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Master of Child and Adolescent Mental Health

Gain specialist skills and improve mental health and wellbeing for children and adolescents.

2 years, part-time (minimum) Study one unit across a seven-week study period, allowing you to complete your Master of Child and Adolescent Mental Health within two years. It's recommended that you spend approximately 20 hours per week on your postgraduate study. Our 100% online Master of Child and Adolescent Mental Health program allows you to study when it suits you and you are not required to be online at a specific time.

Jan, Mar, May, July, Aug, Oct There are six study periods each year, allowing you to begin your Master of Child and Adolescent Mental Health at the start of any study period. You will study one unit at a time over the seven-week study period. If required, you are able to skip a study period.

$2,820 - $2,880 per unit* FEE-HELP available $33,140-$34,200 for all 12 units.A Commonwealth Supported Place (CSP) is a place where the government pays for part of your unit fees. This is a subsidy, not a loan, so you do not need to pay it back. Your remaining fees may also be eligible for FEE-HELP. FEE-HELP is a Commonwealth Government loan scheme that helps eligible full-fee paying students pay all or part of their tuition fees. FEE-HELP is available for this program.

12 units (7 weeks each) Study one unit each seven-week study period with our multi-award-winning Block Model. Assessments are delivered at the same time each study period, allowing for deep and focused learning.

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• Course overview

Course information

• Frequently Asked Questions

We’re living in a time where the lives of children and adolescents are more complicated than ever. The demand for professionals in mental health has never been greater.

You can drive positive impact with VU Online’s Master of Child and Adolescent Mental Health—a unique university qualification for child and adolescent mental health in Australia.

Gain work-based knowledge and skills to engage successfully with a range of children, adolescents, families, carers and clinicians across educational, therapeutic, community and clinical settings—including for diverse and vulnerable populations.

By exploring advanced care strategies, relevant treatment techniques, therapies and interventions, you’ll be able to create better mental health outcomes for children and adolescents.

You will also undertake research to contribute to our growing understanding of child and adolescent mental health, gaining valuable evidence-based skills and being empowered to drive inter-agency collaboration, as well as schools-based and family-focused interventions.​

VU Online’s Postgraduate Block Model

Our postgraduate online Block Model is designed to be flexible, interactive and student-centred. You’ll experience structured and supportive online learning, and benefit from 1:1 academic support via phone, email or SMS, seven days a week and in the evenings.

Save on your fees*

You may be eligible for a Commonwealth Supported Place (CSP) for selected subjects in this course. Enquire to find out more.

*CSP is available to new, eligible students who enrol and commence selected courses in 2024. Limited places available. Please reach out to a Student Enrolment Advisor for more information.

View entry requirements, career options and what’s available to you, through our extensive student support network below.

• Completed an AQF Level 7 Bachelor in a cognate discipline such as Health Science, Social Work, Psychology, Medicine, Counselling, Criminal Justice, Youth Work and Education OR 
• Completed an AQF Level 7 Bachelor in any discipline and at least 2 years approved work experience OR  
• A Victoria University Graduate Certificate in Mental Health OR  
• A Victoria University Graduate Certificate in Child and Adolescent Mental Health. 

Career options

With VU Online’s Master of Child and Adolescent Mental Health, you can enhance your skills and transform mental health services. You’ll gain in-demand, specialised skills in evidence-based assessment and intervention approaches in child and adolescent mental health. You can apply your skills in a range of educational, therapeutic, community and clinical settings.

Student support

VU Online provides you with the support you need , when you need it, during your course. Our support network has a single focus on ensuring you are entirely supported to succeed in your studies.

Our highly experienced academics are responsive and accessible and understand how to deliver a quality online learning experience. You will also be introduced to your very own Student Success Advisor, who provides motivation and one-on-one personalised assistance with non-academic matters throughout your course.

You’ll experience the support of your community through chat, virtual seminars and discussion board activity. Remember, your support network is only a phone call and email away.

Fees and FEE-Help

Our Master of Child and Adolescent Mental Health costs  $2,820-$2,880 per unit*. The total cost for all 12 units is $33,960.

FEE-HELP loans are available to assist eligible full-fee paying students with the cost of a university course. This Government loan scheme helps to pay for all or part of their tuition.

*2024 student fees are shown and are subject to change.

For more information on fees and student support, download a brochure .

How online study works

Studying with VU Online means that you can undertake postgraduate study without having to attend on-campus classes. This makes it easy to fit study around existing commitments including work and family. You will be able to access your coursework, resources, assignment details and individual feedback from facilitators, all from your online learning environment, VU Collaborate.

Chat with fellow students, compare research notes and collaborate on group tasks – it’s all possible with our seamless, community-focused platform.

With VU Online, you will study just one unit at a time under the award-winning VU Block Model®. Learn about our postgraduate online Block Model with this YouTube video.

You will receive support from our responsive academics and facilitators, as well as your dedicated Student Success Advisor throughout your study.

How to apply

VU Online has simplified the application process, involving just three key steps.

• Speak to one of our Student Enrolment Advisors, who will help you determine your eligibility for the program and whether it suits your career goals. Our advisor will keep you informed of all the application requirements and what to expect during the process. They can also suggest flexible study plans for your circumstances.
• Begin your online application and submit the required documentation. This may include a copy of your CV and academic transcript.
• Upon completing your application, you will receive a confirmation email or an email letting you know if you need to provide any additional information.

What you'll study

Introduction to child and adolescent mental health (unit code hno6014).

This unit introduces students to the key principles and approaches of mental health and recovery-oriented services delivered to diverse children, adolescents, and their families. Learning focuses on presentations of mental ill-health in children and adolescents, who are experiencing challenging social and family environments. The unit examines a range of barriers and enablers to child and adolescent friendly mental health service provision. Students will reflect on strategies to provide culturally appropriate, family-focused, multidisciplinary, and intersectoral mental health services to children and adolescents.

Child and Adolescent Engagement and Assessment (Unit Code HNO6015)

This unit examines key principles, strategies, and approaches to engage with and assess diverse children and adolescents experiencing mental-ill health. Students interrogate how to conduct responsible, safe, and ethical risk assessments guided by relevant legislative frameworks. Learning includes a comprehensive analysis of child and adolescent-friendly models and approaches for successful clinical practice. Students also critically reflect on their interpersonal communication when conducting age-appropriate biopsychosocial, culturally appropriate risk assessments.

Effective Trauma-Informed Care (Unit Code HNO6012)​​

In this unit, students examine the experiences of trauma among people from diverse populations, cultures, and age groups and its impact across the lifespan. Students will analyse the way people, with the lived experience of trauma, report feeling stigmatised, discriminated against and misunderstood. These impacts include emotional dysregulation, substance misuse, self-harm, and suicidal behaviours. Students will also appraise the eight foundational principles of trauma-informed care and practice that focus on modelling interpersonal relationships, working with cultural differences, advocating for consumer control and choice, inspiring hope, supporting recovery, and integrating care. The unit requires students to critically reflect on their practice through a trauma-informed lens and interrogate the importance of recovery-oriented practice when caring for people who have experienced trauma.

Mental Health Foundations (Unit Code HNO6009)​​

In this unit, students focus on developing their understanding of mental ill-health. Students examine the most common mental illnesses; the factors that contribute to their prevalence; and the impact of mental illness on the lived experience of diverse people, families, and communities. Students also examine mental health as a national health priority, together with mental health promotion and illness prevention services and strategies. Other aspects of the unit include the legal and ethical frameworks that guide how practitioners work with people with mental illness; and the specific skills needed to build and maintain person-centred therapeutic relationships that promote recovery and resilience. Students will also critically reflect on the need for practitioners to self-care and the importance of consumer-centred supervision.

Recovery Oriented Mental Health (Unit Code HNO6010)

In this unit, students critically reflect on the lived experience of mental illness. The students' learning journey begins by examining past institutional abuse of people with mental illness and the continuing effects of stigma across social and diverse cultural contexts. Students analyse the evolution of the mental health consumer movement, focusing on consumer rights, autonomy, self-determination, collaborative decision-making, and strength-based models to support recovery from mental ill-health. Students also interrogate how to support consumers who have complex mental illness or who exhibit challenging behaviours, within a consumer-centred, recovery-oriented framework. Students will also debate the challenges that arise when balancing the diverse needs of consumers and carers in relation to confidentiality, privacy, and disclosure.

Biopsychosocial and Cultural Perspectives in Mental Health (Unit Code HNO6011)​

This unit examines biopsychosocial and cultural perspectives of mental illness. This includes the links between serious mental illness, physical health conditions, complex comorbidities, and disability. Students will interrogate the correlation between lower levels of physical health, mental health, and socio-economic indices for people experiencing chronic physical conditions and mental ill-health. Students will also cross-examine the ethical dilemmas and cultural perspectives of mental ill-health for people with diverse experiences, backgrounds, and lifestyles. This includes Aboriginal and Torres Strait Islander communities, culturally and linguistically diverse groups, LGBTQIA+ peoples, veteran groups, and people from metropolitan, regional, rural, and remote communities across Australia. Students will also evaluate the value of care coordination and care planning approaches for people with complex health and sociocultural needs.

Child and Adolescent Mental Health and Wellbeing in Schools (Unit Code HNO6016)

In this unit, students examine the role of schools in supporting children and adolescents through their developmental stages and establishing foundations for future wellbeing. School communities play a key role in delivering mental health promotion and primary prevention services to children and adolescents. Likewise, school-based services are crucial to helping and supporting children and adolescents who experience emotional, behavioural, or mental health challenges. An important focus of students' learning is education programs delivered to support health and wellbeing, build resilience, and enable early intervention for those who need additional support. Students also critically analyse the importance of school counsellors, family-focused interventions, referral to other services for multidisciplinary support, and close collaboration between health and education services.

Evidence and Research for Practice (Unit Code HNO6004)

This unit investigates evidence-based research and its application in the healthcare setting. Students will develop and refine their skills in searching and critically reviewing and evaluating available nursing and healthcare research and evidence. Students will also learn to use critical appraisal tools to evaluate qualitative, quantitative and mixed methods research. By examining systematic reviews to clarify how evidence is synthesised, students will critically appraise literature and identify gaps in current knowledge to design and develop research proposals and/or projects.

Assessment in Mental Health (Unit Code HNO7012)​

The focus of this unit is the assessment of people who experience the symptoms of mental ill-health. Students are supported to extend their knowledge and skills in conducting mental health assessments, to encompass the full range of complex health needs of mental health consumers and their family or carers. Students will learn how to conduct a range of comprehensive risk assessments to advance their understanding and application of classification systems to mental health disorders. The unit requires students to critically evaluate how to apply the findings of an assessment to provide a range of ethical consumer-centred treatment options.

Psychological Therapies (Unit Code HNO7013)

This unit develops students' knowledge of psychological therapies used in mental health settings to support people who experience symptoms of mental illness or ill-health. Students will consider how to apply a range of therapeutic modalities used in the management of mental health problems and illnesses in culturally appropriate ways. Students will also critically examine cognitive behavioural therapy (CBT) principles and skills and their application with children, adolescents, adults and older people who experience mental health problems. The unit further interrogates the evidence base for the more common non-pharmacological approaches, such as dialectical behavioural therapy, interpersonal therapy, psychodynamic approaches and mindfulness-based interventions.

Perspectives on Addictive Behaviours (Unit Code HNO7014)

This unit supports students to interrogate the nature of dependency on and addiction to substances, such as licit and illicit drugs, alcohol, and tobacco; and behavioural addictions to food, sex, gambling, video games, social media and gaming. Students deconstruct the concepts, models, and theories of addiction; and national and international policies and approaches to addressing addictive behaviours. An important focus of the unit is the analysis of the processes involved in achieving behavioural change, including prevention programs, counselling strategies, techniques such as motivational interviewing, and evidence-based approaches to reducing harm.

Research Project (Unit Code HNO7901)

In this unit students will investigate a significant practice issue in their specialisation through undertaking a research project. Students will strengthen their evidence-based research capabilities drawing on the research project proposal from HNO6004 - Evidence and Research for Practice, Students will then engage in further evidence-based research to apply it to their specialisation healthcare setting through engaging in primary research or conducting a systematic review. Students will critically build on their review of the literature and employ either a qualitative, quantitative or mixed methods approach. Students will then demonstrate skills in data collection, data analysis, interpretation and dissemination of findings in the form of a report or journal article for publication.

• Completed an AQF Level 7 Bachelor in a cognate discipline such as Health Science, Social Work, Psychology, Medicine, Counselling, Youth Work or Education OR;
• A Victoria University Graduate Certificate in Mental Health OR;
• A Victoria University Graduate Certificate in Child and Adolescent Mental Health.

For more information about the units of study, download a brochure .

Units of study

Career outcomes.

For more information about career outcomes, download a brochure .

Student Support

VU Online provides you with the academic support you need, when you need it, throughout the course. With four layers of student support , our goal is to ensure you succeed in your studies. Our highly experienced academics understand how to deliver a quality online learning experience and are responsive and accessible.

You will also have access to a dedicated Student Success Advisor, who provides motivation and 1:1 personalised assistance with non-academic matters for the duration of the course. You will experience the support of a community through chat, virtual seminars and discussion board activity. Your support network is only a phone call or email away.

FEES and FEE-HELP

Our Master of Child and Adolescent Mental Health costs  $2,600 - $2,700 per unit*. The total cost for all 12 units is $31,400.

*2022 student fees are shown and are subject to change.

Ready to make a difference in the lives of children and adolescents? VU's online Master of Child and Adolescent Mental Health can help you achieve your goals.

Our program equips you with the expertise and practical skills to promote health and well-being for young people.

From developmental psychology and trauma-informed care to community engagement and mental health assessment, our curriculum covers a range of essential topics.

With a Master of Child and Adolescent Mental Health from VU, you can unlock new career opportunities and make a positive impact on future generations.

Download our program guide now to learn more.

Download a brochure

Online study.

This degree is offered through VU Online’s postgraduate Block Model, winner of consecutive LearnX Live! Awards.

Instead of taking two or three units a semester, you will study one unit at a time in six study periods per year. This offers you more flexibility than traditional on-campus degrees and the opportunity to immerse yourself in your study.

At VU Online, we take a personalised 1:1 approach to online learning, which makes learning with us highly interactive and supported.

Frequently asked questions

Is the master of child and adolescent mental health accredited.

No, however it is designed and delivered by leading mental health academics and practitioners. It is a unique university mental health qualification in Australia specifically designed to focus on engaging and working with children and adolescents.

What can I do with a Master of Child and Adolescent Mental Health at VU Online?

Our Master of Child and Adolescent Mental Health will give you specialist skills in assessment and intervention approaches which you can apply in a range of educational, therapeutic, community and clinical settings.

Why do a Master of Child and Adolescent Mental Health from VU Online?

Our Master of Child and Adolescent Mental Health is a unique university mental health qualification in Australia specifically designed to focus on engaging and working with children and adolescents. This degree will empower you to drive inter-agency collaboration, drive schools- and family-focused interventions, and engage with childen, adolescents, families, carers and clincians across settings.

In addition, VU Online's postgraduate Block Model allows you to study one unit at a time so you can manage study alongside work and other commitments. You'll have access to support seven days a week and in the evenings, so you can achieve your goals.

What is the difference between Master of Child and Adolescent Mental Health and Master of Mental Health at VU online?

The Master of Child and Adolescent Mental Health is for professionals who want to gain specialised mental health skills that can be applied in educational, community, therapeutic and community settings. This course is a great option if you would like to engage with children, adolescents, families, carers and clinicians to drive positive impact. Our Master of Mental Health is for allied health and social care professionals who want to apply contemporary approaches to mental health to their role.

What is a Commonwealth Supported Place?

A Commonwealth Supported Place (CSP) is a place where the government subsidises part of a student’s unit fees. This is a subsidy, not a loan, so you do not need to pay it back. Your remaining fees may also be eligible for FEE-HELP.

This subsidy is available to eligible students completing the Graduate Certificate in Mental Health, Graduate Certificate in Mental Health Nursing, Graduate Certificate in Child and Adolescent Mental Health, Graduate Certificate in Nursing and Graduate Certificate in Public Health. It is only applicable to new, eligible students who enrol and commence their studies in 2024.

To find out more or check your eligibility, please speak with an Enrolment Advisor.

Your program brochure will contain more detailed information on program duration, eligibility, fees and curriculum delivery.

Download your brochure

Master of Mental Health

View course details

Master of Mental Health Nursing

Graduate Certificate in Child and Adolescent Mental Health

Our Student Enrolment Advisors can answer any questions you may have around your eligibility for the program, how online study works and enrolment requirements.

Our Student Enrolment Advisors can answer any questions you may have around your eligibility for the course, how online study works and enrolment requirements.

• Enrolments and eligilibity
• Course duration and fees
• Fitting study into your schedule
• Study and course pathways

Privacy | Legal | Copyright notice | Copyright © 2024. Victoria University CRICOS Provider Code No. 00124K (Melbourne) and CRICOS Provider No. 02475D (Sydney).

people downloaded a course guide in the last 24 hours .

Applicants must hold current registration as a nurse in Australia.

If you are not currently a Registered Nurse (Division 1), you may be interested in studying our Master of Mental Health or Master of Child and Adolescent Mental Health.

If you are not currently a Registered Nurse (Division 1), you may be interested in studying our on-campus Bachelor of Nursing.

You must have a bachelor degree to be eligible for this course. If you don't currently have a bachelor degree, you may be interested in our on-campus Bachelor of Education.

You must have a bachelor degree in a cognate discipline (eg. Health Science, Social Work, Education) OR in any discipline with 2 years approved work experience to be eligible for this course. Please see the Entry Requirements for more information or speak to a Student Enrolment Advisor. If you don't currently have a bachelor degree, you may be interested in our on-campus bachelor degrees.

College of Education

• Graduate Program

Educational Psychology - M.Ed.

Program overview.

Educational Psychology is an academic program in the Department of Educational Psychology, Leadership, & Counseling. The program equips students with a comprehensive knowledge of learning, motivation, development, and educational foundations. Additionally, students learn to apply quantitative and qualitative research skills in a manner that promotes educational improvement while valuing individual differences. Thus, educational psychology attracts students from various educational and professional backgrounds including education, psychology, human sciences, business, sports sciences, and health sciences.

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Program work within Educational Psychology is developed and guided by a strong conceptual framework, the standards from the National Council for the Accreditation of Teacher Education (NCATE), guidelines from the American Psychological Association (APA), American Educational Research Association (AERA), and National Association of School Psychologists (NASP) and the sound professional judgment of an experienced and caring faculty.

The master's program is designed to provide students with content knowledge that facilitates the application of research in educational psychology to educational settings. Teachers are especially encouraged to select the applied master's degree plan that is designed to prepare highly effective, culturally sensitive educators.

Degrees Offered

M.Ed., offered as a face-to-face or hybrid program.

Career Opportunities With This Degree

Most graduates teach in colleges or universities or are in positions conducting research.

Application Materials

College Transcripts – Unofficial transcripts can be uploaded to the Graduate School application . Information on submitting official transcripts will be provided to you by the Graduate School. Grade reports or unofficial transcripts from university web portals will not be accepted. Please redact the Social Security Number anywhere it appears on your transcript. If documents are written in a language other than English, a copy of a complete and official English translation must be provided with the original language records.

Required Supplemental Application Materials

GRE Scores, Resume, Three Professional Recommendations, Academic Writing Sample, Response to Applicant Statement Prompt. Download a comprehensive list of requirements.

Application Process

Please visit the Graduate Application Process for more information on how to apply.

This program requires official GRE scores. Scores must no more than 5 years old at the time of application. Official GRE scores must be sent from Educational Testing Services (ETS) to the Texas Tech Graduate School. To register for the examination please visit the GRE Testing website . Texas Tech University's code is 6827.

• Due to ongoing accessibility concerns, the Graduate School has suspended GRE test score requirements for applications through at least Summer 2025. For more information, please contact the Graduate School .

Semester in which the program can be started

It is recommended that students start in the fall but applications will be considered on a rolling basis.

Estimated Hours to Completion

45 credit hours

Allowable Transfer Hours

6 credit hours if completed in the last 7 years with a grade of B or better.

Financial Aid

TTU Graduate School and COE scholarships, research assistantships, student loans

To be competitive for funding support, the recommended deadline for Fall is December 1 st . However, applications received at other times will be reviewed.

Tuition & Fees

Use the Student Business Services Tuition Estimator to estimate your costs.

Chance Webb Academic Advisor/Admissions Office of Graduate Admissions & Enrollment [email protected] 806-834-6768

Research, Evaluation, Measurement, and Statistics

Educational psychology and foundations, school psychology.

• Delivery : Face-to-Face or Hybrid
• Hours to Completion: 45
• Now accepting applications for: All Semesters
• Maximum Transfer Hours: 6

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Charan Ranganath

Position Title Professor

• 530-757-8750
• [email protected]
• http://dml.ucdavis.edu/
• Ph.D., Clinical Psychology, Northwestern University
• M.S., Clinical Psychology, Northwestern University
• B.A., Psychology, University of California, Berkeley

In addition to his academic appointment in Psychology, Charan Ranganath is an affiliated faculty with the UC Davis Center for Neuroscience, which seeks to understand the function of the human brain in health and in illness. He is also director of the Dynamic Memory Lab at UC Davis and is an affiliated faculty with the Center for Mind and Brain. His research involves the use of functional neuroimaging, electrophysiology and behavioral methods to study the neural basis of human memory and executive control. He previously served as editor for the Cognitive Neuroscience Section of the journal NeuroImage , and currently serves as an editor for the Journal of Neuroscience , which is the most influential academically edited journal in the field of neuroscience. Professor Ranganath has consulted for government and private funding agencies from several countries and has served on review panels for the National Institutes of Health and National Science Foundation.

Research Focus

Professor Ranganath's research concerns the neurocognitive structure of human memory and executive control. One set of studies currently underway concerns the relationship between short-term, or working memory, and long-term memory. Results from event-related fMRI studies conducted by Professor Ranganath suggest that overlapping regions of the prefrontal cortex and medial temporal lobes are active during both working memory and long-term memory tasks. This research suggests that a common neural system supports both of these types of memory. Currently, Professor Ranganath is investigating how different regions within the prefrontal cortex and medial temporal lobes contribute to working and long-term memory through additional fMRI studies of healthy young adults and behavioral testing of patients with focal brain damage. A second, related area of interest is the role of prefrontal cortex in the control and evaluation of information in memory. Finally, in collaboration with Andy Yonelinas, Professor Ranganath is investigating the roles of different medial temporal lobe regions in recognition memory processes. To address this issue, he is conducting parallel studies using event-related fMRI and event-related brain potentials in healthy young and older adults and amnesic patients with medial temporal lobe damage. In collaboration with another research group, he is also conducting studies to examine field potentials recorded directly from the human hippocampal formation in patients performing recognition memory tasks.

Publications

• Hsieh, L. T., Gruber, M. J., Jenkins, L. J. , & Ranganath, C. (2014). Hippocampal activity patterns carry information about objects in temporal context. Neuron. 81(5):1165-78. PMID: 24607234
• Gruber, M. J., Gelman, B. , & Ranganath, C. (2014). States of curiosity modulate hippocampus-dependent learning via the mesolimbic dopaminergic circuit. Neuron. 84(2): 486-496. PMID: 25284006
• Ranganath, C., & Ritchey, M. (2012). Two cortical systems for memory guided behaviour. Nature Reviews Neuroscience , 13: 713-726. PMID: 22992647
• Addante, R. J., Watrous, A. C. , Yonelinas, A. P. , Ekstrom, A. D. , & Ranganath, C. (2011). Pre-stimulus theta oscillations predict source memory retrieval. Proceedings of the National Academy of Sciences , 108(26):10702-7.
• Axmacher, N., Cohen, M. S. , Fell, J. , Haupt, S. , Elger, C. E., Schlaepfer, T. E., Lenartz, D. , Sturm, V. , & Ranganath, C. (2010). Intracranial EEG correlates of expectancy and memory formation in the human hippocampus and nucleus accumbens. Neuron , 65, 541‚Äì549.

Professor Ranganath has taught courses in Human Learning, Fundamentals of Cognitive Neuroimaging and Current Research in Psychology.

Professor Ranganath’s work has been recognized with several awards, including a Guggenheim Fellowship, Leverhulme Trust Visiting Professorship at the University of Cambridge, the Laird Cermak Award from the Memory Disorders Research Society, the Samuel Sutton Award for Distinguished Scientific Contribution to Human ERPs and Cognition, the Chancellor’s Fellow award from UC Davis, and the Young Investigator Award from the Cognitive Neuroscience Society. In 2015, he was one of 11 researchers in the United States to receive a National Security Science and Engineering Faculty Fellowship. His research has been funded by grants from the Department of Defense, the National Institute of Mental Health (NIMH) and several private foundations.

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Understanding the human experience

Psychology studies behaviour and mental processes. It addresses fascinating questions about the human experience.

Our students contribute to our vibrant research community. They assist in research laboratories and work closely with faculty on experiments.

With us, you'll get hands-on experience and work on important issues that matter to our society.

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Jessup University

Top Christian College in Northern California

• Majors & Programs

Master of Arts (MAC)

The Master of Arts in Counseling (MAC) program features a practitioner/scholar model that merges biblical faith integration and academic excellence. You will apply clinical skills, intervention techniques, and train under the direct supervision of practicing mental health professionals while learning about counseling theory and Christian theology. As a MAC graduate, you will recognize the impact of spiritual beliefs on the counselors’ worldview and understand how to engage them in an ethical and professional manner. This program meets the requirements for licensure outlined by the Oregon Board of Licensed Professional Counselors and Therapists (OBLPCT) and the Washington State Department of Health. At Multnomah, you don’t have to choose between professional, skilled training and fostering deep spiritual resources to better care for patients.

Pending Approval for Veterans Education Benefits in Portland, OR.

ABOUT THE PROGRAM

This program strives to create a Christ-centered community where students can excel as professional clinicians. Core values are infused throughout the program (SHAPE): Spiritual integration (S), Healing presence (H), Advocacy and diversity (A), Professional identity (P), Educational excellence (E). As a MAC student, you’ll have the opportunity to learn from and bond with your peers in our small, community-oriented program while you gain the in-depth knowledge and firsthand experience you need to excel as a licensed counselor.

The MAC program is accredited by the  Council for Accreditation of Counseling and Related Educational Programs  (CACREP) in clinical mental health counseling. CACREP Accreditation provides recognition that the content and quality of the program has been evaluated and meets standards set by the profession. The student, as a consumer, can be assured that appropriate knowledge and skill areas are included and that the program is stable, professionally and financially, preparing the student for state licensure, employment in the field, or further education in a doctoral program.

Admissions Requirements

• A bachelor’s degree from a regionally accredited college or university—Official Transcripts Required
• GPA: minimum of 3.0 on a 4.0 scale (Applicants with an undergraduate GPA lower than 3.0 are welcome to apply; a petition letter to waive the 3.0 GPA minimum requirement is required and to be 2 pages or less double spaced. Please include an explanation of your undergraduate GPA and how you plan to be academically successful in graduate school.)
• Two reference letters from academic or employment sources.
• Personal Essay of faith development and interest in pursuing Psychology (maximum 3 pages double spaced)
• 1. Introduce yourself and share your reasons for pursuing a Master’s degree in Counseling at the Multnomah Campus of Jessup University.
• 2. Share something unique about yourself that you believe will be a valuable addition to our program and the field of counseling psychology.
• Oral interview if requested

Program Courses (60 units):

• COU500 | Professional Orientation
• COU515 | Spiritual Formation & Integration
• COU520 | Legal & Ethical Issues in Counseling
• COU525 | Foundational Counseling Skills
• COU535 | Religion, Spirituality & Counseling
• COU555 | Diagnosis & Psychopathology
• COU560 | Counseling Theory
• COU575 | Research I
• COU620 | Advanced Counseling Skills & Treatment Planning
• COU640 | Group Dynamics and Counseling
• COU643 | Social & Cultural Diversity
• COU650 | Couples, Families and Other Systems
• COU653 | Human Growth and Development
• COU655 | Addictions (Treatment)
• COU657 | Research II
• COU660 | Tests and Appraisal in Counseling
• COU662 | Neurobiology & Psychopharmacology
• COU665 | Trauma
• COU680 | Lifestyle, Career, and Advocacy
• COU595 | Pre-Practicum
• COU545 | Practicum
• COU605 | Clinical Internship I
• COU645 | Clinical Internship II
• COU690 | Integ Case Conceptualization & Comp Oral Exam
• Counseling Electives

To view all courses and course descriptions, please see our  current Academic Catalog.

The MAC program is offered in a cohort format with 8‐25 students in each cohort.  Students may opt for a high or low residency cohort. 

• High residency students typically meet one evening a week on‐campus from 6‐9 pm, with Friday/Saturday classes one or two times a semester.  Students in this track may have the option to complete a trauma specialty and can complete the program requirements in a little more than two years, attending classes year‐round and allowing sufficient time to complete practicum and internship, personal growth requirements, and the oral exam. View the high residency course layout . 
• Low residency students typically meet one evening a week on Zoom for a shorter time period with a variety of asynchronous course requirements each week (in addition to typical reading and writing homework).  Students in this track may have the option to complete an addictions specialty and can complete the program requirements in three years, attending classes year‐round at a slightly slower pace and still completing other requirements.  

All students have additional weekly attendance required during Practicum and Internship.  

Kristi Cash White, Ph.D.

Program Director

The purposes of a person’s heart are deep waters, but one who has insight draws them out. — Proverbs 20:5

Jessup's dedicated community of faculty, both full-time and adjunct, are here to walk alongside you, equipping you with the knowledge and values you'll need to establish a meaningful career, grow spiritually, and succeed in all areas of your life. Learn more about our full-time faculty.

Program Director Assistant Professor, School of Psychology

Kristen M. White, Psy.D.

Assistant Professor, School of Psychology

Danielle Render Turmaud, Ph.D.

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Instructional Coaching, Graduate/Professional Certificate

The University of Wisconsin–Madison offers an online Instructional Coaching Certificate embedded within the Master of Science for Professional Educators (MSPE) Program. This program helps current and aspiring instructional coaches engage in reflective dialogue, use student evidence, and build meaningful relationships to enhance their coaching practices. The certificate is only available to those enrolled in the MSPE Program. 

The Certificate in Instructional Coaching is open to students in the Masters in Educational Psychology: Named Option in Professional Educators program. Contact the program director for application information ( [email protected] ).

In addition to the steps outlined above, all Graduate School students must utilize the Graduate Student Portal in MyUW to add, change, or discontinue any graduate/professional certificate. For the final step required to apply to this certificate, log in to MyUW, click on Graduate Student Portal, and then click on Add/Change Programs. Select the information for the graduate/professional certificate for which you are applying.

• Requirements

 Complete the following coursework for a total of 9 credits.

• Learning Outcomes
• Examine the philosophy and core practices of Instructional Coaching
• Plan and facilitate coaching cycles in a way that establishes a culture of collective efficacy in a school/district/organization.
• Analyze data (evidence) gathered from different assessments to better understand how data can be used as an effective instructional coaching tool.
• Articulate and refine instructional coaching beliefs by drawing on research and examining own practice.

Contact Information

Educational Psychology School of Education edpsych.education.wisc.edu

Lisa Hebgen, Director, Master of Science for Professional Educators [email protected] 608-574-0355 863E Educational Sciences Building 1025 W. Johnson St., Madison, WI 53706

Graduate School grad.wisc.edu

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