies, and required materials.

Admissions Dates

Priority deadline: January 15, 2022

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

Boston is one of the world’s foremost centers for health treatment and research, and we have excellent relationships with numerous hospitals, clinics, health centers, shelters, and community service agencies. Over the course of your two years of study, you may choose to return to the same placement site or gain a variety of experiences at different sites. Your adviser will work with you to find an appropriate placement in a: federal prison, court clinic, victims' assistance program, battered women’s shelter, rape crisis center, community service agency, mental health center, health promotion program, mind-body clinic, complementary medicine clinics, or another setting that matches your interests.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Tracy Robinson-Wood

Rachel Rodgers

Jessica Edwards George

Dr. William Sanchez

Christie J. Rizzo, Ph.D.

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Psychology & Mental Health alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

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

What They Do

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

What They're Skilled At

• Mental Health
• Psychotherapy
• Public Speaking

Learn more about Northeastern Alumni on  Linkedin .

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