phd in mental health counseling programs

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This PhD in Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Next Generation Leaders

This program is designed to train mental health counselors in advanced clinical and supervisory skills, prepare counselors to conduct research that will further the profession’s knowledge base, and foster the next generation of leaders who will be teachers and advocates for the mental health counseling profession across the country.

Advance your education

• Students emerge as highly skilled professionals in therapeutic practice and research, well-positioned to be leaders in the field and advocates for their clients and the profession.
• Master-level students gain advanced professional training, opportunities for intensive research, and opportunities to significantly advance the field of mental health.
• Specializations include grief counseling, substance abuse counseling, and positive psychotherapy and counseling.

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Throughout the curriculum, you’ll receive intensive training focused on advanced clinical issues, counseling education, supervision, and research focused on the promotion of mental health and the counseling profession.

Graduates leave the program equipped with a solid foundation in counseling built upon a combination of coursework, fieldwork, seminars, and guided research.

• MHC 731 Theories and Methods of Counselor
• MHC 732 Theories and Methods of Counselor Supervision
• MHC 831 Doctoral Dissertation Seminar I

Add Opportunities And Experiences

A small and selective program—accepting approximately 10 students per academic year—means small classes, in which students are exposed to evidence-based counseling approaches for demographically and clinically diverse populations.

Students work closely with faculty to develop and carry out independent research projects culminating in a doctoral dissertation. These activities are designed to integrate counseling intervention and research skills training, preparing graduates for a variety of counseling, policy-based, advocacy, teaching, and research careers.

The Department of Psychology’s strong community of faculty, professionals, and alumni in the field of mental health equip doctoral students with an established network of support. Both faculty and alumni hold key leadership positions in the New York Mental Health Counselors Association (NYMHCA).

Each semester, the department offers a speaker series inviting leading researchers and professionals to talk about current and pertinent issues in the field.

“This unique doctoral program will provide mental health professionals with the opportunity to take their training and knowledge to the next level in a way that will help them stand apart from the crowd. In essence, we are seeking to develop the next wave of leaders in counseling that will help significantly advance the study and treatment of mental health.” –Paul Griffin, PhD, Department Chair

Professional Associations

Students and faculty can interact, join, and present at regional, state, and national association conferences. This includes developing partnerships to conduct critical research on topics impacting individuals seeking mental health counseling services and beyond. Faculty have a longstanding and collaborative relationship with the following key organizations, allowing them to guide students in establishing professional connections during their time in the program.

• American Counseling Association (ACA)
• American Counseling Association-New York (ACA-NY)
• American Mental Health Counselors Association (AMHCA)
• New York Mental Health Counselors Association (NYMHCA)
• Association for Counselor Education and Supervision (ACES)
• North Atlantic Region Association for Counselor Education and Supervision (NARACES)
• New York Association for Counselor Education and Supervision (ACES)

Choose Your Career

Career options.

The PhD program prepares candidates for a multitude of growing careers, including:

• Community mental health
• Mental health policymaking
• Private practice
• University teaching

What You Need to Know

Students who substantially meet the following requirements will be invited to an interview with the departmental admission screening committee:

• An earned master’s degree in mental health counseling with a curriculum equivalent to that of Pace University’s 60-credit graduate master of science program in mental health counseling.
• Earned graduate-level GPA of 3.6 or higher.
• Submitted letters of recommendation, personal statement, and official academic transcripts.
• Students are required to complete 100 clinical hours in a supervised clinical setting for MHC 710: Doctoral Practicum in Mental Health Counseling
• Students are required to complete 600 internship hours of supervised experiences in at least three of the five doctoral core areas (counseling, teaching, supervision, research and scholarship, leadership and advocacy) for MHC 725 & MHC 726: Doctoral Internship I & II
• Be eligible for New York State limited permit in mental health counseling.
• Obtained a limited permit in New York State.
• Be licensed in mental health counseling in New York State.
• Be licensed in mental health counseling in a state other than New York.

CACREP Annual Assessment Reports

MS and PhD Programs in Mental Health Counseling-Field Placement Site Supervisor Training (PDF) Please read and review the PowerPoint Training and the MS and/or corresponding PhD Field Placement Practicum and Internship Handbook as part of our CACREP Accreditation Requirement.

MS and PhD Programs in Mental Health Counseling Field Placement Site Supervisor Training Verification (PDF) Site supervisors are required to complete this form each semester that they sponsor MS and/or PhD Practicum or Internship students as part of our CACREP Accreditation Requirement.

• Meet Program Faculty
• PhD Student Handbook
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• PhD Program of Study Curriculum Worksheet
• Dissertation Template

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program's annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

The assessment data compiled and analyzed is based on a five-point scale which is constituted as:

• Ineffective
• Somewhat Ineffective
• Very Effective

Program goals are baselined at a minimum standard of 80% to designate “meeting standard” or above. Our students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including:

• Supervision
• Research and scholarship
• Leadership and advocacy.

99% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives. Again, 99% of our stakeholders indicated that the program was Adequate, Effective, or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2022–2023 (PDF)

99% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives. 100% of our stakeholders indicated that the program was Adequate, Effective, or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2021-2022 (PDF)

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program’s annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

• Somewhat Effective

Our previous program goals have been baselined at a minimum standard of 85% to designate “meeting standard” or above. As a result of the COVID-19 pandemic, while students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including: (1) counseling; (2) supervision; (3) teaching; (4) research and scholarship; (5) leadership and advocacy, all transitioned to remote platforms. The results of our annual Program Objectives assessment were impacted due to classes and field placements transitioning to remote platforms. This resulted in all of our constituencies adapting to multiple modalities, including academic instruction, clinical telehealth services and provisions, and remote supervision. Several of our students needed to secure new practicum placements and/or professional roles for internship as their original sites either fully paused services or could not support the requirements associated with CACREP standards and/or New York State Office of the Professions regulations. As such, we have adjusted our baseline minimum standard from 85% to 80% for this academic year to reflect these adjustments. Additionally, we have also included Adequate, Effective, and Very Effective in the five-point scale to calculate our aggregate outcome. While this baseline adjustment has been made, the program will continue to document, review and report any changes based on the 85% original baseline.

97% of our stakeholders indicated that the program was Adequate, Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2020-21 (PDF)

The assessment data compiled and analyzed is based on a five point scale which is constituted as:

• Very Effective.

Program goals are baselined at a minimum standard of 85% to designate “meeting standard” or above.

97% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2019-20 (PDF)

Part I: Narrative

During the 2018-2019 academic year, the faculty and staff of the Doctor of Philosophy programs in Mental Health Counseling at Pace University conducted an annual review of the program. The program’s core objectives remain focused on fostering student development in advanced clinical and supervisory skills, training them to become proficient researchers that will advance knowledge on issues pertaining to mental health and counseling, and to promote future leaders of the profession who will serve as both educators and advocates. Past and current students’ dissertations have examined key issues in clinical mental health counseling and counselor education. To assist them in their studies, graduate assistantships and adjunct teaching assignments continue to be offered to doctoral students in the department. Based on the feedback that we received during the CACREP Site Visit in May 2018, the changes outlined below were implemented:

• MHC 707: Qualitative Methods in Counseling Research (4 credits)
• MHC 710: Doctoral Practicum in Mental Health Counseling (4 credits)
• MHC 726: Doctoral Internship II in Mental Health Counseling (0 credits)
• MHC 734: Advanced Theory & Practice of Counseling (4 credits)

Additionally, the department modified the following course curriculum to include Leadership and Advocacy (CACREP Section 6 Standard B 5.d.-Accreditation): MHC 733: Leadership & Advocacy in Mental Health Counseling

Further, the MHC 710: Doctoral Practicum in Mental Health Counseling course at the master’s level is now a significant preparation for our program. Michael Tursi, Ph.D. (from the counselor education doctoral program at the University of Rochester) continues to advance our practicum and internship courses, including MHC 725: Doctoral Internship I in Mental Health Counseling and MHC 726: Doctoral Internship II in Mental Health Counseling. Both courses are significantly structured and students’ progress is documented throughout.

Part II: Graduates and Pass, Completion, and Job Placement Rates

• Number of Graduates: 6
• Program Completion Rate: 100% for the 2018-2019 academic year
• Estimate of Job Placement Rates: Many of our students enter our program either as licensed and/or certified counselors, limited permit holders, and/or apply for permits in mental health counseling while enrolled. The graduates who complete their doctorate in May 2019, are employed either full time or part in mental health counseling settings, school setting, and/or teach as adjuncts in counseling or related areas.

View complete Program Objectives (PO) Annual Assessment Report for 2018-19 (PDF)

During the 2017-2018 academic year, the faculty and staff of the Master of Science in Mental Health Counseling at Pace University conducted an annual review of the program.

We focused on following up on emphasizing ethical standards in the key practice courses within the program. We have included this focus as it relates to internships, practicum experiences, as well as other courses. We stress the importance of ethics and multicultural diversity in the foundations course, the introductory counseling courses, as well as the group counseling, family counseling, social and cultural foundations, and the elective LGBTQA+ course.

In the past year, the practicum course has evolved into a robust preparation for the internship courses. Dr. Michael Tursi, a new addition to our department with a doctorate in counselor education from the University of Rochester, has brought fresh perspectives into this course as well as into the doctoral-level internship course.

Finally, the department determined that additional faculty in the field of mental health counseling was needed. We have hired two new full-time faculty in the counselor education field to start in the Fall 2018 semester.

• Number of Graduates: 27
• # tested: 5
• # passed: 3
• # passed: 5
• Program Completion Rate: 100% for 2017-18 Academic Year
• Estimate of Job Placement Rates: Approximately 60% of our graduates are currently employed in a counseling or a counseling-related capacity.

View complete Program Objectives (PO) Annual Assessment Report for 2017-18 (PDF)

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PhD in Counseling Guide

• Author: Janan Dean
• Expert Reviewer: Brittainy Lindsey, LMHC
• Editorial Process

A PhD in counseling is the terminal degree for aspiring counseling researchers, clinical supervisors, and counseling educators. Pursuing a PhD in counseling allows students to develop in-depth knowledge of a particular area of counseling through independent study and research. Doctoral degrees in counseling often include clinical internships or field experiences. When applying to counseling PhD programs, applicants will likely already be licensed or practicing in one of the major counseling areas.

Table of Contents

Why Earn a PhD in Counseling?

Choosing a phd in counseling degree program, licensure with a phd in counseling, types of phd degrees in counseling, on-campus counseling phd degree programs, online counseling phd degree programs, careers with a phd in counseling, frequently asked questions.

Counseling PhDs prepare students for advanced counseling practice or careers requiring significant expertise and work experience. Most PhDs in counseling take four years of full-time study to complete, but students with other obligations such as work or child care may complete a PhD part-time.

In most states, to qualify for a counseling license, you must have at least a master’s degree. However, licensed counselors may pursue a PhD in counseling to develop advanced practice skills beyond what is possible in a master’s degree program. Counseling PhD degree students can develop a practice specialization or conduct scholarly research and contribute to the counseling knowledge base. Many PhD degrees in counseling can be completed part-time to accommodate the needs of working professionals who wish to remain active in practice while studying.

Doctoral degrees also increase job opportunities in clinical supervision, counselor education, or research. These positions typically require training and experience beyond a master’s degree in counseling and completing a PhD can be one way of meeting these requirements. A PhD in counseling qualifies graduates for work in various counseling-related fields, such as policy development and analysis, consulting and advising, and counseling services management. PhD-degree-holders may also command a higher salary due to their advanced knowledge and expertise.

PhD degrees are available in the five major categories of counseling that are generally recognized from state to state: mental health counseling (also known as professional counseling or clinical counseling), marriage and family therapy, school counseling, substance abuse counseling, and rehabilitation counseling. Some doctoral degrees offer specialization opportunities within these major areas including specific coursework and research opportunities. Applicants are typically required to have a master’s degree in the practice area of the PhD; the program may also require students to be licensed or eligible for licensure as some PhD programs do not meet state licensing requirements.

Choosing the right PhD degree will help students develop skills related to their career goals and contribute research to their area of counseling practice. Aspiring counseling PhD students can also consider the importance of research, supervision, and teaching skills to their career goals as some PhDs may require an independent dissertation or a portfolio of academic publications while others may focus on clinical internships.

Admission Requirements

Application packages for PhD degrees in counseling are thorough due to the competitive nature of the programs. Each institution sets the admission requirements for its own doctorate in counseling, including minimum GPA and testing requirements. Most institutions require applicants to submit college transcripts, standardized test scores such as the GRE, letters of recommendation, and a resume. Programs may also require applicants to prepare a statement of purpose or personal statement outlining their career goals upon graduation.

The career pathways available to graduates of doctoral degree programs in counseling can vary depending on the type of degree completed. Some PhD graduates may continue to work as licensed counselors while others may seek teaching, research, or supervision opportunities in their area of counseling specialization. Similarly to master’s degree graduates, the career options for PhD graduates relate to the main areas of counseling or another area. Counseling licenses that may be available to those with doctoral degrees in counseling include:

• Licensed Clinical Supervisor (LCS)
• Licensed Drug and Alcohol Counselor (LDAC)
• Licensed Marriage and Family Therapist (LMFT)
• Licensed Professional Clinical Counselor (LPCC)
• Licensed Professional Counselor (LPC)
• Licensed Rehabilitation Counselor (LRC)
• Licensed Substance Abuse Counselor (LSAC)

To find out more about counseling licensure, review our guide to counseling licensure by state or contact your state counseling licensing body.

There are many different types of counseling PhD programs to choose from, with each focusing on a different counseling specialization. The degree title Doctor of Philosophy is often shortened to PhD with the area of specialization indicated afterward. Doctoral degrees in counseling may also focus on specific practitioner skills, such as advanced counseling techniques, supervision, teaching, or research. When applying to the program, students often indicate their area of interest or specialization and are matched with a faculty mentor with similar interests. A PhD in counseling typically takes four years of full-time study to complete or more for part-time students. Fve main categories encompass most counseling subspecialties: marriage and family therapy, mental health counseling, rehabilitation counseling, school counseling, and substance abuse counseling. Continue reading to learn more about the PhD degrees in each category.

Marriage and Family Therapy

PhD degrees in marriage and family therapy (MFT) typically focus on helping students develop advanced therapeutic and clinical skills to use in practice or scholarly research skills for teaching and research careers. Alongside core MFT coursework, students can choose a research topic in their area of interest. MFT specializations include systems theories, couples counseling, child and youth development, or family therapy.

A master’s or doctoral degree in MFT is required for state licensure; applicants who are not already licensed should ensure the MFT program meets state requirements before applying. Those interested in licensure will likely need to complete a supervised practicum or internship as part of the PhD. Learn more about these degree programs on our MFT degree guide .

Mental Health Counseling

Mental health counselors may be interested in PhD degree programs in mental health counseling that offer advanced learning opportunities in supervision, teaching, and research. Most mental health counseling doctoral degrees are offered as PhDs in counseling or PhDs in counseling education and supervision. These programs may include areas of specialization related tof specific populations or practice topics, such as depression, anxiety, or severe mental health disorders.

PhDs in mental health counseling may meet state requirements for counseling licensure, while PhDs in counseling education and supervision are often designed for applicants who are already licensed or eligible for licensure. Those who do not have counseling licensure should ensure their degree meets state licensing requirements. Licensed applicants should ensure their degree curriculum covers coursework and training aligned with their future career goals. Find out more about counseling degrees in this field in our Mental Health Counseling Degree Guide .

Rehabilitation Counseling

Rehabilitation counseling refers to the field of counseling focused on helping clients improve their day-to-day functioning, set and achieve functional goals, and adapt to physical, developmental, or mental disabilities. A PhD degree in rehabilitation counseling may prepare graduates to work as rehabilitation counselors, educators, supervisors, and researchers in this area of specialization. Students in PhD programs can choose to specialize in a particular demographic, such as children with disabilities, or a particular type of disability, such as acquired brain injury, by completing related coursework and choosing a relevant research topic.

State regulations for licensure as a rehabilitation counselor vary and while a few states license rehabilitation counselors separately, most include rehabilitation counseling in the professional counseling practice area. Many states recognize the Certified Rehabilitation Counselor Examination (CRCE) from the Commission on Rehabilitation Counselor Certification (CRCC) as a qualifying exam for mental health counseling licensure for those interested in specializing in this area. Prospective applicants are advised to check with the licensing body in the state of practice to ensure the PhD degree meets these requirements, if necessary. To learn more, read our guide to rehabilitation counseling degrees , which provides more information on degrees in this field.

The school counseling profession provides social, emotional, and academic support to children from pre-K through 12th grade through one-on-one guidance and school-wide support programs. The steps to becoming a school counselor vary by state so aspiring school counselors should check with their state licensing body before choosing a degree path. Some states require school counselors to be licensed educators with teaching experience while others accept graduate-level study in guidance and counseling. A doctoral degree in school counseling may be offered as a PhD in Counseling, which has a greater focus on counseling research, or as a Doctor of Education (EdD), which develops counseling skills and prepares students for applied school counseling settings. Typically, a master’s degree in school counseling is required for school counseling licensure, while a PhD or EdD is considered supplementary and aimed more at those interested in school or district administration. Our school counseling degree resource offers more information about the various types of school counseling degrees.

Substance Abuse Counseling

Substance abuse counselors, also known as addiction counselors, work with people experiencing substance abuse, addiction, and recovery challenges. PhDs may be offered in addiction counseling, substance abuse studies, substance abuse counseling, and recovery studies. A PhD degree is not necessary to work as a substance abuse counselor but it may lead to more advanced career opportunities, particularly in substance abuse research, clinical supervision, or teaching. Some doctoral degrees in mental health counseling also offer the opportunity to specialize in substance abuse counseling as the co-occurrence of mental health disorders and substance abuse challenges is an area of counseling specialization. Take a look at our Substance Abuse Counseling Degree Guide for more information about degrees in this area of specialization.

Columbia University

Columbia University offers a PhD in Counseling Psychology with a focus on multicultural and social justice approaches to counseling. Entry to the program is competitive, so applicants are expected to have above-average verbal and quantitative skills as demonstrated by transcripts, references, and GRE scores. The program has a mentorship format that pairs students with faculty supervisors. Students indicate their preferred faculty supervisor in their application, although not all supervisors may accept new PhD students each year. While the degree focuses on practical counseling skills and a dissertation, students can pursue additional research opportunities as part of the degree plan. Course topics include statistics, research design, human behavior, and professional ethics. Applications are accepted once per year for a fall term start. The degree is also available with a Bilingual Latinx Mental Health concentration that trains students to offer culturally appropriate counseling services in Spanish to Latinx populations. Applicants must meet this specialization’s Spanish language competency requirement and complete an internship in a Spanish language agency.

Pace University

At Pace University’s Westchester Campus in New York, students can earn a PhD in Mental Health Counseling with specializations in grief counseling, substance abuse counseling, or positive psychotherapy and counseling. This CACREP-accredited program trains students to work in applied settings providing mental health counseling services, clinical supervision, or conducting scholarly research. A master’s degree in mental health counseling or a related field with a cumulative 3.6 GPA is required for admission; applicants must also be licensed or eligible for professional counseling licensure in New York. Students take 46 credits of research methods, statistics, and counselor education classes during the fall, spring, and summer terms in the first two years of study and have a maximum of six additional years to complete the dissertation requirements.

Michigan State University

Those interested in rehabilitation counseling careers can consider the PhD in Rehabilitation Counselor Education offered at Michigan State University in East Lansing. This CACREP-accredited degree prepares graduates in five key areas: counseling, supervision, teaching, research and scholarship, and leadership and advocacy in the field of rehabilitation counseling. During the program, students can take advantage of exchange opportunities at partner universities in Ireland and across the United States. Applicants must have a master’s degree with at least a 3.3 GPA and submit transcripts and letters of recommendation as part of the application package. GRE scores can be submitted to demonstrate academic merit, but are no longer an admission requirement. The university offers financial support through teaching and research assistantships, conference support, scholarships, and fellowships. Applications are due December 1 and new students are admitted to start the program in the fall semester.

Virginia Tech

The PhD in Marriage and Family Therapy at Virginia Tech is a CACREP-accredited degree that prepares students for advanced learning and applied careers in the marriage and family therapy field. The program includes coursework, mentorship from a supervisor, and clinical and research experiences. Courses focus on human development through the lifespan, human sexuality, and systems theories. Applicants must have a master’s degree in a mental health field with at least 36 credits in marriage and family therapy or related subjects. It is also expected that applicants will have extensive experience providing marriage and family therapy. Applications are due in January for a fall term start date. Virginia Tech also offers combined master’s and doctoral degree programs in counseling.

Adams State University

Adams State University, in Alamosa, Colorado, has a CACREP-accredited PhD in Counselor Education and Supervision with a hybrid format that requires students to attend four, week-long summer residencies during the program. The degree prepares graduates for careers as clinical supervisors, counseling researchers, or academic scholars. Students must take 66 credits with courses in qualitative and quantitative research methodologies, data analysis, and counselor education. Students must complete at least 100 hours of practicum and 600 hours of internship in counseling. Applicants must have a master’s degree that meets CACREP coursework requirements with at least a 3.0 GPA and either licensure in their state of residence or one year of counseling work experience. An in-person interview is also required for acceptance and enrollment. The program only admits new students in the fall term with applications due the preceding December.

Hampton University

Hampton University is a historically Black institution based in Hampton, Virginia. The university offers a PhD in Counselor Education and Supervision with optional specializations in School Counseling and Community Mental Health Counseling. Students complete 64 credits of research, clinical, and supervision training in courses such as Counseling Leadership and Advocacy, Theories and Practice of Counseling Supervision, and Research and Program Evaluation. The degree includes a practicum, two internships, and a research dissertation. It takes approximately three-and-a-half years to complete the degree full-time or longer for part-time students. Applicants must submit transcripts, GRE scores from within the past five years (unless waived), a writing sample, and a personal statement. Coursework in abnormal psychology and ethics are prerequisites for entry and must be identifiable on student transcripts. Financial aid may be available for qualified applicants.

Regent University

Regent University offers a fully-online PhD in Counseling & Psychological Studies – Addictions Counseling with a Christian worldview. The program is suited for students who already have counseling licensure or do not wish to seek licensure as the curriculum is research-focused. Students complete 51 credit hours of coursework covering topics such as qualitative methods, statistics, psychometrics, and advanced counseling skills. The program follows a cohort model with new students admitted in the fall, spring, and summer terms. Applicants must have a master’s degree in a mental health field with a minimum 3.5 GPA, preferably with coursework in research methods, statistics, counseling, and ethics. Work experience in a counseling-related field is also highly desirable. Selected applicants will be invited to attend a mandatory online interview before they are officially accepted into the program. Regent University also offers numerous online master’s degrees in counseling, including addiction counseling and marriage and family therapy.

University of Louisiana at Monroe

For those interested in a nonclinical, theoretical, or interdisciplinary PhD in counseling, the University of Louisiana at Monroe offers a PhD in Marriage and Family Therapy with a concentration in Systemic Studies designed to help marriage and family therapy professionals extend their knowledge of family and systems theories. The program has a cohort structure that requires full-time study with courses during the fall, spring, and summer semesters. Students must complete at least 69 credit hours, including a doctoral practicum, internship, and dissertation in addition to the core curriculum. Examples of required courses include Family Systems I and II, Qualitative and Ethnographic Research, and Couple and Marital Therapy. The majority of the coursework is completed during the first two years of study, while the third and fourth years comprise a continuation of the doctoral internship and dissertation. Applicants must send completed application packages to the university by the February deadline, including the application form, transcripts, GRE scores, and references.

Our counseling career guides provide more information about the degree requirements, licensure processes, average salaries, and job outlooks for licensed counselors including:

• Marriage and Family Therapists
• Mental Health Counselors
• Rehabilitation Counselors
• School Counselors
• Substance Abuse Counselors

What is CACREP accreditation for doctoral degrees in counseling?

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) is the country’s leading accreditation organization for counseling education standards. CACREP sets standards for master’s and doctoral degrees based on areas of core competency. To earn accreditation, a doctoral degree must consist of at least 48 credits and meet coursework requirements, including a 100-hour practicum and a 600-hour internship. The course content must cover five key areas: counseling, supervision, teaching, research and scholarship, and leadership and advocacy. A directory of accredited programs is available online .

What is the difference between a doctoral dissertation and a research project?

PhD degrees in counseling often require students to complete a dissertation or a research project as part of degree requirements. A traditional dissertation is an independent piece of research completed by the student under the supervision and mentorship of a faculty member. This requirement is more common in research-focused doctoral degree programs; in some instances, a portfolio of published academic articles may also be accepted in lieu of a dissertation. Clinical or applied doctoral degrees may require students to complete a research project instead of a dissertation. The research project may be smaller in scale than a dissertation or consist of only a portion of a research project, such as a literature review or secondary data analysis.

Do I need to complete a practicum or an internship to earn a PhD in counseling?

PhD programs will vary regarding practicum and internship requirements, but as counseling is an applied field, many programs include a mandatory practicum or internship. Research-focused doctoral degrees in counseling-related fields may not have the same requirements. CACREP-accredited degrees must require at least 100 hours of practicum and at least 600 hours of counseling internship. If you are not already licensed as a counselor in your state, check state regulations to determine whether the practicum and internship components of the doctoral degree meet licensure requirements.

Can I complete a PhD in counseling online?

With the rise in online education, many institutions now offer online programs in counseling. Online programs may refer to fully-online programs or hybrid programs that combine online and on-campus elements. Fully-online courses allow students to take all required coursework online although some course elements, such as internships or practicum, may need to be completed in-person. Hybrid degree programs may require students to attend some on-campus events or courses. Online classes may be offered through synchronous methods that require students to attend classes online at specific times or through asynchronous methods that enable students to study independently.

How long will it take to complete my PhD in counseling education?

Doctoral degrees generally take four years of full-time study but timelines vary depending on the course, practicum, and research requirements. Working professionals or those looking for more flexible arrangements may choose to complete the program on a part-time basis, although many schools impose a maximum time frame to complete the program ranging from seven to 10 years.

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About the PhD in Mental Health Program

The PhD degree is a research-oriented doctoral degree. In the first two years, students take core courses in the Departments of Mental Health, Biostatistics, and Epidemiology, in research ethics, and attend weekly department seminars. Students must complete a written comprehensive exam (in January of their second year), a preliminary exam, two presentations and a final dissertation including presentation and defense. Throughout their time in the department, we encourage all doctoral students to participate in at least one research group of the major research programs in the department: Substance Use Epidemiology, Global Mental Health, Mental Health and Aging, Mental Health Services and Policy, Methods, Prevention Research, Psychiatric and Behavioral Genetic Epidemiology, Psychiatric Epidemiology, and Autism and Developmental Disabilities.

PhD in Mental Health Program Highlights

mental health dept. in a school of public health

World renowned faculty

who are experts in the field

Students conduct

original research

Research opportunities

in the US and globally

What Can You Do With a Graduate Degree In Mental Health?

Sample careers.

• Assistant Professor
• Postdoctoral Fellow
• Psychiatric Epidemiologist
• Prevention Scientist
• Social and Behavioral Scientist

Curriculum for the PhD in Mental Health

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue , explore all course offerings in the Bloomberg School  Course Directory .

Current students can view the Department of Mental Health's student handbook on the Info for Current Students page .

Research Areas

The Department of Mental Health covers a wide array of topics related to mental health, mental illness and substance abuse. Faculty and students from multiple disciplines work together within and across several major research areas.

Admissions Requirements

For general admissions requirements, please visit the How to Apply page.

Standardized Test Scores

Standardized test scores are  not required and not reviewed  for this program. If you have taken a standardized test such as the GRE, GMAT, or MCAT and want to submit your scores, please note that they will not be used as a metric during the application review.  Applications will be reviewed holistically based on all required application components.

Program Faculty Spotlight

Judith K. Bass

Judith Bass, PhD '04, MPH, MIA, is an implementation science researcher, with a broad background in sociology, economic development studies, and psychiatric epidemiology.

Renee M. Johnson

Renee M. Johnson, PhD, MPH, uses social epidemiology and behavioral science methods to investigate injury/violence, substance use, and overdose prevention.

George W. Rebok

George Rebok, PhD, MA, is a life-span developmental psychologist who develops community-based interventions to prevent age-related cognitive decline and reduce dementia risk.

Heather E. Volk

Heather Volk, PhD, MPH, seeks to identify factors that relate to the risk and progression of neurodevelopment disorders.

All full-time PhD students will receive the following support for the first four years of the program: full tuition, individual health insurance, University Health Services clinic fee, vision insurance, and dental insurance. Stipends are available for students accepted into an NIH-funded training grant in the areas of Psychiatric Epidemiology, Global Mental Health, Substance Use Epidemiology, Aging, and Mental Health Services and Systems. To be considered for a NIH-funded training grants you must be a US Citizen or permanent resident of the US.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU   starting in Fall 2023 or beyond can apply to receive a $1500 need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

Academic Program Administrator Patricia Scott [email protected] 410-955-1906

Compare Programs

• Check out similar programs at the Bloomberg School to find the best fit.
• Doctor of Philosophy (PhD) in International Health
• Doctor of Philosophy (PhD) in Epidemiology
• Doctor of Philosophy (PhD) in Health Policy and Management

Online PhD Programs in Mental Health Counseling

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Most people know the terms counselor, therapist, and psychologist . But many want to know: what are the differences between these professions? 

Counselors, also known as mental health therapists, are trained to work with patients and have master’s or doctoral degrees in psychology, marriage and family therapy, and counseling. 

Psychologists, on the other hand, often require a doctoral degree in psychology for clinical research work, but a master’s degree can be sufficient for some client-based practices. Doctoral degree holders in counseling have people-oriented skill sets that qualify them to work with patients and teach and advise students in higher education. 

What does it take to earn a PhD in mental health counseling? After earning a master’s degree, most graduates choose to begin work in a clinical setting or apply for a PhD program. Accredited online doctoral degrees are available in counselor education and supervision and typically require three to four years of coursework and a clinical internship. 

Earning a PhD in counselor education and supervision gives professionals options to continue to see patients in a clinical setting or pivot their skills into teaching and mentoring roles in higher education to prepare the next generation of mental health counselors. 

A commonly asked question is: why pursue a PhD? The two biggest reasons are expanded opportunities and higher salaries. 

For starters, careers in psychology and postsecondary education are growing. The U.S. Bureau of Labor Statistics (BLS) predicts that between the years 2021 and 2031, job openings for psychologists are projected to grow by 6 percent—which is as fast as the national average, while postsecondary teaching jobs will increase by 12 percent—a rate much faster than the national average for all occupations at 5 percent (BLS 2022). 

Secondly, doctoral degree holders earn higher salaries than those with master’s degrees. The BLS shows the average annual salary for clinical, counseling, and school psychologists is $102,740 ( BLS May 2022). The salary percentiles based on employment location, education, and work experience range from $42,760 in the bottom 10th percentile to $168,790 in the top 90th percentile. 

While it’s possible to see clients with a master’s degree, most clinical counselors have a doctoral degree. According to CareerOneStop (2023), a resource from the US Department of Labor, 66 percent of clinical and counseling psychologists have a PhD, putting those with a doctoral degree at a competitive edge with regard to opportunity access and salary negotiations. 

In short, pursuing an online PhD program enables students to expand their knowledge, grow their careers, and increase their earning potential in the future without sacrificing their earning potential in the present. 

Read on to learn more about online PhD programs and career opportunities in mental health counseling.

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Typical admissions requirements for mental health counseling phd programs.

Every educational program has unique admissions requirements, and most online PhD programs in mental health counseling require the following for admission: 

• A master’s degree from a CACREP-accredited counseling program 
• Criminal background check 
• Current counseling license or be eligible to apply for licensure in the state of residence 
• GPA of 3.0 or higher from a master’s degree program
• GRE scores 
• Interview with an admissions committee
• Official transcripts for undergraduate and graduate coursework
• One year of full-time post-master’s degree counseling experience
• Statement of career or research goals
• Three letters of reference

Courses in Mental Health Counseling PhD Programs

• Capstone in counseling
• Clinical supervision
• Diversity and social justice in counselor education
• Ethical and legal issues in counselor education and supervision
• Neuroanatomy & behavioral medicine
• Online teaching and learning
• PhD residency
• Program evaluation & grant writing
• Quantitative and qualitative research methods
• Supervision & consultation

Supervised Clinical Hour Requirements & Internships – Mental Health Counseling

In CACREP-accredited programs, students must complete their skill development preparation to be eligible for a minimum of 700 hours of supervised clinical experience . 

Clinical hours are divided into two categories: practicum and internship. A minimum of 100 practicum hours are required, with 40 hours spent in direct service with clients. A minimum of 600 internship hours are also required, with a minimum of 240 hours spent in direct service with clients. Direct service hours include time spent with actual clients and activities such as assessment, counseling, psycho-educational activities, and consultation. 

In general, observation and administrative tasks generally do not count toward the direct service supervised clinical hours requirements.

Program Accreditation for Mental Health Counseling – CACREP

As previously mentioned, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) is the leading accrediting organization for master’s and doctoral counseling degree programs. 

As of 2023, 916 programs hold CACREP accreditation status, earned through a two-part process: a self-assessment and a peer assessment. Programs are evaluated and must demonstrate that their mission, curriculum, and teaching standards meet the high standards of excellence. 

Notably, CACREP is recognized by the Council for Higher Education Accreditation (CHEA). Nine of the 90 CACREP-accredited PhD programs in counseling are offered online, and six are featured below.

Featured CACREP-Accredited Online PhD & EdD Programs in Mental Health Counseling

Here are six featured CACREP-accredited online PhD programs in counseling. 

Adams State University

The PhD in counselor education and supervision program at Adams State University is designed to prepare counseling professionals for future positions in leadership. Through academic and clinical coursework, graduates are prepared for future clinical, research, or leadership careers in counseling. 

Students in this 66-semester hour, fully-online program begin their program in a cohort and must complete four one-week summer residencies. This curriculum meets Colorado state standards for licensure, but prospective students are urged to research the requirements for counseling licensure in the state they plan to work after graduation. 

• Location : Alamosa, CO
• Duration : Four years
• Accreditation : CACREP
• Tuition : $357 per credit 

Oregon State University (Hybrid)

Located in the heart of the Willamette Valley, Oregon State University offers a PhD program in counseling that prepares graduates to work as advanced practitioners, clinical supervisors, and counselor educators. This doctoral program emphasizes academic, professional, and research mastery. 

Applicants to this program must have a master’s in counseling or a closely-related discipline to complete their PhD coursework. Taught in a cohort model, this hybrid program requires online coursework and face-to-face classes twice each quarter, which meets on weekends. Graduates from this program go on to work in clinical and academic settings.

• Location : Corvallis, OR
• Duration : 3-5 years
• Tuition : $590 per credit 

Regent University

Regent University offers a fully-online 66-semester-hour PhD program in counselor education and supervision to teach students to explore, research, and innovate to transform mental health. This Christian program features three instructional residencies and real-world experience to help graduates apply faith-based interventions as educators, scholars, and clinical practitioners. 

Residency requirements are two weeks long and provide in-person networking and mentoring opportunities for students and faculty. 

• Location : Virginia Beach, VA
• Duration : Approximately three years
• Tuition : $900 per credit

Shippensburg University (Hybrid)  

Offering a part-time 60-credit program, Shippensburg University offers an EdD in counselor education and supervision. This hybrid program features online classes and on-campus courses on Saturdays—a format that allows current clinical practitioners with master’s degrees to maintain part-time or full-time employment while pursuing a doctoral degree. 

Students in this program take courses together in a cohort model for three years, and additional semesters may be required to complete dissertation defense requirements. This program meets the requirements for counseling licensure in Pennsylvania. 

• Location : Shippensburg, PA
• Tuition : $699 per credit (residents); $1,046 per credit (non-residents)

University of the Cumberlands  

Focused on preparing graduates for research and higher education careers, the University of the Cumberlands offers a 66-credit PhD program in counselor education and supervision. Students in this program can specialize in addiction counseling, advanced counseling, or leadership. 

The curriculum consists of three essential components: leadership, professional research and clinical, and specialty area content courses. Graduates from this program pursue careers as research and counseling psychologists, compliance officers, and post-secondary instructors in higher education. 

• Location : Williamsburg, KY
• Tuition : $449 per credit

Walden University  

Since 1970, Walden University has offered distance learning opportunities, so it is no surprise that it is one of the eight accredited universities offering an online PhD in counselor education and supervision. This program is designed for CACREP-accredited master’s degree holders in counseling who want to pursue roles in administration, teaching, private practice, or research. 

To help students meet their professional goals, Walden University offers seven areas of specialization: general program, advanced methods, consultation, counseling and social change, forensic mental health counseling, leadership and program evaluation, and trauma and crisis. 

• Location : Minneapolis, MN
• Duration : Three to five years
• Tuition : $605 per credit

Professors to Know in Mental Health Counseling

Dr. Laura Bruneau  

Dr. Laura Bruneau has a BA in psychology from Miami University, an MEd in community counseling, and a PhD in counselor education and supervision from Kent State University. 

Her specialty areas of interest at Adams State University include creativity in counseling, therapeutic reading, animal-assisted therapy, women’s issues, and counseling children. She has held counseling licenses in Ohio and Colorado and is registered with Pet Partners Team and Registered Reading Education.

Dr. Shay Carper  

University of the Cumberlands

Dr. Shay Carper is an adjunct professor at the University of Cumberlands Department of Counseling. She is a licensed counselor educator and licensed professional counselor. She earned a PhD in counselor education from Sam Houston University in 2019. Dr. Carper holds certification as a Global Career Development Facilitator. 

Dr. Carper’s research focuses include accessing and addressing implicit racial bias in higher education and mental health awareness. Her dissertation, published in 2019, is titled: “The lived experiences of Black master-level graduate students enrolled in predominantly White counseling programs in Texas: A transcendental phenomenological approach.”

Dr. Kok-Mun Ng  

Oregon State University

Specializing in mental health counseling and couples and family counseling, Dr. Kok-Mun Ng is a professor and core faculty member of the College of Education at Oregon State University. He holds a BS in applied geology from the University of Malaya, Kuala Lumpur, multiple master’s degrees (including an MEd in community counseling from the University of North Texas), and a PhD in counselor education and supervision from Texas A&M University. 

In addition to his credentials, his area of research and teaching emphasis includes training, supervision, and professional identity in the development of counselors, theories, and practices of multicultural and social justice advocacy in counseling, and the internationalization of counseling. 

Jobs for Mental Health Counseling PhDs

As previously mentioned, those with a PhD in counseling can look forward to various career paths in teaching, administration, and clinical counseling. Here are three jobs for graduates of counselor education and supervision programs. 

Become an Assistant/Associate Professor of Counseling Education and Supervision 

Colleges of arts and science and education hire PhD degree-holders to teach courses for their counselor education and supervision programs. Assistant professors are responsible for teaching, research, and professional development. Some tenure-track positions may lead to permanent associate professor positions. Visiting assistant professor positions are also available for those who want to explore teaching options at different universities. 

Depending on job requirements, applicants may need proof of licensure and previous teaching and research experience. The BLS (2022) shows that opportunities for postsecondary teachers nationally are growing 12 percent (2021 to 2031), more than twice as fast as the national average.

Become a Compliance Officer

A career that spans several sectors and disciplines, compliance officers are responsible for examining, evaluating, and investigating eligibility for laws and regulations concerning contracts, licenses, inspections, and permits. Degree holders in counseling education and supervision may be qualified to work in public schools or healthcare facilities to ensure that educational and mental health services are administered fairly and within the prescribed scope of practice at the state and federal levels. 

Depending on the employer, certification may be required for these positions. The BLS (May 2022) shows that most compliance officers work in the federal executive branch of the government and earn an average annual salary of $76,980.

Become a Psychologist

In a career that can include clinical and research components, psychologists work one-on-one with individuals or families in private practice or mental health facilities, or research facilities. Depending on qualifications, a clinical psychologist may provide general behavioral health support or specialized services through educational counseling, couples counseling, addiction issues, grief and loss, or eating disorders. Research psychologists may evaluate patients individually for cognitive assessments for patient or research purposes. 

Psychologists may have state licensing requirements to fulfill before applying for certain jobs. The BLS (2022) shows job openings in psychology are growing as fast as the national average at 6 percent between 2021 and 2031, creating a demand for 11,300 new positions.

Rachel Drummond, MEd

Rachel Drummond has used her expertise in education and mindfulness to guide aspiring counselors since 2020. Her work emphasizes the importance of integrating reflective mindfulness into counseling techniques, helping readers understand how mental and physical well-being can enhance their professional practice and personal development in counseling.

Rachel is a writer, educator, and coach from Oregon. She has a master’s degree in education (MEd) and has over 15 years of experience teaching English, public speaking, and mindfulness to international audiences in the United States, Japan, and Spain. She writes about the mind-body benefits of contemplative movement practices like yoga on her blog , inviting people to prioritize their unique version of well-being and empowering everyone to live healthier and more balanced lives.

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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

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Learn more about the program by visiting the Center for Applied Psychological and Family Studies

See related Interdisciplinary Clusters and Certificates

Degree Type: MA

The Master of Arts degree in Counseling delivered on-ground and online, is dedicated to the cutting edge preparation of tomorrow’s clinical mental health counselors nationwide. We are proud of our degree program which stands on several pillars of excellence:

• The Family Institute at Northwestern University –  The Family Institute (TFI) is a highly-regarded organization with a  long tradition of integrating mental health service delivery,  education, and research. TFI's clients include children, adolescents, adults, couples, and families.  In TFI's approach,  students are trained to understand the mental health and wellness needs and challenges of people from all walks of life.  Then students are encouraged to apply knowledge and skills in practice with real clients in TFI's onsite clinic or in clinical centers around the country.  Students work under the supervision of seasoned practitioners, many of whom are leaders in professional counseling and psychotherapy.  TFI sets a  high standard in integrating mental health practice and scholarship, which helps our students to value the same qualities in their professional lives.
• The Counseling Profession – Grounded in the historical, theoretical, and intellectual traditions of the Counseling field, our students are prepared to protect the mental health and wellness of those who use counseling services.  Our program is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) which is a solid foundation for independent practice licensure in most states. In the best traditions of the Counseling field, our coursework emphasizes ethics, multiculturalism,    lifespan development, diversity, equity and inclusion, advocacy/outreach, and evidenced-based practice. These powerful traditions are connected to our students' development of strong professional counselor identities which prepares them to address the mental health service gaps in vulnerable groups and communities. 
• The Program’s Historical Foundations  – Our Master's degree program grew out of a doctoral program and the intensity of advanced education is embedded in our education.   Still present is the historical legacy of psychodynamic thought and an emphasis on the centrality of a strong therapeutic alliance driven by therapist self-reflection.  Students are trained to be reflective practitioner-scholars and to offer ideas about improving mental health services.  Students are also mentored to expand and improve the scholarly base of our profession with new and innovative ideas.  Our students' ideas about mental health and wellness culminate in the Capstone Project that is required to earn our degree. Students present  Capstone projects in a conference-style setting, in the final quarter of studies. We encourage students to maintain an emphasis on scholarship throughout their careers and the Capstone symbolizes this trajectory. 

Our Program's Vision

We are leaders in preparing culturally-responsive, psycho-dynamically-informed, Clinical Mental Health Counselors to promote and advocate for   the mental health and wellness of people.

Our Program's Mission 

Our mission is to deliver innovative, clinical mental health counselor training that is grounded in contemporary psychodynamic theory, best practices from multiple perspectives, and a multicultural worldview, preparing students to become competent counselors, mental health advocates, and leaders nationwide.

Program Objectives 

On completion of our degree students will:

• Possess an in-depth understanding of Clinical Mental Health Counseling 
• Understand strategies to integrate psychodynamic thought and emerging best practices into clinical work
• Demonstrate self-reflective, counseling skills honed through extensive and closely supervised clinical work
• Demonstrate rich multicultural awareness that embraces and advances diversity, equity, and social justice values
• Embody a professional counselor's identity
• Showcase a scientific mindset, interest in scholarship,  and profession-centered activities.

The Essence of Our Vision, Mission, and Objectives

Our educational approach has the capacity to accelerate a capacity for cognitive complexity in clinical judgments. The psychodynamic values of the program encourage students to explore the forces outside of awareness,  often rooted in the past,  that can exert profound influences on identity, values, and experiences. We encourage students to attend to the ways in which the past—their own and their clients’—is woven into the present. Through intentional consideration of the past, students can more fully empathize with their clients’ experiences and better help them to live freely and intentionally in the present.  The goal is to liberate the shackles of the past for a more enriching, authentic life in the present.  To amplify the psychodynamic lens our program emphasizes two core experiences: Reflective practice and comprehensive immersion in multiculturally- competent clinical work.

E mphasis on Reflective Practice

We offer students opportunities to reflect on their training experiences in a supportive environment. In this context,  students explore their personal and professional strengths, examine struggles and barriers to learning, and identify strategies for navigating the training process.  Three powerful experiences are the building blocks of reflective-practice training.

• Reflective Practitioner Supervision (RPS) - During the Practicum experience, students meet weekly in small groups with a seasoned practitioner for RPS.  We emphasize a need to understand client transference and therapist countertransference, identify biases that affect therapeutic objectivity, and remove personal barriers to staying fully present with clients.  Students are encouraged to become highly aware of their own social and cultural identities, power, and privilege, to pave the way for cross-culturally proficient work with clients.
• Group Dynamics Immersion – During Practicum students participate in the Group Dynamics Immersion (GDI),  a three-day group experience guided by teams of seasoned practitioners.  The GDI  is a living laboratory in which students examine their personal, cultural, and social identities, intra-and interpersonal styles, and dynamics that play out in groups and institutions.   The GDI is an aspect of the group dynamics coursework that creates powerful experiential learning that reverberates in other program experiences.  Students are encouraged to apply knowledge and awareness of their unconscious and covert processes, as well as inter-and intra-personal dynamics, in their professional and personal lives. 
• Case Conference Supervision   (CCS) – During Internship students meet weekly with seasoned practitioners in CCS.  In CCS,  students (as clinicians-in-training) discuss challenging cases and explore how their personal and social identities and their clients, influence case conceptualization and the treatment process. Here our coursework comes alive as students explore the challenges of real-world mental health practice.  In CCS,  students reflect on their therapeutic effectiveness and receive mentorship to address areas of concern.  

Comprehensive Immersion in Clinical Work

Early in their degree path or often while pursuing courses in Counseling methods,  students are immersed in clinical work. This immersive approach exposes students to real-world practice, buttressed by experiential coursework and reflective supervision.  At each stage in their development as professional counselors, students are equipped with the necessary clinical skills and knowledge to quickly learn.  Our program caters to students entering the counseling field with academic and experiential backgrounds in psychology or human services and paraprofessional experiences.  Such backgrounds enable quick uptake of mental health knowledge and skills.  We also offer a "career-changers" pathway that begins with introductory courses designed for those entering the counseling field following other career paths or education with minimal academic and experiential backgrounds in human and social sciences or human and social services. Students pursuing our part-time degree paths complete a variety of academic courses before entering the immersive clinical training phase described above.

• In the practicum training year, students spend 9-16 hours per week in clinical work. They complete a minimum of 50 hours of face-to-face counseling and receive close to 100 hours of group and individual supervision. Additionally, students meet weekly in Reflective Practitioner Supervisor groups and participate in the Group Dynamics Immersion. 
• In the internship year, students spend 20-24 hours per week at a clinical field site. They complete a 600-hour internship experience with a minimum of 240 hours of face-to-face counseling and spend a minimum of 85 hours in clinical supervision and the Case Conference Supervision. To the extent possible, the internship placement is tailored to the student's choice of specialization. 

Additional resources:

• Department website
• Program handbook(s)

Program Statistics

Visit Master's Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Deidre Hicks Coordinator of Education Programs 847-733-4300 ext 205

Error retrieving degree requirements data from Academic Catalog .

Last Updated: September 12, 2023

Mental Health Counseling Graduate Programs in Michigan

1-6 of 6 results

College of Education and International Services - Andrews University

Berrien Springs, MI •

Andrews University •

Graduate School

Andrews University ,

Graduate School ,

BERRIEN SPRINGS, MI ,

College of Health and Human Services - Western Michigan University

Kalamazoo, MI •

Western Michigan University •

• • Rating 4.5 out of 5   2 reviews

Graduate Student: The College of Health and Human Services has great opportunities for hands on practical learning! Be prepared for a lot of snow and hills on campus. Great bus system and opportunities for jobs on and around campus. A variety of housing is offered close to campus, a ton of students walk as well as drive. Greek life here is a great opportunity to make friends, get involved, and do some networking for after graduation. ... Read 2 reviews

Western Michigan University ,

KALAMAZOO, MI ,

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

Featured Review: Graduate Student says The College of Health and Human Services has great opportunities for hands on practical learning! Be prepared for a lot of snow and hills on campus. Great bus system and opportunities for jobs on and... .

Read 2 reviews.

Central Michigan University College of Education and Human Services

Mt Pleasant, MI •

Central Michigan University •

• • Rating 5 out of 5   3 reviews

Doctoral Student: The department and all of its professors have been highly engaged and encouraging in our efforts to obtain our doctorate's. This has been one of the best decisions I have made educationally! I am honored to be a Chippewa! ... Read 3 reviews

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Central Michigan University ,

MT PLEASANT, MI ,

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

Featured Review: Doctoral Student says The department and all of its professors have been highly engaged and encouraging in our efforts to obtain our doctorate's. This has been one of the best decisions I have made educationally! I am... .

Read 3 reviews.

Suffolk University

Graduate School •

• • Rating 4.56 out of 5   16

School of Humanities and Social Sciences - Mississippi College

Mississippi College •

CLINTON, MS

Palm Beach Atlantic University School of Education and Behavioral Studies

Palm Beach Atlantic University •

WEST PALM BEACH, FL

Oakland University College of Arts and Sciences

Rochester, MI •

Oakland University •

Oakland University ,

ROCHESTER, MI ,

Aquinas College - Michigan

Grand Rapids, MI •

Current Master's student: The Clinical Mental Health Counseling Program has been super great so far. I just started this program this past fall 2022 and I love it. The professors, classes, and information I am learning has all been very valuable. ... Read 3 reviews

GRAND RAPIDS, MI ,

Featured Review: Current Master's student says The Clinical Mental Health Counseling Program has been super great so far. I just started this program this past fall 2022 and I love it. The professors, classes, and information I am learning has... .

Siena Heights University

Adrian, MI •

• • Rating 4.91 out of 5   11 reviews

Master's Student: I can honestly say that Siena Heights University has changed my opinion of higher education. Previously, I felt that higher education was, for the most part, a "money grab," where the bottom line of the institution took precedence, while the education of the student took a back seat. Experience with a previous institution reinforced that opinion. Witnessing the care, concern, and commitment put forth by the instructors at Siena Heights forced me to reevaluate that opinion. Unlike their predecessors, Siena's instructors took a personal stake in ensuring that students gained a well-rounded education, which would enhance all aspects of their lives going forward. Finally, the mission of Siena Heights was evident and exemplified by everyone representing the University. ... Read 11 reviews

ADRIAN, MI ,

11 Niche users give it an average review of 4.9 stars.

Featured Review: Master's Student says I can honestly say that Siena Heights University has changed my opinion of higher education. Previously, I felt that higher education was, for the most part, a "money grab," where the bottom line of... .

Read 11 reviews.

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Sawyer Business School

Suffolk University •

Mississippi College

• • Rating 4.37 out of 5   35

SUNY Plattsburgh

PLATTSBURGH, NY

• • Rating 3.67 out of 5   12

Showing results 1 through 6 of 6

Mental Health, PhD

Bloomberg school of public health, phd program description.

The PhD program is designed to provide key knowledge and skill-based competencies in the field of public mental health. To gain the knowledge and skills, all PhD students will be expected to complete required coursework, including courses that meet the CEPH competency requirements and research ethics; successfully pass the departmental comprehensive exam; select and meet regularly with a Thesis Advisory Committee (TAC) as part of advancing to doctoral candidacy; present a public seminar on their dissertation proposal; successfully pass the departmental and school-wide Preliminary Oral Exams; complete a doctoral thesis followed by a formal school-wide Final Oral Defense; participate as a Teaching Assistant (TA); attend Grand Rounds in the Department of Psychiatry; and provide a formal public seminar on their own research.  Each of these components is described in more detail below. The Introduction to Online Learning course is taken before the start of the first term.

Department Organization

The PhD Program Director, Dr. Rashelle Musci ( [email protected] ), works with the Vice-Chair for Education, Dr. Judy Bass ( [email protected] ), to support new doctoral students, together with their advisers, to formulate their academic plans; oversee their completion of ethics training; assist with connections to faculty who may serve as advisers or sources for data or special guidance; provide guidance to students in their roles as teaching assistants; and act as a general resource for all departmental doctoral students. The Vice-Chair also leads the Department Committee on Academic Standards and sits on the School Wide Academic Standards Committee. Students can contact Drs. Musci or Bass directly if they have questions or concerns.

Within the department structure, there are several standing and ad-hoc committees that oversee faculty and student research, practice and education. For specific questions on committee mandate and make-up, please contact Dr. Bass or the Academic Program Administrator, Patty Scott, [email protected] .

Academic Training Programs

The Department of Mental Health houses multiple NIH-funded doctoral and postdoctoral institutional training programs:

Psychiatric Epidemiology Training (PET) Program

This interdisciplinary doctoral and postdoctoral program is affiliated with the Department of Epidemiology and with the Department of Psychiatry and Behavioral Sciences at the School of Medicine. The Program is co-directed by Dr. Peter Zandi ( [email protected] ) and Dr. Heather Volk ( [email protected] ). The goal of the program is to increase the epidemiologic expertise of psychiatrists and other mental health professionals and to increase the number of epidemiologists with the interest and capacity to study psychiatric disorders. Graduates are expected to undertake careers in research on the etiology, classification, distribution, course, and outcome of mental disorders and maladaptive behaviors. The Program is funded with a training grant from the National Institute of Mental Health.

Pre-doctoral trainees are required to take the four-term series in Epidemiologic Methods (340.751-340.754), as well as the four-term series in Biostatistics (140.621-624). In addition to the other departmental requirements for the doctoral degree, pre-doctoral trainees must also take four advanced courses in one of the domains of expertise they have selected to pursue: Genetic and Environmental Etiology of Mental Disorders, Mental Health Services and Outcomes, Mental Health and Aging, and Global Mental Health. Pre-doctoral trainees should consult with their adviser and the program director to select courses consistent with their training goals.

Postdoctoral fellows take some courses, depending on background and experience, and engage in original research under the supervision of a faculty member. They are expected to have mastery of the basic principles and methods of epidemiology and biostatistics. Thus, fellows are required to take 340.721 Epidemiologic Inference in Public Health, 330.603 Psychiatric Epidemiology, and some equivalent of 140.621 Statistical Methods in Public Health I and 140.622 Statistical Methods in Public Health II. They may be waived from these requirements by the program director if they can demonstrate equivalent prior coursework.

Drug Dependence Epidemiology Training (DDET) Program

This training program is co-led by Dr. Renee M. Johnson ( [email protected] ) and Dr. Brion Maher ( [email protected] ). The DDET program is designed to train scientists in the area of substance use and substance use disorders. Research training within the DDET Program focuses on: (1) genetic, biological, social, and environmental factors associated with substance use, (2) medical and social consequences of drug use, including HIV/AIDS and violence, (3) co-morbid mental health problems, and (4) substance use disorder treatment and services. The DDET program is funded by the NIH National Institute on Drug Abuse.

The program supports both pre-doctoral and postdoctoral trainees. Pre-doctoral trainees have a maximum of four years of support on the training grant. After completing required coursework, pre-doctoral trainees are expected to complete original research under the supervision of a faculty member affiliated with the DDET program. Postdoctoral trainees typically have two years of support on the training grant. They are required to engage in original research on a full-time basis, under the supervision of a DDET faculty member. Trainees’ research projects must be relevant to the field of substance use.

All trainees are required to attend a weekly seminar series focused on career development and substance use research. The DDET program supports trainees’ attendance at relevant academic meetings, including the Annual Meeting of the College on Problems of Drug Dependence (CPDD) each June. Training grant appointments are awarded annually and are renewable given adequate progress in the academic program, successful completion of program and departmental requirements, and approval of the training director.

Pre-doctoral trainees are required to take the required series in epidemiology and biostatistics, as well as The Epidemiology of Substance Use and Related Problems (330.602). In addition, they must take three advanced courses that enhance skills or content expertise in substance use and related problems: one in epidemiology (e.g., HIV/AIDS epidemiology), one in biostatistics, and one in social and behavioral science or health policy. The most appropriate biostatistics course will provide instruction on a method the trainee will use during the thesis research (e.g., survival analysis, longitudinal analysis methods). (Course requirements for trainees from other departments will be decided on a case-by-case basis.)

Postdoctoral trainees are expected to enter the program with mastery of the basic principles and methods of epidemiology and biostatistics. They are required to take The Epidemiology of Substance Use and Related Problems in their first year (330.602), as well as required ethics courses. Postdoctoral trainees are encouraged to take courses in scientific writing and grant writing.

Global Mental Health Training (GMH) Program

The Global Mental Health Training (GMH) Program is a training program to provide public health research training in the field of Global Mental Health. It is housed in the Department of Mental Health , in collaboration with the Departments of International Health and Epidemiology. The GMH Program is supported by a T32 research training grant award from the National Institute of Mental Health (NIMH). Dr. Judy Bass ( [email protected] ) is the training program director. 

As part of this training program, trainees will undertake a rigorous program of coursework in epidemiology, biostatistics, public mental health and global mental health, field-based research experiences, and integrative activities that will provide trainees with a solid foundation in the core proficiencies of global mental health while giving trainees the opportunity to pursue specialized training in one of three concentration areas that are recognized as high priority: (1) Prevention Research; (2) Intervention Research; or (3) Integration of Mental Health Services Research.

Pre-doctoral trainees are required to take the required series in epidemiology and biostatistics and department of mental health required courses. In addition, they must take three courses that will enhance skills and content expertise in global mental health: 330.620 Qualitative and Quantitative Methods for Mental Health and Psychosocial Research in Low Resource Settings, 224.694 Mental Health Intervention Programming in Low and Middle Income Countries, and 330.680 Promoting Mental Health and Preventing Mental Disorder in Low and Middle Income Countries.

The Mental Health Services and Systems (MHSS) Program

The Mental Health Services and Systems (MHSS) program is an NIMH-funded T32 training program run jointly by the Department of Mental Health and the Department of Health Policy and Management and also has a close affiliation with the Johns Hopkins School of Medicine. Drs. Elizabeth Stuart ( [email protected] ) and Ramin Mojtabai ( [email protected] ) are the training program co-directors.

The goal of the MHSS Program is to train scholars who will become leaders in mental health services and systems research. This program focuses on producing researchers who can address critical gaps in knowledge with a focus on: (1) how healthcare services, delivery settings, and financing systems affect the well-being of persons with mental illness; (2) how cutting-edge statistical and econometric methods can be used in intervention design, policies, and programs to improve care; and (3) how implementation science can be used to most effectively disseminate evidence-based advances into routine practice. The program strongly emphasizes the fundamental principles of research translation and dissemination throughout its curriculum.

Pre-doctoral trainees in the MHSS program are expected to take a set of core coursework in epidemiology and biostatistics, 5 core courses related to the core elements of mental health services and systems (330.662:  Public Mental Health, 330.664: Introduction to Mental Health Services, 140.664:  Causal Inference in Medicine and Public Health, 550.601: Implementation Research and Practice, and 306.665:  Research Ethics and Integrity), and to specialize in one of 3 tracks: (1) health services and economics; (2) statistics and methodology; or (3) implementation science applied to mental health. Trainees are also expected to participate in a biweekly training grant seminar every year of the program and take a year-long practicum course exposing them to real-world mental health service systems and settings. 

For more details see this webpage:   http://www.jhsph.edu/research/centers-and-institutes/center-for-mental-health-and-addiction-policy-research/training-opportunities/

Epidemiology and Biostatistics of Aging

This program offers training in the methodology and conduct of significant clinical- and population-based research in older adults. This training grant, funded by the National Institute on Aging, has the specific mission to prepare epidemiologists and biostatisticians who will be both leaders and essential members of the multidisciplinary research needed to define models of healthy, productive aging and the prevention and interventions that will accomplish this goal. The Associate Director of this program is Dr. Michelle Carlson ( [email protected]) .

The EBA training grant has as its aims:

• Train pre- and post-doctoral fellows by providing a structured program consisting of: a) course work, b) seminars and working groups, c) practica, d) directed multidisciplinary collaborative experience through a training program research project, and e) directed research.
• Ensure hands-on participation in multidisciplinary research bringing trainees together with infrastructure, mentors, and resources, thus developing essential skills and experience for launching their research careers.
• Provide in-depth knowledge in established areas of concentration, including a) the epidemiology and course of late-life disability, b) the epidemiology of chronic diseases common to older persons, c) cognition, d) social epidemiology, e) the molecular, epidemiological and statistical genetics of aging, f) measurement and analysis of complex gerontological outcomes (e.g, frailty), and g) analysis of longitudinal and survival data.
• Expand the areas of emphasis to which trainees are exposed by developing new training opportunities in: a) clinical trials; b) causal inference; c) screening and prevention; and d) frailty and the integration of longitudinal physiologic investigation into epidemiology.
• Integrate epidemiology and biostatistics training to form a seamless, synthesized approach whose result is greater than the sum of its parts, to best prepare trainees to tackle aging-related research questions.

These aims are designed to provide the fields of geriatrics and gerontology with epidemiologists and biostatisticians who have an appreciation for and understanding of the public health and scientific issues in human aging, and who have the experience collaborating across disciplines that is essential to high-quality research on aging. More information can be found at: https://coah.jhu.edu/graduate-programs-and-postdoctoral-training/epidemiology-and-biostatistics-of-aging/ .

Aging and Dementia Training Program

This interdisciplinary pre- and post-doctoral training program is an interdisciplinary program, funded by the National Institute on Aging, affiliated with the Department of Neurology and the Department of Psychiatry at the School of Medicine, the Department of Mental Health at the School of Public Health and the Department of Psychology and Brain Sciences at the School of Arts and Sciences. The Department of Mental Health contact is Dr. Michelle Carlson ( [email protected] ). The goal of this training program is to train young investigators in age-related cognitive and neuropsychiatric disorders.

Program Requirements 

Course location and modality is found on the BSPH website .

Residence Requirements

All doctoral students must complete and register for four full-time terms of a regular academic year, in succession, starting with Term 1 registration in August-September of the academic year and continuing through Term 4 ending in May of that same academic year. Full-time registration entails a minimum of 16 credits of registration each term and a maximum of 22 credits per term.

Full-time residence means more than registration. It means active participation in department seminars and lectures, research work group meetings, and other socializing experiences within our academic community. As such, doctoral trainees are expected to be in attendance on campus for the full academic year except on official University holidays and vacation leave.

Course Requirements

Not all courses are required to be taken in the first year alone; students typically take 2 years to complete all course requirements. 

Students must obtain an A or B in all required courses. If a grade of C or below is received, the student will be required to repeat the course. An exception is given if a student receives a C (but not a D) in either of the first two terms of the required biostatistics series, but then receives a B or better in both of the final two terms of the series; then a student will not be required to retake the earlier biostatistics course. However, the student cannot have a cumulative GPA lower than 3.0 to remain in good academic standing. Any other exceptions to this grade requirement must be reviewed and approved by the departmental CAS and academic adviser.

Below are the required courses for the PhD; further Information can be found on the PhD in Mental Health webpage. 

BIOSTATISTICS

Must be completed to be eligible to sit for the departmental written comprehensive exams.

EPIDEMIOLOGY

Department of mental health courses.

For Department of Mental Health doctoral students, a research paper is required entailing one additional course credit.  PH.330.840 Special Studies and Research Mental Health  listing Dr. Eaton as the mentor.

COURSE REQUIREMENTS OUTSIDE THE DEPARTMENT OF MENTAL HEALTH

The School requires that at least 18 credit units must be satisfactorily completed in formal courses outside the student's primary department. Among these 18 credit units, no fewer than three courses (totaling at least 9 credits) must be satisfactorily completed in two or more departments of the Bloomberg School of Public Health. The remaining outside credit units may be earned in any department or division of the University. This requirement is usually satisfied with the biostatistics and epidemiology courses required by the department.

Candidates who have completed a master’s program at the Bloomberg School of Public Health may apply 12 credits from that program toward this School requirement. Contact the Academic Office for further information.

SCHOOL-WIDE COURSES

Introduction to Online Learning  taken before the first year.

ETHICS TRAINING

PH.550.860 Academic & Research Ethics at BSPH  (0 credit - pass/fail)  required of all students in the first term of registration.

Responsible Conduct of Research (RCR) connotes a broad range of career development topics that goes beyond the more narrowly focused “research ethics” and includes issues such as conflict of interest, authorship responsibilities, research misconduct, animal use and care, and human subjects research. RCR training requirements for JHPSH students are based on two circumstances: their degree program and their source of funding, which may overlap. 

• All PhD students are required to take one of two courses in Responsible Conduct of Research, detailed below one time, in any year, during their doctoral studies.
• All students, regardless of degree program, who receive funding from one of the federal grant mechanisms outlined in the NIH notice below, must take one of the two courses listed below to satisfy the 8 in-person hours of training in specific topic areas specified by NIH (e.g., conflict of interest, authorship, research misconduct, human and animal subject ethics, etc.).

The two courses that satisfy either requirement are:

• PH.550.600 Living Science Ethics - Responsible Conduct of Research  [1 credit, Evans]. Once per week, 1st term.
• PH.306.665 Research Ethics and integrity  [3 credits, Kass]. Twice per week, 3rd term.

Registration in either course is recorded on the student’s transcript and serves as documentation of completion of the requirement.

• If a non-PhD or postdoctoral student is unsure whether or not their source of funding requires in-person RCR training, they or the PI should contact the project officer for the award.
• Students who have conflicts that make it impossible for them to take either course can attend a similar course offered by Sharon Krag at Homewood during several intensive sessions (sequential full days or half days) that meet either on weekends in October or April, a week in June, or intersessions in January. Permission is required. Elizabeth Peterson ( [email protected] ) can provide details on dates and times.
• Students who may have taken the REWards course (Research Ethics Workshops About Responsibilities and Duties of Scientists) in the SOM can request that this serve as a replacement, as long as they can provide documentation of at least 8 in-person contact hours.
• Postdoctoral students are permitted to enroll in either course but BSPH does not require them to take RCR training. However, terms of their funding might require RCR training and it is their obligation to fulfill the requirement.
• The required Academic Ethics module is independent of the RCR training requirement. It is a standalone module that must be completed by all students at the Bloomberg School of Public Health. This module covers topics associated with maintaining academic integrity, including plagiarism, proper citations, and cheating.

PhD in Mental Health  

Department of Mental Health candidates for the degree Doctor of Philosophy (PhD) must fulfill all University and School requirements. These include, but are not limited to, a minimum of four consecutive academic terms at the School in full-time residency (some programs require 6 terms), continuous registration throughout their tenure as a PhD student, satisfactory completion of a Departmental Written Comprehensive Examination, satisfactory performance on a University Preliminary Oral Examination, readiness to undertake research, and preparation and successful defense of a thesis based upon independent research.

PhD Students are required to be registered full-time for a minimum of 16 credits per term and courses must be taken for letter grade or pass/fail. Courses taken for audit do not count toward the 16-credit registration minimum.

Students having already earned credit at BSPH from a master's program or as a Special Student Limited within the past three years for any of the required courses may be able to use them toward satisfaction of doctoral course requirements.

For a full list of program policies, please visit the PhD in Mental Health  page where students can find more information and links to our handbook.

Completion of Requirements

The University places a seven-year maximum limit upon the period of doctoral study. The Department of Mental Health students are expected to complete all requirements in an average of 4-5 years. 

Learning Outcomes

The PhD program is designed to provide key knowledge and skill-based competencies in the field of public mental health. Upon successful completion of the PhD in Mental Health, students will have mastered the following competencies:

• Evaluate the clinical presentations, incidence, prevalence, course and risk/protective factors for major mental and behavioral health disorders.
• Differentiate important known biological, psychological and social risk and protective factors for major mental and behavioral disorders and assess how to advance understanding of the causes of these disorders in populations.
• Evaluate and explain factors associated with resiliency and recovery from major mental and behavioral disorders.
• Evaluate, select, and implement effective methods and measurement strategies for assessment of major mental and behavioral disorders across a range of epidemiologic settings.
• Critically evaluate strategies for the prevention and treatment of major mental and behavioral disorders as well as utilization and delivery of mental health services over the life course, across a range of settings, and in a range of national contexts.
• Assess preventive and treatment interventions likely to prove effective in optimizing mental health of the population, reducing the incidence of mental and behavioral disorders, raising rates of recovery from disorders, and reducing risk of later disorder recurrence. 

According  to the requirements of the Council on Education for Public Health (CEPH), all BSPH degree students must be grounded in foundational public health knowledge. Please view the  list of specific CEPH requirements by degree type .

• Faculty Information
• Online Counseling Program
• WFU Graduate School

Counseling Graduate Program

CACREP Accreditation

The School Counseling Program and the Clinical Mental Health Program are accredited by CACREP (Council on Accreditation of Counseling and Related Programs) through October 2026. In January 2012, CACREP awarded accreditation to the Part-Time, Online Campus Delivery of the School Counseling and Clinical Mental Health Programs. Additionally, in February 2012, the University received approval of the Online Campus programs from the Commission on Colleges (COC) of the Southern Association of Colleges and Schools (SACS).

COUNSELING PROGRAMS

•   Graduate Programs
•   Online Counseling Degrees
•   Undergraduate Minor
•   M.Div/MA Dual Degree
•   Study in Vienna
•   Residency Information

Online Programs

Since the Fall of 2012, the counseling programs in  Clinical Mental Health and School Counseling  have been offered both on campus and online. Our goal is to make the  WFU Counseling Programs  accessible to working professionals who desire to complete a master’s degree in counseling but cannot leave work for two years to complete the program on campus. More specifics about curriculum, admissions, faculty and other matters are outlined in the following sections.  Click here to learn more  about the part-time Masters in Counseling  online program.

Online Campus State Specific Information

Please view state specific information pertinent to Online Campus Students in the MA Counseling programs  here .

Course Requirements

The master of arts in counseling degree is awarded to candidates who successfully complete a minimum of sixty semester hours in a planned and directed program of study. The program consists of a common core of courses to provide knowledge in eight areas: human growth and development, social and cultural foundations, helping relationships, group work, career and lifestyle development, appraisal, research and program evaluation, and professional orientation. The program also supplies clinical instruction with practicum and internship experiences. In addition, students must select a program specialty area—school counseling or clinical mental health counseling—in which they complete their internships and take courses that assure at least entry-level competence. First-year students in the full-time, Reynolda Campus program complete core courses such as Theories and Models, Professional Orientation to Counseling, Counseling Skills and Techniques, Research, Group Procedures, Life Span Development, Family Counseling, and Career Counseling. In the second semester of the first year, students begin their field experiences in Practicum. First semester Online Campus students will complete core courses including Professional Orientation to Counseling and Life Span Development or Theories and Models of Counseling and Research and Statistical Analysis in Counseling. Online Campus students begin their Practicum field experience in their sixth semester of course work.

In order to complete all requirements, summer school attendance is required between the first and second years for Reynolda Campus students. Online Campus students are able to complete the program in three years by continuing course work in the fall, spring, and summer semesters. In addition to academic coursework, students work an average of 20 hours each week in an internship in either a school or clinical mental health setting. Internships occur during the second year of the Reynolda Campus program and during semesters eight and nine for Online Campus students. All courses for full-time students are offered on the Reynolda Campus of Wake Forest University. None of the required Reynolda Campus courses are offered in a long-distance format or at night or on weekends. All classes for the Online Campus program are offered in a long-distance, online delivery format.

Continuance in the program and admission to candidacy are based on success in academic courses and on personal, ethical, and performance considerations. Graduates are eligible to sit for the National Counselor Exam (NCE)  and/or the National Clinical Mental Health Counselor Exam (NCMHCE). Those who complete the School Counseling track are eligible to apply for licensure with the North Carolina Department of Public Instruction. As a CACREP-accredited program, the program of study through the Department of Counseling  generally  meets the licensure requirements for other states. However, certain states may have additional requirements. For example, Florida requires a course in Human Sexuality. It is the responsibility of the student to check with their state licensing boards to determine what requirements are necessary and to plan for meeting those requirements, if any.  State licensing information can be accessed through the  American Counseling Association.

Course Requirements – MA Counseling

Wake forest university masters of arts – counseling reynolda campus students and online campus students.

A minimum of 60 semester hours is required for Master of Arts degree in Counseling. The Program of Study includes fifteen required Core Courses, three Clinical Courses, and three courses in a Program Specialty Area.

CORE COURSES: (42 semester hours)

• CNS 721 (online): Research and Statistical Analysis in Counseling (3)
• CNS 736 (online): ” Appraisal Procedures for Counselors” (3)
• CNS 737 (online): “Basic Counseling Skills and Techniques” (3)
• CNS 739 (online): “Advanced Counseling Skills and Crisis Management” (3)
• CNS 740 (online): “Professional Orientation to Counseling” (3)
• CNS 741 (online): “Theories and Models of Counseling” (3)
• CNS 742 (online): Group Procedures in Counseling” (3)
• CNS 743 (online): “Career Development and Counseling” (3)
• CNS 747 (online): “Cultures and Counseling” (3)
• CNS 748 (online): “Life Span Development: Implications for Counseling: (3)
• CNS 765 (online): “Addiction Counseling” (3)
• CNS 773 (online): “Family Counseling” (3)
• CNS 780 (online): “Professional, Ethical and Legal Issues in Counseling (2)
• CNS 786 (online): “Consultation and Program Development in Counseling (2)
• CNS 790 (online): “Professional Identity Capstone Course” (2)

CLINICAL COURSES: (9 semester hours)

• CNS 738 (online): ” School Counseling Practicum” (3)  
• CNS 738 (online): “Clinical Mental Health Counseling Practicum (3)  
• CNS 744 (online): “School Counseling Internship I (3)
• CNS 744 (online): “Clinical Mental Health Counseling Internship I”
• CNS 745 (online) School Counseling Internship II” (3)
• CNS 745 (online): “Clinical Mental Health Internship II” (3)

PROGRAM SPECIALTY COURSES: (9 semester hours)

School counseling program specialty courses.

• CNS 749 (online): “School guidance and Counseling” (3)
• CNS 746 (online): “Counseling children” (3)
• CNS 760 (online): “Issues in School Counseling (3)

Clinical Mental Health Program Specialty Courses

• CNS 771 (online): “Clinical Mental Health Counseling (3 )
• CNS 770 (online): “Classification of Mental and Emotional Disorders” (3)
• CNS 762 (online): “Case Formulation and Treatment Planning–Clinical Mental Health Counseling” (3)

Approved Electives (0-6 semester hours)

• CNS 746 (online): “Counseling Children” (3)
• CNS 770 (online): “Classification of Mental and Emotional Disorders”
•   CNS 750: “The Vienna Theorists” (3)  (Reynolda Campus Students Only) 
• CNS 764: “Creative Arts in Counseling” (1-3)   (Reynolda Campus Students Only)

Sequence of Courses

• Full-time Reynolda Campus Program
• Part-time Online Campus Program

School Counseling Program

The School Counseling Program is designed to provide prospective school counselors with the knowledge, skills, and competence necessary to establish and conduct effective developmental guidance and counseling programs in schools, kindergarten through the twelfth grade. The course of study that leads to a license in school counseling in North Carolina (and through reciprocity agreements leads to licensure in most other states), is based on the requirements of the North Carolina State Board of Education, and is accredited by the National Council for Accreditation of Teacher Education, and the Council on Accreditation of Counseling and Related Educational Programs (CACREP).

Clinical Mental Health Counseling Program

The Clinical Mental Health Counseling specialty leads to eligibility, after passing the required examination and meeting the post-master’s supervised experience requirement, as a Licensed Professional Counselor in North Carolina and may lead to licensure in other states, depending on their requirements. The course of study is accredited by the Council on Accreditation of Counseling and Related Educational Programs (CACREP) and the core required courses in the program meet the eight CACREP core areas required by most states for licensure. In addition, students will gain professional knowledge, skills, and practices necessary to address a wide variety of circumstances within the clinical mental health counseling context.

Master of Divinity/Master of Arts in Counseling Dual Degree

This degree is an academic program for graduates who seek to enter the ministry with skills in both theology and in counseling. Full-time on-campus students accepted into the  dual degree program  can complete the requirements for both Divinity and Master of Arts in Counseling degrees in four years instead of the usual five. In this combined program, neither the MDiv nor the MA in Counseling is compromised.

All classes are offered on the Reynolda Campus of Wake Forest University. At this time, the Dual Degree program is not available for students in the Online Campus Counseling program. The curriculum is in line with the accreditation bodies of both partners. Graduates will meet the educational requirements of licensure as professional counselors in North Carolina and in most other states.

• 2023 Program Outcomes Report
• 2022 Program Outcomes Report
• 2021 Program Outcomes Report
• 2020 Program Outcomes Report
• 2019 Program Outcomes Report
• ’22-’23 Program Evaluation Report
• ’21-’22 Program Evaluation Report
• ’20-’21 Program Evaluation Report
• ’19-’20 Program Evaluation Report
• ’18-’19 Program Evaluation Report
• ’17-’18 Program Evaluation Report
• ’16-’17 Program Evaluation Report
• ’15-’16 Program Evaluation Report
• ’14-’15 Program Evaluation Report

Educational Psychology: Counseling Psychology PhD

UWM’s PhD specialization in Counseling Psychology follows a scientist-practitioner model that integrates theory, practice and research to give you the scientific knowledge and skills needed to work with multicultural populations across diverse settings.

Our program sets up students for success. Placement rates for our graduates is 100%, and 87% of our graduates are licensed psychologists in various states.

Program Type

Program format, why choose our program.

• Commitment to diversity: In 2013, the Department of Educational Psychology won the American Psychological Association’s prestigious Bersoff Presidential Cultural Award for its success in recruiting and graduating doctoral students from racial/ethnic minorities as well as other countries.
• Location: We’re located in the state’s economic, cultural and career capital, just 10 minutes from downtown Milwaukee and 90 minutes from Chicago.
• Career prep: Since 2008, 88% of our counseling students were matched in internships, compared with the national average of 80%. Most years, it’s 100%.
• Research: Work alongside internationally known faculty as an integral member of their research teams. You may have the opportunity to present your work at national conferences.

Our PhD students are expected to conduct research and to advance the science of counseling psychology through scholarly inquiry. You’ll learn how to apply your scientific knowledge using qualitative and quantitative methodologies. Our program, which is accredited by the American Psychological Association through 2029, will prepare you to work as a counseling psychologist in a variety of settings, including universities, hospitals, mental health clinics and private practice.

Note: Due to pending and recent retirements, and funding restrictions that prevent post baccalaureate students from serving as teaching assistants, most faculty will not consider admitting students for 2024 and into the Fall 2024 semester who do not already have a master’s degree.

Counseling Psychology Handbook

For additional information about the program, see the  Counseling Psychology PhD Program Handbook (PDF) .

Student Data

Student Admissions, Outcomes, and Other Data (PDF)

We will assign you a temporary advisor when you are admitted to the program. Once you enter the program, you are free to choose a new advisor who will be the chair of your dissertation committee, or continue with your assigned advisor.

Stipends for teaching or research assistantships at or above 33% time include tuition remission. Stipend salaries vary according to type of assistantship (e.g. teaching, research) and type of student (doctoral, dissertator). For an academic year (nine month) appointment for 2023, stipends are $15,000 for 50% time assistantships and $9,900 for 33% time assistantships.

The following table indicates the type of support given to each cohort of students for the 2022-23 academic year. Assistantships are allocated based on availability of positions, with priority given to first year students, then second year students, and then third year. Students in the counseling psychology program have successfully applied for assistantships in other schools and colleges. After the third year in the program, students are strongly encouraged to seek assistantships through faculty grants or off-campus sources.

Learn more about the Graduate School’s  current assistantship salary schedules .

Counseling Psychology Student Association

Open to all doctoral students in the Counseling Psychology PhD Program, CPSA focuses on student advocacy, professional development, and socialization/peer-to-peer mentorship. Members are also active at the national level (e.g., ACA, APA, APAGS). We encourage all students to get involved.

Career Resources

• Careers as a Counseling Psychologist
• Society of Counseling Psychology
• American Psychological Association
• Licensing Information

The Graduate School provides a range of  resources for student professional development  on its website.

Program Requirements

If you already have a master’s degree, the program involves three years of coursework, a year of dissertation and a year of internship.

Students are required to take 15 credits of courses toward discipline-specific knowledge (psychological foundations), 18 credits of practicum, 13 credits of statistics and 12-18 credits of courses designed to provide profession-wide competencies as a counseling psychologist (Ethics, Interventions, Advanced Multicultural Counseling, Vocational Psychology, Supervision/Consultation and Research).

In keeping with our scientist-practitioner model, we require all students to participate on a faculty member’s research team for two years, registering for ED PSYCH 838 for 12 credits. Many students participate on more than one faculty member’s team, and most students stay involved in research for the entire four years that they are on campus.

Our program is recognized by the state licensing board, and you will be eligible for licensure as a psychologist once you complete the doctorate and the post-doctoral hours required by the state and successfully pass the national licensing exam and state jurisprudence exam.

Application Process

All applications must be completed fully online through the UWM Graduate School’s Panthera Application System .

You should plan to apply a year before you intend to start. Be sure to pay careful attention to the program’s specific deadline.

Final Deadline for Fall Admission : Final application deadline is  Dec. 1  for Fall admission.

Applicants who are invited for interviews will be notified by early January. Applicants will be notified of admissions decisions by mid-February.

• The program requires three letters of recommendation. These letters must be submitted through the application’s electronic recommendation feature by the recommenders themselves. Letters uploaded or sent by the applicant will not be accepted.
• Applicants are also required to submit a writing sample completed within the last five years.

• Associate Professor , Educational Psychology
• Program Director , School and Clinical Mental Health Counseling, MS
• [email protected]
• Enderis Hall 791

• University Distinguished Professor , Educational Psychology
• Mary and Ted Kellner Endowed Chair of Educational Psychology , Educational Psychology
• Program Director , Counseling Psychology, PhD
• [email protected]
• 414-251-8328
• Enderis Hall 773

• Assistant Professor , Educational Psychology
• [email protected]
• Enderis Hall 789

• [email protected]
• 414-251-7057
• Enderis Hall 793

• [email protected]
• Enderis Hall 729

• Professor , Educational Psychology
• [email protected]
• Enderis Hall 753

Kelsey Autin, PhD, Assistant Professor University of Florida Dr. Autin’s research interests include how people find fulfillment in their occupations and how this relates to overall well-being. Within this, she focuses on how people’s identities along with their sociopolitical contexts shape their beliefs about their freedom of work choice and barriers to obtaining decent work.

Nadya A. Fouad, PhD, ABPP, University Distinguished Professor and Mary and Ted Kellner Endowed Chair of Educational Psychology University of Minnesota Dr. Fouad’s research interests include cross-cultural vocational assessment, career development, interest measurement, role of race and social class in development, and cross-cultural counseling. Dr. Fouad is board certified in counseling psychology, and a licensed psychologist in the State of Wisconsin. *Note : Dr. Fouad is not taking on any new doctoral advisees at this time.

Xu Li, PhD, Assistant Professor University of Maryland, College Park Dr. Li’s research interests include (1) the process and outcome of individual and group psychotherapy, particularly in cross-cultural and multicultural contexts, (2) the development and training of therapists and the measurement of therapist competency, and (3) the career development and mental health of college students. With a bachelor’s degree in mathematical sciences, Dr. Li is keenly interested in exploring the use of advanced and novel quantitative methods in counseling psychology research.

Ankita Nikalje, PhD, Assistant Professor Purdue University Dr. Nikalje’s research focuses on systemic issues within the South Asian diaspora and their impact on lived experiences and mental health. She is particularly passionate about the issue of casteism and how caste discrimination continues to be experienced on an institutional, interpersonal and internalized level outside of South Asia. She has theorized Caste Critical Theory (CasteCRIT) and is developing instruments to measure the impact of caste in the diaspora. Similarly, her research also focuses on the impact of colonization, especially as it relates to internalized colonization or colonial mentality among South Asians.

Leah Rouse, PhD, Associate Professor and Electa Quinney Scholar University of Wisconsin-Madison Dr. Rouse’s research interests include trauma psychology, suicidology and mental health issues facing corrections, EMS and military populations, as well as cancer patients, survivors and their families, and American Indian communities. She works from a qualitative and Indigenous framework in research and practice. Dr. Rouse is board certified in counseling psychology, and a licensed psychologist in Wisconsin.

Stephen R. Wester, PhD, ABPP, Professor University of Florida Dr. Wester’s research interests include male gender role conflict, multicultural expressions of masculinity, gender and emotion, and counseling men, as well as the training of counseling psychologists and counseling supervision. Dr. Wester is board certified in counseling psychology, as well as a licensed psychologist in Wisconsin.

Academic Resources

• Academic Programs
• Academic Catalog
• Educational Psychology: Courses for Undergraduate and First Year
• Foundations of Reading Test (FoRT)
• Licensing, Renewals and Stipulations
• Multiliteracies, Languages, and Cultures Resource Library
• Office of Clinical Experiences
• Office of Student Services
• PIECE Project
• Post-Baccalaureate Certifications
• Request for Transcript Evaluation
• Student Teaching Resources
• Transfer Guides
• UWM Writing Project

Online Doctorate in Professional Counseling, D.P.C.

Mississippi College’s one-of-a-kind doctor of professional counseling (DPC) program gives candidates the opportunity to develop new skills that apply to their counseling practices in the real world.

A Groundbreaking Doctorate in Professional Counseling

Mississippi College’s online Doctor of Professional Counseling (D.P.C.) degree is the first clinical doctorate to be developed for professional counselors. 

A Distinct Doctorate For A Distinct Setting

Much like the PsyD is distinct from a Ph.D., our doctoral program in counseling prepares professional counselors and psychotherapists for advanced clinical practice and leadership. The D.P.C. program allows doctoral candidates to choose an area of mental health service in which they are interested – for example, marriage and family counseling, addiction therapy, or treatment of eating disorders – and craft their degree program around that interest. The professional counseling coursework then cultivates professional knowledge and clinical skills in that area of specialization. 

The Doctor of Professional Counseling program is a 72 semester hour clinical doctorate designed to extend training beyond the entry-level preparation of a 60 semester hour Master's degree. The DPC will prepare master counselors and therapists for professional specialization, community service, and leadership.

The counseling program is designed for students to take four courses each semester (Fall and Spring) while giving students the flexibility to adjust the academic schedule to accommodate their work and family environment. Courses in the professional counseling curriculum guide students to understand and produce increasingly complex theory, practice and research work. The capstone of this doctoral program is development of a Project Demonstrating Excellence. This project is not a dissertation, but evidence of advanced clinical skills demonstrated through a clinical case study.

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Get More Information on Our Doctor of Professional Counseling (D.P.C.) Program

Doctor of professional counseling course requirements.

The Doctor of Professional Counseling degree requires a minimum of 72 hours beyond an M.S. in Marriage and Family Counseling, Clinical Mental Health Counseling, or other related professional degrees. Additional coursework may be required by the Doctoral Program Review Committee to address deficiencies in previous coursework.

The D.P.C. degree consists of several components: Core Courses (27 semester hours); Application Courses (12 semester hours); Specialization Courses (12 semester hours); Clinical Courses (15 semester hours) and Concluding Courses (6 semester hours).

Integrating both theory and practice, the Professional Counseling courses include: 

• Advanced Lifespan Developmental Processes
• Advanced Theories and Models of Counseling
• Advanced Psychopharmacology and Neurobiology
• Advanced Clinical Assessment, Diagnosis, and Treatment Planning
• Trauma: Impact, Assessment, and Treatment
• Advanced Group Dynamics and Contextual Factors in Counseling
• Psychotherapy Integration
• Advanced Systems Theory and Transformational Models

For a full list of doctoral counseling courses, please consult Mississippi College’s course catalog .

D.P.C. Program Admission Requirements

We seek doctoral students in counseling who are passionate about the practice of mental health or marriage and family therapy and seek to further their education. Applicants to the program must complete a successful interview process before being admitted.

We require official copies of all transcripts of previous college work, copies of your credentials such as your license (LPC, LMFT, LCSW), three letters of recommendation and a professional portfolio showcasing your experience and accomplishments. The GRE or standardized admission test is not required for an applicant with evidence of outstanding performance in a Master’s degree, post-master's degree or doctoral program.

Each applicant must submit an application to the Mississippi College Graduate Admission Department a complete application consisting of the following elements:

• An application for admission with all required information.
• A $35.00 application fee (non-refundable; must accompany application).
• One copy of all official transcripts from previous college work and any transferable graduate credit. A minimum GPA of 3.25 is required for graduate work completed at a regionally accredited institution of higher learning.
• Documentation of a minimum of two (2) years of experience in professional counseling.
• A Licensed Professional Counselor (LPC) credential or eligibility for the equivalent of an LPC in the state in which the applicant will practice.
• An essay of 800 words describing personal and professional goals for seeking the Doctor of Professional Counseling degree.
• A writing sample from a previously submitted academic work. This can be a thesis, proposal, academic paper, or term/research paper submitted in a prior graduate program.
• A professional resume detailing relevant experiences.
• Three letters of recommendation from professionals who can evaluate the candidate’s potential for success as a master counselor.

Please contact Mississippi College Graduate Admissions if you have any questions about the application process.

200 S. Capitol Street, Clinton, MS 39056 601.925.3000

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Clinical mental health counseling: holistic studies.

• Overview & Curriculum
• Program Features
• Program Costs
• Apply Now Request More Info

Guide others toward physical, emotional, and spiritual interconnectedness.

Starting from the vantage point of the whole person—mind, body, and spirit—discover a multidimensional approach to counseling that addresses people’s mental, physical, and emotional needs.

Examine individuals’ relationships with their social and cultural surroundings. Immerse in the study of psychological theory as well as the roles of religious practices and spiritual beliefs. Through Lesley's Holistic Studies master's degree program, you can choose to pursue one or two internships where you'll integrate what you learn in a clinical setting while gaining 700 or 1,300 field training hours, qualifying you to become a licensed counselor.

In the fields of mental and physical health, it has become evident that interactions between mind, body, spirit, and socio-cultural identity have a profound effect on well-being. Counselors trained in mind-body behavioral health who are culturally aware and informed by trauma theory are at the cutting edge of the profession. Our holistic studies program has become a nationally recognized leader in this integrative approach.

While at Lesley, you’ll delve into the ways that psychospiritual growth—encompassing mind, body, emotions, and spirit—can promote health, social justice, peace, and community. Alongside peers from diverse belief systems and cultural backgrounds, you’ll examine major spiritual traditions and their impact on human development and healing. Rooted in the philosophy of self-as-instrument in the process of therapeutic change, your studies will encourage personal mindfulness as a necessary aspect of your clinical training. Through intensive f­ield experiences, you’ll apply evidence-based learning and mind/body integration to your practice.

After one or two years of direct, supervised internship experiences with clients throughout Greater Boston, you’ll graduate fully prepared for the Licensed Mental Health Counselor (LMHC) credential in Massachusetts.

Program Structure

Full-time or part-time on-campus program

• Required courses in developmental psychology, counseling and psychotherapy theory, clinical skills, research methods, and more
• Required specialization courses in theories of holistic counseling and psychotherapy, spirituality, illness and wellness, and more
• Students who choose the one-internship option will earn 6 credits through supervision courses that accompany their internship. Students who choose the two-internship option will earn 12 credits through supervision courses that accompany their internships.
• Students who choose the one-internship option will have 9 remaining elective credits. Students who choose the two-internship option will have 3 remaining elective credits.
• Through our clinical mental health counseling program, gain eligibility for the Licensed Mental Health Counselor (LMHC) credential in Massachusetts.
• Full-time example: 6-11 credits/semester for 7 semesters, including summer. Complete in just under 3 years. Part-time example: 5-7 credits/semester for 10 semesters, including summer. Complete in about 3.5 years.

Have questions about the clinical mental health counseling master's program? View our frequently asked questions to find your answer.

• When do the master’s degree programs enroll? The master’s degree programs enroll in the Fall and in the Spring. However, once in the program, students take courses during the Fall, Spring, and Summer semesters.
• What is the application deadline for the master’s degree programs? The master’s degree programs have two application deadlines. The application deadline to start in the fall semester is on May 1. The application deadline to start in the spring semester is on November 1.
• Do I need to have an undergraduate degree in psychology in order to apply for these master’s degree programs? No! All applicants are required to have a bachelor’s degree, but it does not have to be in psychology, counseling, or a related area of study.
• Does the program have online courses? No. All graduate programs within the Division of Counseling & Psychology are on-campus here in Cambridge, MA. The Division does not offer online programs at this time.
• Can I take courses part-time? Yes! Part-time students will take one or two courses (3 or 6 credits) per semester. Full-time students will take three courses (9 credits) per semester.
• When are courses offered? Courses within the Division of Counseling & Psychology are all on-campus and offered in two different formats: weekday and weekend formats. Course format offerings/availability are subject to a variety of factors and can change from semester to semester. Some classes may be offered in both the weekday and weekend model, and in that case, you could choose which format you prefer. However, other courses may only be offered in one format for a given semester. Formats include weekdays, in which you will have class once a week for 2.5 hours for each class in which you are enrolled. Classes are usually offered from 1-3:30pm, 4-6:30pm, and 7-9:30pm. The second is a weekend format in which you will be on campus for only two weekends, with four weeks in between the two weekends for each class in which you are enrolled. Those two weekends consist of classes on Friday evening from 5-9:50pm, Saturday from 9-6pm, and Sunday 9-6pm. With the weekend format, you are only required to come to campus twice each semester for each class. Please note that it is not possible to complete the entire program in just the weekend model.

The Division of Counseling & Psychology does not currently allow class visits due to the sensitive nature of topics that can arise during class discussion. This is in an effort to make sure that classes are always safe spaces for the current students. We encourage you to schedule a tour of Lesley’s campus or request to speak with a current student.  Sign up for a campus tour hosted by a current graduate student.

This program is designed to prepare graduates to pursue their license as a Mental Health Counselor, School Counselor, of School Adjustment Counselor in the state of Massachusetts, depending on the program you complete. We strongly encourage prospective applicants who intend to pursue licensure or credentialing to  review our “Licensure and Credentialing Information for Prospective Applicants” document  prior to applying to our program.

Yes! There are two courses within the Division of Counseling & Psychology that are open to non-matriculated students. Your ability to enroll in the course will depend on if there is room in the course once fully matriculated students are registered. If you are interested in taking a course within the Division, please email Courtney Millette at  [email protected] .

One-Internship Option

The one-internship option is the most flexible way to complete your 60-credit master’s degree program in Clinical Mental Health Counseling with a specialization in Trauma Studies or Holistic Studies. If you choose to do one internship, over 2 semesters, you’ll engage in 700 hours of supervised internship/field experience in a clinical setting. You’ll earn 6 graduate credits through the supervision courses you take while completing your internship and you will meet the minimum requirements for licensure in Massachusetts. Because you’ll be doing one internship, you’ll have 9 credits to take in electives.

Two-Internship Option

You might choose the two-internship option to gain experience in an organization that will only accept students who already have internship experience in a clinical setting, or if you want to gain experience in a variety of settings. Over 4 semesters, you’ll engage in 1,300 hours of supervised internships/field experiences in clinical or school settings. You’ll earn 12 graduate credits through the supervision courses you take while completing your internships and you'll exceed the minimum requirements for licensure in Massachusetts. Because you’ll be doing an additional internship, you'll take 3 credits in electives.

Expected Program Competencies and Outcomes

Learn more about the expected competencies and outcomes that our clinical mental health counseling programs meet:

Outcome 1: Professional counselor identity development integrating multicultural awareness, culturally competent counseling, and social justice advocacy interventions

Outcome 2: Capacity for empathic engagement, therapeutic alliance, and critical self-reflection as a counselor including the recognition of personal worldview and biases to enhance working with diverse groups in school and community settings

Outcome 3: Knowledge of cognitive, social, and emotional development across the lifespan including ecological, contextual, multicultural, and social justice foundations

Outcome 4: Understanding of a variety of counseling theories, prevention, intervention, consultation, and social justice advocacy strategies

Outcome 5: Knowledge of individual psychopathology, mental health assessment and diagnosis, as defined by classification systems such as Diagnostic Statistical Manual (DSM) and the International Classification of Disease (ICD) and their relationship to treatment, prevention and knowledge of cultural biases associated with these systems

Outcome 6: Ability to conduct an intake interview, use biopsychosocial case conceptualization for treatment planning, and conceptualize and deliver a case presentation in both written and oral form  

Outcome 7: Knowledge regarding the use, limitations and interpretation of assessment tools with an awareness of the cultural bias in assessment protocols and use of assessment/evaluation instruments and techniques that foster social justice among diverse client populations

Outcome 8: Skills for training, consulting, and collaborating with families, school personnel, and healthcare providers for education, systems change, and social justice advocacy

Outcome 9: Understanding of ethical and legal professional standards of care grounded in federal and state laws, public policy processes, and ethical standards of ACA, AMHCA and ASCA

Outcome 10: Knowledge of principles and practices of career counseling including the study of vocational/career development theories and decision making models; career assessment instruments and techniques, and the application of social justice theories to people’s vocational/career development

Outcome 11: Understanding of how to critically evaluate and interpret traditional and social justice oriented research and apply relevant research in counseling practice with the knowledge of cultural biases associated with research practice

Outcome 12: Knowledge of group theory, effective group interventions, principles of group dynamics, group processes, and group leadership, and the application of group work theory and practice to organizational dynamics and social justice advocacy in difficult settings

Outcome 13: Neuroscience, physical and biological foundations of human development, behavior and wellness; including the use of neuro-scientific research findings for culturally competent counseling practices and social justice advocacy interventions

Outcome 14: Completion of supervised field placement experiences that focus on the promotion of mental health, human development, wellness, cultural competency, and social justice advocacy, under the clinical supervision of appropriately credentialed professionals

Cambridge, MA

A nexus for higher education and mental health counseling practice and research, each year 250,000 students arrive to Cambridge from around the globe. The intellectual and cultural capital runs deep, and so do your opportunities addressing barriers to wellness. From Lesley’s location, access innovative community, hospital, and school-based mental health programs.

• Inpatient psychiatric units
• Day treatment programs
• Mental health centers
• Private schools
• College counseling centers
• Public schools
• Residential programs
• Domestic violence shelters
• Homeless shelters
• Eating disorders clinics
• Substance abuse centers

The Counseling & Psychology Student Experience

How to Become a Licensed Mental Health Counselor

5 popular career paths for mental health counselors.

Jenn Turner ’09

Of our 2019 graduating class is employed or furthering their education..

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The double lynx scholarship pays big..

Graduate counseling students receive therapy fellowships

Depending on your professional goals, where you reside or plan to practice, and the licensure requirements within that state, there are different pathways toward licensure or credentialing that may be relevant. In accordance with Lesley University’s institutional participation in SARA (State Authorization Reciprocity Agreement) and with federal regulations, we strongly encourage prospective applicants who intend to pursue licensure in a state other than Massachusetts to visit the Lesley University Licensure and Credentialing webpage and review the “Licensure Information for Students and Applicants” document for their specific program.

• Mental Health Counselor
• Mental Health Specialist
• School Counselor
• School Adjustment Counselor
• Mental Health Clinician
• Senior Counselor
• Recovery Counselor
• Inpatient Psychiatric Hospitals
• Outpatient Clinics
• Residential Homes
• Substance Abuse Clinics
• Domestic Violence Shelters
• Homeless Shelters

Interim Co-Chair, Professor, Counseling and Psychology

Susan Gere, Professor and Interim Co-Chair of the Counseling and Psychology department, is Core Faculty and a clinician and consultant in the community. Dr. Gere’s research and teaching interests are in integrative approaches to trauma treatment; understanding the impact of adverse life experience on adult learning; and mental health consultation in clinical, educational, organizational, and community settings. “I am interested in the many ways in which psychosocial knowledge can inform our understanding of educational processes across settings.”

Adam Meiselman

Assistant Professor of Counseling and Psychology

Sue Motulsky

Professor of Counseling and Psychology

Sue’s teaching, writing, and research interests are in developmental and relational psychology, including adult development, cultural psychology, gender issues and women’s psychology, identity and relational development, LGBTQ+ career and identity development, and career counseling and vocational development.

Research interests include feminist, relational psychology, identity development, career development and life/career transitions, specifically transgender and nonbinary adults’ career decision-making, and qualitative, constructivist and narrative research.

Rakhshanda Saleem

Professor, Counseling and Psychology

Rakhshanda’s scholarship and pedagogy is informed by a transnational and interdisciplinary perspective with a focus on the impact of structural and systemic violence. Her philosophical frameworks are embedded in decolonial, liberatory, and the emancipatory consciousness and the potential of grassroots and community-engaged movements. She is invested in solidarity organizing aimed at dismantling oppressive sociopolitical structural determinants of harm to individual and communal wellbeing and radical reimagining of alternatives to neoliberal and depoliticized theoretical models and wellness industry.  

Examples of her most recent scholarship include understanding issues facing disenfranchised migrant communities and learning about solidarity from the perspectives of impacted community members, activist, and organizers, exploring structural violence and its impact on “undocumented” Latinos (as) immigrants, Muslims (immigrants and non-immigrants), and LGBTQIA+ persons who have experienced incarceration, and identifying pre and post migration factors impacting the wellbeing of South Asian immigrant women.  Another area of interest and a developing project is exploring the trajectory of individuals involved in grassroot movements and community organizing in solidarity and resistance to systemic and structural violence to further understand consciousness raising and change occurs at an individual level.  

Rakhshanda is a licensed psychologist and a clinical neuropsychologist. Her work as a Harvard Medical School clinical instructor included assessment and clinical care for patients with diverse ethnic and cultural backgrounds needing linguistic and culture specific assessment and care.

Donna San Antonio

Donna Marie San Antonio has worked as a community organizer, teacher in grades 7-12, school counselor, outdoor educator-counselor, nonprofit administrator, and university instructor. She came to Lesley University in 2011 after teaching for 8 years in the Risk and Prevention Program at the Harvard Graduate School of Education. For 26 years, she directed the Appalachian Mountain Teen Project, an activity-based counseling program that she founded in 1984 to serve low-income and struggling youth in central and northern New Hampshire. 

Dr. San Antonio’s research and practice focus on understanding and supporting social, emotional, and physical wellness during adolescence and emerging adulthood. She has published on topics including developmental transitions for rural adolescents and emerging adults; the influence of social class and trauma in life course design and aspiration; experiential education/adventure-based counseling; school-based and workplace mentoring; school climate and social-emotional development; cross-role and cross-institutional collaboration; and community and school-based participatory action research for social change. Her current research projects include an exploration into the lifelong impact of therapeutic adventure activities during adolescence, and an auto-ethnography on how schools and communities in low-income rural areas support the social integration and well-being of migrant youth and families.  

Dr. San Antonio collaborates with international practitioners and researchers on urgent issues in school and community counseling. She frequently consults with school and community programs seeking to address cultural and economic barriers to success. She serves on the Editorial Board of the Journal of Experiential Education and is a Founding Member of the International Society of Policy, Research and Evaluation in School Counseling. She coordinates Lesley University’s affiliation with the UNESCO-UNITWIN Project on Lifelong Career. 

About her on-going community work, Dr. San Antonio says, "I believe in involving youth as active participants in addressing issues that threaten their well-being, such as poverty, racism, trauma, sexism, and homophobia.” As a classroom instructor and community activist, Dr. San Antonio works to create contexts that offer a high level of active critical reflection and dialogue. She enjoys hiking, biking, canoeing, cross-country skiing, and snowshoeing.   

Joe Mageary

Associate Professor and Department Chair, Counseling & Psychology

Joe Mageary, PhD, LMHC, CCMHC (he/him) is an Associate Professor in Lesley University’s Department of Counseling and Psychology. As a member of the core faculty, Dr. Mageary has also served as the Director of Field Training for Counseling and Psychology. He is a Massachusetts Licensed School Adjustment Counselor and Licensed Mental Health Counselor (LMHC), as well as a nationally certified Clinical Mental Health Counselor (CCMHC) and a Licensed Professional Counselor (LPC) in the state of Connecticut. He has used his LMHC in inpatient, outpatient, and community-based clinical roles and has extensive experience as a clinical supervisor, having worked as the Director of Emergency Services and Jail Diversion for an eighteen-town catchment area as well as serving as a Clinical Director in therapeutic high school settings for nearly a decade prior to joining Lesley’s faculty.

Throughout his career, Dr Mageary’s clinical work has been rooted in trauma-informed efforts to decrease stigma and suffering associated with mental illness through providing creative, community-based, collaborative, and recovery-oriented services. His clinical approach is influenced by tenets of Narrative Therapy, trauma-informed approaches, critical psychology, and brief therapies as well as by transdisciplinary thinkers such as Gregory Bateson and Edgar Morin. He holds a certificate from the Harvard Program in Refugee Trauma’s Global Mental Health: Trauma and Recovery program and is working interdisciplinarily on multiple projects related to supporting people who have been displaced and/or otherwise impacted by war, natural disaster, and other systemic stresses. Specifically, Dr. Mageary has worked with  Voces Arts and Healing , a group of expressive therapists, clinicians and advocates supporting asylum seekers and their allies in the Juarez, Mexico/El Paso, Texas metropolitan area. He is also actively partnered with the  Lesley University Institute for Trauma Sensitivity  (LIFTS) in weekly consultation and support for teachers and child psychologists in the Kirovohradska region of Ukraine.

Dr. Mageary is interested in exploring creative and body-oriented approaches to healing. He led a team that developed the Visual Reflection Team model: an arts-based version of the Reflecting Team technique used in Family Systems- and Narrative therapies.

In addition to having his LMHC, Dr. Joe Mageary is a:

• Nationally Certified Clinical Mental Health Counselor (CCMHC)
• Licensed School Adjustment Counselor and Special Education Administrator in the state of Massachusetts
• Level one- and two-trained Eye Movement Desensitization and Reprocessing (EMDR) clinician
• Member of the American Counseling Association (Massachusetts and Rhode Island Association for Counselor Education and Supervision Division) and the Massachusetts Mental Health Counselors Association

Elizabeth Barragato

Visiting Instructor, Counseling & Psychology

Liz Barragato , MA, LMHC, has been an adjunct faculty member at Lesley University since 2014 and is thrilled to be a member of the core faculty starting in the 2021-2022 academic year. Liz has a private counseling and consultation practice in Cambridge, MA, and Liz is also a managing co-owner of Crooked Tree Counseling, LLC , in Cambridge.

Being a masters-level instructor, instead of having areas of scholarship, Liz had areas of clinical interest. Liz is interested in holistic theories and counseling methods, with a special interest in the intersection of Eastern wisdom practices, mental health, and wellness.

Liz brings this interest to the coordination of the Holistic Studies Specialization in the Counseling and Psychology Department. Liz is also deeply influenced by existential and relational psychoanalytic counseling approaches. Through all of these theoretical lenses, Liz see critical theory and issues of social justice permeating the work of counseling and teaching.

PhD Director, Associate Professor of Counseling & Psychology

Peiwei is an Associate Professor of Counseling & Psychology, the Director for the PhD program in Counseling & Psychology, and a member of the Executive Board of the Society for Qualitative Inquiry in Psychology (SQIP). Her cross-cultural experiences as an immigrant in the U.S. and as a Chinese woman growing up in the late socialist/emerging capitalist era in China have shaped her genuine interest in understanding the intersection of culture, race, gender and class. She is particularly intrigued by the complex power relations of marginalization and dominance that perpetuate and reproduce social and systemic pathologies and inequalities. This also fuels her passion to create conditions for consciousness raising and collective participatory actions toward a better world.

As a teacher, Peiwei’s pedagogy has been shaped by critical and feminist theories that foreground relationship, dialogue, reflection and love. She strives to create openness, trust and authenticity in the classroom that enables critical thinking, dialogues, self-reflection, emotional exploration, and the inclusion of marginalized voices. As a trained counseling psychologist and a research methodologist, Peiwei’s scholarship explores the borderland of critical psychology and critical qualitative methodologies, pertaining to self and identity development, consciousness raising, recognition, and the emancipatory aspect of knowledge. Her most recent critical ethnographic study focuses on the conditions and process of critical consciousness raising during diversity/social justice education.

In addition, Peiwei investigates graduate students’ conception and experiences with research methodology classes, and develops teaching pedagogies that holistically center students’ identities in learning. Peiwei is also passionate about critiquing and reconstructing current code of research ethics to make it more inclusive of historically marginalized and indigenous perspectives, and better attend to layered power relations in knowledge production and dissemination. Inspired by Zen practices, Peiwei is also drawn to the intersection of Eastern spiritual traditions such as Zen Buddhism, and psychotherapy and healing.

• On-Campus, One-Internship Option
• On-Campus, Two-Internship Option
• Tuition $1,300/credit x 60 $78,000
• Fees Field Experience Fees $1,700 MAP Tevera Fee $200 Comprehensive Fee $1,500

All graduate students are reviewed for merit scholarships through the admissions process and are awarded at the time of acceptance. Other forms of financial aid are also available. Review all graduate tuition and fees , and what they cover. Tuition and fees are subject to change each year, effective in the Summer term.

• Fees Field Experience Fees $3,400 MAP Tevera Fee $200 Comprehensive Fee $1,500

Ready to get started? We're here to make the application process as smooth as possible. Just answer a few quick questions, and get your customized application guide.

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Master of Arts Counseling for Mental Health and Wellness Online Degree

Earn your online master’s in mental health counseling.

Designed for aspiring mental health counselors who live across the United States, Counseling@NYU is the online master of arts in Counseling for Mental Health and Wellness program from NYU Steinhardt. This program (full or part time) is taught by distinguished NYU faculty and prepares students to pursue licensure and employment as a clinical mental health counselor. GRE scores not required.

Degree Details

Official degree title.

Master of Arts in Counseling for Mental Health and Wellness

What You’ll Learn

Learning online, careers and outcomes, licensure and accreditation, an online curriculum for aspiring mental health counselors.

The Counseling@NYU curriculum equips you with the necessary skills to help people from all backgrounds through:

• 60 graduate-level credit hours of live, online classes
• Interactive simulations in counseling lab
• A 100-hour practicum in a mental health setting, including 40 hours of direct practice
• A 600-hour internship at an NYU-approved clinical location, including 240 hours of direct practice
• A three-day on-campus immersion in New York City (circumstances permitting)

You will have the opportunity to customize your learning with electives that fit your interests. Available elective topics include substance-related disorders, marriage and family counseling, adolescent sexual decision-making, responses to trauma, and immigrant-origin youth.

Learn more about the curriculum and view sample course sequences.

The Online Master’s in Mental Health Counseling Experience

You will attend weekly live courses with streamed video and audio. Classes are intentionally kept small and feature capabilities for breakout sessions and face-to-face interaction. Because our curriculum is designed to optimize online learning and maximize collaboration, you’ll be able to connect seamlessly with professors and peers across the country. As a Counseling@NYU student, you will have the opportunity to:

• Explore and synthesize content through a multicultural lens prior to practicum and internship experiences.
• Receive one-on-one attention from your professors during faculty office hours.
• Access faculty-designed, asynchronous content 24/7.
• Reference course work, class materials, and your dashboard on a mobile app.
• Use your dashboard for one-click access to upcoming assignments, grades, contacts, and more.

Learn more about the online student experience.

What Can I Do with an Online Master’s in Mental Health Counseling?

The online master’s in mental health counseling prepares you to pursue licensure as a counselor who helps clients of all ages navigate mental health challenges, such as anxiety, grief, post-traumatic stress disorder, relationships, job transitions, and more.

As a graduate of the online program, you will be uniquely prepared to:

• Assess individuals and groups with attention to gender, race and ethnicity, class, sexual orientation, and ability/disability.
• Apply a variety of counseling skills, such as case conceptualization, practice, and advocacy.
• Form helpful counseling relationships and demonstrate a commitment to the growth and development of your clients.
• Work in a variety of settings, including outpatient care centers, family service centers, hospitals, community agencies, and private practices.

Learn more about mental health counseling careers .

New York University is regionally accredited by the Middle States Commission on Higher Education. The online master of arts in Counseling for Mental Health and Wellness program is accredited by the Master’s in Psychology and Counseling Accreditation Council (MPCAC) under the Master’s in Counseling Accreditation Committee standards. Learn more about MPCAC accreditation . 

Counseling@NYU is registered by New York state as a license-qualifying program in mental health counseling. Students in the online master’s in mental health counseling program may be eligible for licensure in states outside New York; however, requirements vary from state to state . Most state licensing boards require a master’s degree, testing, and completion of post-master’s clinical hours.

Want to Study in Person?

Master of Arts Counseling for Mental Health and Wellness On-Campus Degree

This master’s degree is designed for aspiring mental health counselors who want to treat mental illness and help clients reach their potential.

Take the Next Step

Earn your mental health counseling degree online from NYU Steinhardt.

• About Northwestern
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Child and Adolescent Specialization

Clinical Training and Placement

• In-Person Immersion Experiences
• What Is Counseling?
• Counseling versus Psychology
• The Differences between Clinical Mental Health Counseling and Social Work
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• Apply External link: open_in_new

Counseling@Northwestern / Online Master's in Counseling

The CACREP-Accredited Online Master of Arts in Counseling Program The CACREP-Accredited Online Master of Arts in Counseling Program The CACREP-Accredited Online Master of Arts in Counseling Program

From the family institute at northwestern university from the family institute at northwestern university from the family institute at northwestern university, get admissions and tuition information.

Complete the form to receive information about the online graduate counseling and therapy programs offered by the Family Institute at Northwestern University.

Become a self-reflective clinical mental health counselor with our CACREP-accredited curriculum. We offer several options to fit your background and lifestyle, including accelerated, traditional, and part-time tracks, and a Bridge to Counseling Program for students new to the field.

When you pursue your online counseling graduate degree through top-ranked Northwestern University , 1 you will follow the same rigorous, high-caliber curriculum taught on campus. You will prepare for real-world practice as a self-reflective counselor through a learning-by-doing model. In addition to completing classes and coursework online, you will participate in  highly collaborative in-person experiences  that challenge you to reflect on your identity and how it affects your approach to counseling.

We want all aspiring counselors to achieve their goals, and the master’s in counseling online curriculum accommodates students of all levels of experience in the field. Depending on your academic and professional background, you will complete either our Standard Program or our Bridge to Counseling Program, which offers prerequisite coursework in clinical interviewing and practice.

Learn more about our comprehensive curriculum.

Ready to start earning your master’s in counseling online? We encourage you to apply whether you have a background in psychology or are new to the field. You need a bachelor’s degree to apply and GRE scores are not required.

The online master’s in counseling offers four start dates annually in January, April, June, and September for both the Standard and Bridge to Counseling Programs. Depending on the path you choose, the program can be completed in 18–36 months. Our admissions committee reviews applications on a rolling basis so you receive your admissions decision as soon as possible.

Get familiar with the admissions process.

Children and adolescents who experience mental health problems need capable, caring counselors to provide treatment tailored to their developmental needs. If you want to make a difference for youth in your community, you can pursue the Child and Adolescent Specialization while earning your online counseling graduate degree from Northwestern.

The specialization teaches you how to provide effective treatment for youth while still fully preparing you to work with adults.  During your second year in the online counseling master’s program, you will take two specialization courses that provide an in-depth look at child and adolescent development and treatment approaches for common mental health concerns in today’s youth. Both specialization courses are included in the total number of credits required to graduate from the master’s in counseling online program.

Get more information about the specialization.

A Collaborative Online and In-Person Experience

Counseling@Northwestern is a highly collaborative program. You will connect with your peers, professors, and other counseling professionals during online classes, in-person immersions, and clinical training experiences near your community.

Provide direct counseling services to clients in need  using knowledge gained during online classes and in-person immersions.

Celebrate your development  by attending Counseling@Northwestern’s graduation ceremony.

Discover Student Perspectives

“This program taught me the foundation and ethics needed in a good counselor. I feel fully prepared to enter the field after completing the program: I know I have received one of the best educations from one of the top programs in the world.”—Stefan Young, ’21

Join Our Next Cohort of Aspiring Counselors

The final deadline for the September 2024 cohort is July 1, 2024.

Request More Information

In-person clinical experience is a cornerstone of the preparation we provide students in the master’s in clinical mental health counseling program.  While enrolled, you will complete both a Practicum and an Internship totaling 800 hours of real-world skill development.

When it is time to start your clinical training, our placement team will help you identify Northwestern-approved sites where you can work with clients. You will complete your clinical placements during six consecutive terms to gradually build your skills as you earn your online counseling graduate degree. Each placement is supervised by a licensed clinician who provides ongoing feedback. Your professors and classmates will also provide valuable insight as you reflect on your clinical experiences during weekly classes.

Read more about clinical training.

Immersion Experiences

While enrolled in the master’s in counseling online program, you will visit our Chicagoland facilities for two immersion experiences that provide in-depth training while enabling you to bond in person with your peers and professors. You will also have one online immersion experience.

New Student Immersion

The New Student Immersion (NSI) is designed to orient new students to Counseling@Northwestern. Students will receive information about the many resources available to support their success. Additionally, students will interact with one another, program staff, and core faculty while having the opportunity to tour the Northwestern University campus.

Group Dynamics Immersion

The Group Dynamics Immersion is the experiential component of the Group Counseling Theory and Practice course. During a long weekend, you will spend time leading and participating in groups while applying the concepts you have learned in the classroom.

Facilitated by Counseling@Northwestern faculty and selected supervisors, this immersion helps you:

• define your group leadership style;
• examine any biases you may have in group settings; and
• understand the roles you take on in groups.

After the immersion, you will spend the remainder of the Group Dynamics course integrating your theoretical and experiential knowledge.

Capstone Conference

Shortly before you earn your counseling master’s degree, you will complete an online capstone conference that takes the place of comprehensive exams. As you present the competencies you have learned while enrolled, you will make the transition from student to aspiring practitioner who is prepared to pursue licensure and employment in the field.

The Capstone Conference showcases our counselors-in-training at the end of their graduate program. The project encompasses a written scholarly paper and a 45-minute professional presentation that provides a comprehensive demonstration of the knowledge and skills needed to practice competently in the counseling profession. In addition to presenting their area of passion in clinical mental health counseling, students are expected to demonstrate key elements of counseling competency, including ethical principles, cultural competency, theoretical considerations, applications defined by counselor identity, and other similar factors. The conference aims to support our students as they communicate their areas of passion through highlighting their scholarly development.

The Capstone Conference is a celebration of the rigor and excellence our counselors-in-training represent as we welcome them from the role of graduate student to the role of professional clinical mental health counselor.

*Please note: Our in-person learning and clinical field experiences are central to our highly collaborative program.

Find out more about the immersions.

Meet Our Faculty

Northwestern faculty are known for enriching learning and bringing diverse perspectives and interests into the classroom. Together, they bring a wealth of experience in areas such as sport psychology, neurocounseling, substance abuse, practice with members of the LGBTIQA+ community, child and adolescent counseling, and other specialties. 

As your professors weave their real-world experiences into the course discussions, you will learn best practices from multiple perspectives and gain a multicultural world view. You will also be equipped to become a competent and caring counselor, mental health advocate, and leader.

Throughout your time in the program, our faculty will connect with you during and outside of class, both online and in person, to build relationships that could last well into your career.

Meet the professors who will support your development as a counselor.

Clinical Mental Health Counselor Careers

The online Master of Arts in Counseling Program from The Family Institute at Northwestern University will prepare you to become an effective clinical mental health counselor who works with clients from various backgrounds. Some counselors work with clients affected by addictions, relationship issues, or behavioral issues in children and adolescents.

Becoming a mental health practitioner allows you to make a difference in your clients’s lives. Clinical mental health counselor jobs may be available in various settings, including:

Community mental health centers Inpatient/outpatient clinics and hospitals Research institutions University student services Career services Private practice

The field of counseling is growing. 2   Learn more about the counseling job outlook  and explore some potential clinical mental health counselor career opportunities.

Ready to Take the Next Step?

Counseling@Northwestern uses an innovative, online learning platform to deliver the same rigorous curriculum as the nationally renowned on-campus program. Earn your Master of Arts in Counseling from The Family Institute at Northwestern University while making a difference in your own community.

Earn your Master of Arts in Counseling from The Family Institute at Northwestern University

Complete the form to receive information about the online graduate counseling and therapy programs offered by The Family Institute at Northwestern University.

1  Best National University Rankings. (2022). US News & World Report. Retrieved June 30, 2023. arrow_upward Return to footnote reference

2 Substance Abuse, Behavioral Disorder, and Mental Health Counselors. (2023). US Bureau of Labor Statistics. Retrieved July 3, 2023. arrow_upward Return to footnote reference

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Clinical Mental Health Counseling M.S.

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Empower Diverse Individuals and Families to Accomplish Health, Education and Career Goals

Clinical Mental Health Counseling M.S. from University of Houston-Clear Lake is designed for students interested in becoming professional counselors, and provides students with the knowledge and skills necessary for counseling clients experiencing a variety of psychological, social, behavioral and emotional issues. This degree focuses on a variety of topics, including: counseling orientation and ethics, counseling theories, group counseling theories and practice, tests and appraisal, career development and counseling, research methods, diagnostics, assessment, treatment, psychotherapy and counseling. Request Info How to Apply Visit

Get on Track to Pursue Licensure

This program prepares you to meet the academic requirements for Clinical Mental Health Counseling M.S. in preparation for licensure as a Licensed Professional Counselor in the state of Texas.

Admission Requirements

UHCL’s College of Education would love to have you join us. Find out today what it takes to apply.

• Clinical Mental Health Counseling, MS.

Fall: March 1 Spring: September 1

• University Application
• Counseling Master's Degree Program Application
• Bachelor's Degree from an accredited institution
• The GRE/MAT is waived for applicants who have earned a 3.000 GPA in the last 60 hours of coursework
• A combined GRE score of 294 and a writing score of 3.5
• An MAT score of 390 minimum
• Applicants hold a Master's degree from an accredited institution are not required to submit GRE or MAT scores

The following documents must be uploaded to your UHCL E-Services account (assigned after you have completed the ApplyTexas online application):

• Resume - A brief resume with relevant work experiences, honors, presentations, papers or other life experiences that you would like to have considered for admission to the Counseling Program
• Formal Essay - The essay should be maximum 500 words. Content should explain your reasons for pursuing counselor training as well as your career goals.
• Counseling Program Application
• Three Professional Reference Forms
• Self-Rating Sheet
• Background Check Form: Clinical Mental Health Counseling M.S. / Counseling M.S.

Applicants seeking admission to pursue the Counseling M.S. with School Counselor Certification must also upload the following:

• Texas Teacher Service Record (You can request this from your school district HR department.)
• TEA Ethics Training Completion Certificate
• Receipt for TEA Admission Fee  – Please visit the UHCL E-Commerce site to pay the $37.00 Texas Education Agency (TEA)-Advanced Certificate Program Admission Fee (scroll to correct certification).  This fee is payable by credit/debit card only and is non-refundable; therefore, it is your responsibility to ensure that you are in the correct program and certification.  TEA requires all educator preparation programs to collect this fee and forward it to TEA.  TEA uses it to monitor your TEAL (TEA Login) account at the TEA website.  Once you have paid the fee, your will be emailed a receipt.  You need to upload the receipt.
• Supplemental Admissions Form  
• Certificate(s) of completion of TEA-required school district training in Mental Health/Substance Abuse/Youth Suicide Prevention

Degree Requirements

Ready to learn about the classes you need to take to earn your degree from the College of Education at University of Houston-Clear Lake? Find out all you need to know about the required course work, complete with options for electives.

Cost Information

Investigate the direction of your future with this look into the prospective costs of a degree from UHCL.

Tuition and Fees Net Price Calculator Fee Schedule Calculator

UH-Clear Lake at Pearland

1200 Pearland Pkwy Pearland, Texas 77581 Phone: 281-212-1700

Since 2010, University of Houston-Clear Lake at Pearland has proudly served as an upper-level institution serving juniors, seniors, and graduate students in fields like business and behavioral science.

About UHCL at Pearland

Accreditations and Distinctions

The College of Education is accredited by the Texas State Board for Educator Certification (SBEC).

We've earned national recognition for accomplishment and innovation, including the Christa McAuliffe Award for Excellence in Teacher Education.

The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA), has granted accreditation to the Clinical Mental Health Counseling (M.S.) program in the Department of Counseling, Special Education, and Diversity, College of Education at University of Houston-Clear Lake.

UHCL College of Education: Clinical Mental Health Counseling Program Annual Vital Statistics Report for Fall 2022-Spring 2023

• Number of Graduates in the past academic year = 35
• Completion rate = 87%
• Licensure or certification examination pass rate = 90%
• Job placement rate of students/graduates = 100%

Clinical Mental Health Counseling M.S. Faculty

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Randy Davis

Program Director and Associate Professor of Counseling, Education

Contact number:   281-283-3592 Email:   [email protected] Office:  Pearland Suite 222

Randy Davis Faculty Bio

Emily Horton

Assistant Professor of Counseling, Education

Contact number:   281-283-1757 Email:   [email protected] Office:  Pearland Suite 222

Emily Horton Faculty Bio

Robert Pace

Clinical Associate Professor of Counseling, Education

Contact number:   281- 212-1755 Email:   [email protected] Office:  Pearland, HSCP 242

Robert Pace Faculty Bio

Diane Smedley

Visiting Assistant Professor, Education

Email:   [email protected]

Diane Smedley Faculty Bio

Angelica Tello

Associate Professor of Counseling and Field Experience Coordinator, Education

Contact number:   281-212-1762 Email:   [email protected]

Angelica Tello Faculty Bio

About the Program

The Clinical Mental Health Counseling (CMHC) emphasis within the Department of Counseling and Human Services is designed to prepare graduate students to assume positions in the provision of professional counseling and consultation services involving the principles of psychotherapy.

The Clinical Mental Health Counselor (CMHC) training program is currently recognized by CACREP. The CMHC track is based on CACREP training standards and is designed to meet the academic requirements for licensure as a professional counselor (LPC) in Colorado to practice psychotherapy. In addition to completing the Master’s Degree, applicants for the Professional Counselor License must complete appropriate post-masters degree supervised experiences and pass a written examination.

Focus of Study

The program offers training to students in various areas such as human development, learning theory, group dynamics, and identifying mental illness and dysfunctional behavior.

After completing the program, students will have the skills to offer professional services to individuals, couples, families, and groups to treat psychopathology and improve mental health.

The ultimate goal of this program is to promote and enhance healthy, self-actualizing, and satisfying lifestyles, regardless of whether the provided services are in an educational, military, business or industrial, health or medical, private practice, or human services setting.

Program Requirements

Students must complete a rigorous 60-semester-hour program that has been developed by the departmental faculty to prepare Clinical Mental Health Counselors for the responsibility of professional practice.

Students graduating from the CMHC degree program will be eligible to take the National Counselor Exam during their last semester in the program. The student may submit the score from this examination as partial fulfillment of the requirements for the Professional Counselor license in Colorado. Post-master’s supervised clinical experience is required prior to becoming licensed. Additionally, graduates of the program will be immediately eligible and are encouraged to apply for National Certified Counselor (NCC) recognition.

Program Coursework

As the Department transitions to a sixty-semester-hour program, students will be offered an array of elective courses. These courses may be selected to complement the student’s required coursework and/or professional career objectives. Students will select two electives if they desire to graduate with a 60-semester-hour master’s degree. This schedule will begin in Summer 2023.

Clinical & Mental Health Counseling, MS

Interested in Professional Counseling?

Contact our graduate admissions office by completing the form below.

Who will my professor be?

Our Graduate Admissions team can help!

Graduate Admissions P: 706-778-8500 x1352 E: [email protected]

Helping Others Thrive.

100% online degree.

In recent years, the role of mental health in the overall wellbeing of our communities has become a focus of organizations around the world. Based on data from the World Health Organization, depression is one of the leading causes of disability. Suicide is now the second-leading cause of death among 15- to 29-year-olds. People with severe mental health conditions die prematurely. And, with the recent COVID-19 pandemic, isolation, depression, and related issues are at an all-time high.

With such great need, demand for mental health professionals is projected to continue to grow both now and after the COVID-19 pandemic. Estimates suggest that there will be a shortage of 45,000–250,000 mental health providers in the United States alone by 2025.

In addition, many are reconsidering the role of work in their own lives. The “Great Resignation” in the United States saw a record 4.53 million workers quit their jobs in March 2022, beating the previous series high of 4.51 million in November 2021, according to the Job Openings and Labor Turnover Survey (JOLTS) released by the U.S. Department of Labor's Bureau of Labor Statistics. More than 44% of Americans also plan to quit their jobs for new employment in March 2022. There are few careers as fulfilling and meaningful as that of a professional counselor.

Piedmont’s Master of Arts (MA) in Clinical & Mental Health Counseling is a fully online graduate degree program consisting of 60 semester credit hours, inclusive of 9 hours of supervised field experience (practicum and internship). Regarding field experience, faculty and staff assist students in working with an approved clinical site for their practicum and internship.

Piedmont prepares graduate students through practitioner-oriented education and extensive clinical instruction, while also prioritizing flexibility. Piedmont’s MA in Clinical & Mental Health Counseling makes it possible to take courses online while balancing work, childcare, family, and life. Graduates can complete the program in 2.5 years (7 semesters/9 semester credit hours per semester).

Piedmont’s MA in Clinical & Mental Health Counseling integrates innovative online learning strategies that create an inclusive learning community — connecting students with instructors, peers, and professionals in the field via live Zoom instructor office hours, live student cyber cafes, and live sessions with guest licensed counselors. We’re also providing courses that are reflective of today’s environment. As a result of COVID-19, we now offer Telemental Health Counseling as a required course in our degree—preparing graduate students with the necessary knowledge, skills, and techniques to competently deliver this service online.

Throughout the program, we also encourage students to engage in self-reflection. Piedmont graduates’ increased self-awareness fosters increased self-confidence with a diverse population of future clients. The program is focused on preparing graduates to compassionately counsel and advocate for clients struggling with a wide range of mental health needs.

Piedmont Helps Launch Your Career in Counseling

With an MA in Clinical & Mental Health Counseling from Piedmont University, graduates are prepared to find positions in a wide variety of organizations in community agencies, businesses, and institutions. The degree fulfills the academic requirements for licensure as a Licensed Professional Counselor (LPC) in Georgia and prepares students for certification as a National Certified Counselor by the National Board for Certified Counselors.

• Bachelor's degree with a minimum cumulative grade point average of 3.0  or better on a 4.0 scale.
• One official transcript from each university, college and professional school attended. Students currently pursuing their baccalaureate degree may submit an official transcript-in-progress for admission consideration.
• Two professional references (not friends or relatives, and one should ideally be a former/current professor or instructor).
• Statement of Intent (minimum of two pages, double-spaced) addressing personal and professional interests in the professional counseling field; personal background and work history related to counseling field; career goals in the field; and aptitude for succeeding in graduate level education.
• A current résumé detailing education, work experiences, leadership activities, volunteer/service work, etc.
• Background check (must be completed and submitted by the student’s second semester in the program).
• Participation in a virtual interview to determine fit with program and profession.
• 60 Credit hours
• 100% online courses (Asynchronous/Synchronous)
• Program can be completed in 2 ½ years (7 semesters, 9 hours per semester)
• Offers specialized classes such as telemental health, crisis and trauma, substance use, and psychopharmacology

What classes will I take?

Reach your peak potential..

Piedmont graduates in clinical and mental health counseling will pursue careers in:

• Inpatient Counseling
• Outpatient Counseling
• Community Agencies
• Government Agencies
• Non-profit Practices
• Private Practices
• Educational Settings
• Addiction Centers

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CLINICAL MENTAL HEALTH COUNSELING

For professionals who want to practice in mental health counseling. This degree leads to Nebraska licensure as a Mental Health Practitioner. The Clinical Mental Health Counseling Program offers a Master of Arts in Education. This degree program requires the successful completion of 60 credit hours of graduate education. Completion of the MAE in Clinical Mental Health Counseling provides graduates with the academic requirements toward mental health licensure in Nebraska. Along with the MAE degree, graduates who successfully pass the National Counselor Examination (NCE) will be prepared to apply for the provisional Licensed Mental Health Practitioner (PLMHP) license in Nebraska.

In Nebraska, counselors must seek licensure from the state to engage in counseling. Our Clinical Mental Health Counseling Program (CMHC) provides the academic background to support individuals pursuing licensure as mental health practitioners. The Department of Health & Human Services/Division of Public Health/Licensure Unit generally approves CSC counselor education courses for professional counselor continuing education (CE) credit. Please refer to the Counselor Education Student Handbook for more detailed information.  

Graduate Counselor Education Program Mission

Our mission is to prepare highly effective counselors equipped with the knowledge, skills, and dispositions to serve a diverse, multicultural, and global society with marginalized populations. The faculty, current and former students, and community partners provide input to achieve our mission through the following objectives.

The Clinical Mental Health Counseling Program prepares students to work professionally in the mental health field. State licensure is required to practice as a mental health professional. This program is offered fully online.

Graduate Counselor Education Program Student Learning Outcomes

Department Master's Program Objectives

• Foster the development of a strong professional counselor identity following the ethical guidelines outlined in the ACA and ASCA Codes of Ethics.
• Prepare culturally competent counselors to serve a diverse, multicultural, and global society with marginalized populations.
• Prepare counselors to apply human developmental theory to inform interventions across the lifespan.
• Produce counselors with a nuanced understanding of career development to conceptualize the intricate interplay between work, mental well-being, and other life roles.
• Prepare counselors who employ theoretically grounded counseling interventions to establish theory-based client outcomes.
• Prepare counselors who employ group dynamics and application of group theory in group counseling practice.
• Prepare counselors who employ ethical and culturally responsive assessment practices, strategies, and interventions in counseling practice.
• Prepare counselors who critically evaluate and utilize research methods in professional counseling.
• Produce Clinical Mental Health Counselors adept at diagnosis, mental health case conceptualization, and treatment planning.
• Prepare School Counselors to design and deliver school counseling programs utilizing the ASCA National Model.

ENTRANCE REQUIREMENTS

• Complete application
• Earned baccalaureate degree from a regionally accredited institution
• Official transcripts from the college/university which issued bachelor's degree
• Official transcripts from any institutions attended after receiving bachelor's degree (if applicable)
• Admission essay

Prior to formal acceptance, students must complete all admissions requirements and successfully complete the Counselor Program Admission essay.  Prior to formal acceptance, students must complete all admissions requirements, successfully complete the Counselor Program Admission essay, and view the New Student Orientation video during the first semester of courses.

The 4 year course rotation can be found on the Counseling Course Information page

PROGRAM OF STUDY ⸺ 60 Credit Hours Total

Clinical mental health counseling field experience.

COUN 601   PRACTICUM-CLINICAL MENTAL HEALTH COUNSELING  and   COUN 640   INTERNSHIP IN COUNSELING are required courses in the CMHC program curriculum. These courses provide practical, applied experience in a mental health setting. 

Provisional Licensed Alcohol & Drug Counselor (PLADC) 

CMHC students seeking licensure as a Provisional Nebraska Licensed Alcohol & Drug Counselor (PLADC) will have completed the academic coursework toward the Provisional Alcohol & Drug Counselor license (PLADC). They can also seek a field experience under the supervision of a LADC. Don't hesitate to contact the Counselor Education Program for more information. 

Nebraska Professional School Counselor Endorsement

CMHC students who also  seek endorsement as a Nebraska Professional School Counselor can complete the academic coursework toward this endorsement, including an internship for each endorsement level under the supervision of an endorsed school counselor. Don't hesitate to contact the Counselor Education Program for more information. 

FAQs on Counseling Master’s Programs: CACREP and MPCAC Accreditation

If you’re pursuing a master's degree in counseling, understanding the significance of accreditation is essential. The ACA (American Counseling Association) recognizes both CACREP (The Council for Accreditation of Counseling and Related Educational Programs) and MPCAC (Master’s in Psychology and Counseling Accreditation Council) as critical sources of accreditation for counseling programs.

In this blog, we’ll take a closer look at what CACREP and MPCAC accreditation is, its significance for counseling master’s degrees, and what accreditations or licensures you need to become a certified mental health counselor.

FAQ 1: What are CACREP and MPCAC accreditations?

Accrediting bodies like CACREP and MPCAC ensure counseling programs provide the minimum requirements of evidence-based training for counseling students. They ensure program consistency, experience, and path to licensure for counselors-in-training. When you’re looking for a graduate counseling program, you want to make sure that the program you choose will adequately prepare you for licensure and the job titles you’ll hold afterward.

In order for a counseling master’s program to be CACREP or MPCAC accredited, it must fulfill certain requirements or standards for institutional settings; program mission and objectives; program content; practicum experiences; student selection and advising; faculty qualifications and workload; program governance; instructional support; and self-evaluation. 1,2 One distinctive feature of MPCAC accreditation is its recognition of 8-week programs, unlike CACREP's minimum requirement of 10 weeks. This accreditation ensures that graduates of an 8-week program model are well-prepared for the challenges of professional practice in mental health counseling.

FAQ 2: Do I need to go to a school that’s CACREP or MPCAC accredited to become a licensed counselor?

No, it is not required to go to a CACREP or MPCAC accredited school to become a licensed counselor. To be a licensed counselor, a student’s counseling program must meet the state’s licensure requirements. Thus, most states don't require CACREP or MPCAC accreditation, nor do most counseling jobs. Attending an accredited program also doesn't mean you're guaranteed to get your license. Students at CACREP and MPCAC accredited counseling programs will still need to complete all requirements and pass all examinations that students who attend non-accredited schools need to complete.

MPCAC accreditation signifies that a counseling master's program meets rigorous educational standards, ensuring graduates are adequately prepared for licensure and professional practice. 3 While specific state requirements may vary, MPCAC accreditation holds significant weight in the licensure process and is recognized by many state licensing boards.

FAQ 3: What else should I consider in a counseling graduate degree?

Accreditation is one thing, but there are a host of other factors to consider when choosing a clinical mental health counseling program. They include curriculum requirements and faculty to student ratio.

Curriculum requirements

Whether the counseling graduate degree program you are considering is accredited or not, you should compare the curriculum to your state’s requirements. Every state has different requirements for licensure, and Oklahoma City University encourages applicants to consult with the licensing board in their state to ensure they understand the requirements before enrolling in a program.

For example, state boards will require completed hours of academic credit in specific topic areas to apply for licensure. If you examine your school's curriculum, you should see pretty clear equivalents. You should also be mindful that some states do require CACREP accreditation. This is typically expressed by States’ Licensure Websites.

Using the requirements of the state of Oklahoma State Board of Behavioral Health, which manages Licensed Professional Counselor licenses and OCU’s curriculum , here are a few examples: 4

• OCU equivalent: Personality and Human Development
• OCU equivalent: Professional Identity & Ethics
• OCU equivalent: Research Methods

The state board should have short explanations of each requirement so that you can closely compare those with complete course descriptions. Each state will also dictate a certain number of hours of practicum and internship experience.

Faculty to student ratio

CACREP accredited programs require no more than 12 students to one instructor. Adhering to the MPCAC model for 8-week programs, OCU holds an 8:1 (8 students per instructor) ratio, to ensure a rich and rewarding field experience for counselors-in-training.

FAQ 4: Can I achieve NCC designation without going to a CACREP-accredited school?

Some prospective counselors also wonder if you can become a Nationally Certified Counselor (NCC) if your program isn't CACREP accredited. Yes, you can obtain NCC status without enrolling in a CACREP-accredited program. There are a few additional steps you have to complete, which are as follows: 5

• Earn a graduate degree in counseling (including practicum/internship requirements) from an institutionally accredited educational institution
• Take the Counselor Preparation Comprehensive Examination (CPCE) if required by your school
• Complete post-graduate "supervision" or supervised experience hours
• The National Board for Certified Counselors, Inc. (NBCC) will review your coursework to determine your eligibility
• Submit an endorsement from a professional colleague who holds a graduate degree in a mental health field
• National Counselor Examination (NCE) for Licensure and Certification
• National Clinical Mental Health Counseling Exam (NCMHCE)
• Complete the required NCC application sections “Ethics Attestation” and “Applicant Agreement and Release Authorization,” which require the disclosure of all prior legal, criminal, and disciplinary matters, which the NBCC will then review
• Address any additional requirements as outlined by your states’ licensing board
• Apply for a license with your state board of counseling

FAQ 5: What are the requirements for earning a mental health counseling license?

In order to become a licensed mental health counselor, you should follow the steps outlined below under NCC designation (depending on if your program is CACREP accredited or not). While this is generally the order that tasks will be completed, it can vary slightly. Check out our blog on How to Earn Your Clinical Mental Health Counseling License for more specific information.

How OCU can prepare you for licensure

Oklahoma City University’s online M.Ed. in Clinical Mental Health Counseling offers a robust, rigorous degree program with remote skills labs that will help you learn popular counseling theories, hone interpersonal skills, and gain additional expertise in the field. The curriculum is approved by the NBCC and the Oklahoma State Board for Behavioral Health and meets all core counseling competencies within the American Counseling Association guidelines.

Thoughtful course material encourages self-reflection and professional development while also meeting or exceeding the board requirements of other states. Courses use empirically supported teaching strategies to engage students with specialization topics like research, evidence-based counseling techniques, adolescent counseling, marriage and family therapy, and more. Finally, ​​ the internship and practicum offer an exciting chance to immerse yourself in real-world experiences, all while fulfilling essential licensure requirements.

Earn your M.Ed. from a reputable university

Start with a solid foundation for your career by earning a master's in counseling from a university with a reputation for molding competent, compassionate clinical mental health counselors. The OCU Clinical Mental Health Counseling faculty hold CACREP certified degrees in Counselor Education and Supervision. OCU online M.Ed. students will also gain invaluable clinical mental health counseling knowledge and experience that includes core CACREP and MPCAC areas like counseling theories, treatment planning, professional practice and more.

Schedule a call with an admissions outreach advisor to learn more about the online clinical mental health counseling program at OCU.

• Retrieved on March 26, 2024, from https://www.cacrep.org/accreditation/
• Retrieved on March 26, 2024, from https://www.counseling.org/resources/licensure-requirements/education-accreditation
• Retrieved on March 26, 2024, from https://mpcacaccreditation.org/about-mpcac/
• Retrieved on March 26, 2024, from https://www.ok.gov/behavioralhealth/ACADEMIC_REQUIREMENTS_-_LPC.html
• Retrieved on March 26, 2024, from https://www.nbcc.org/certification/ncc

Return to Clinical Mental Health Counseling

Complete the form below before proceeding to the application portal.

Oklahoma City University has engaged Everspring , a leading provider of education and technology services, to support select aspects of program delivery.

Alar Lipping, Ph.D., Interim School of Kinesiology, Counseling, and Rehabilitative Sciences Director 

Christopher Lawrence, Ph.D., Graduate Program Director

Dori Glance, Ph.D., Graduate Program Director

The Dual Degree in Counseling combines both a Master of Science in Clinical Mental Health Counseling and a Master of Arts in School Counseling, both CACREP-accredited programs.  A combination of these degrees will prepare students to be eligible for licensure as clinical mental health counselors and certification as school counselors. Specifically, this program prepares individuals to provide counseling services to children, adolescents, and adults in private practice, school districts, hospitals, community and government agencies, and other settings.

Contact Information

School of Kinesiology, Counseling, and Rehabilitative Sciences Graduate Office - MEP 203 [email protected] ; (859) 572-7892

Admission Requirements

Individuals applying must meet all requirements for admission to graduate study at Northern Kentucky University as defined by the Graduate Catalog at the time of application in addition to the following:

To be eligible for admission applicants must have the following qualifications :

• A baccalaureate degree from a regionally accredited college or university with an overall minimum 2.75 undergraduate grade point average on a 4.0 scale.
• Undergraduate coursework must contain 48 semester credits (or equivalent in quarter hours) in the liberal arts. 

Application Process:

• Submit an online application and application fee to the Office of Graduate Education.
• Submit official transcripts of undergraduate and any graduate coursework sent directly from all institutions of higher education previously attended.
• Applicants with an undergraduate GPA lower than 3.0 must submit official scores on the Graduate Record Exam (GRE).This requirement will be waived for those individuals who have already completed a master’s degree.
• Submit the supplemental application, including a 500-700-word essay demonstrating evidence of one’s potential to work effectively with people, reasons for pursuing education to become a professional counselor, any relevant work or volunteer experiences, and professional goals. This essay will be evaluated for clarity, grammar, and structure/organization. Supplemental application is available on the Office of Graduate Education website. 
• Submit a writing sample. This may be a paper from the applicant’s undergraduate/graduate studies that evidences their academic capacities or a new paper (3-5 pages in length) in response to one of the prompts available on the Office of Graduate Education website. Submissions will be evaluated for clarity, grammar, and structure/organization.
• Three recommendations from people (former instructors, supervisors, colleagues, etc.) who are qualified to evaluate academic and professional potential in the field of counseling. These must be submitted on counseling recommendation form.  Recommendations available on the Office of Graduate Education website.
• Submit a professional resume tailored to educational goals, including educational background, employment history, awards, and accomplishments.
• A criminal background check (state and federal) is required for admission to the program. For individuals currently employed in the public schools, a copy of their teaching certificate may be submitted in lieu of the background check.  Please contact the program at [email protected] in order to obtain information on getting your background check completed.  Any costs associated with background check are the responsibility of the applicant.
• Successful completion of an interview with Counseling Program faculty and a positive recommendation from the admission’s committee for admission to the program, to ensure the candidate possesses the interpersonal characteristics and personal dispositions to uphold ethical standards of the counseling profession. 

The counseling program admits new students for the fall, spring, and summer semesters. Admission to the counseling program is competitive, and admission decisions are based on a holistic evaluation of each applicant’s admission file.

Curriculum Requirements

Completion of the 72-hour dual-degree program corresponds with the academic and experiential standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP - http://www.cacrep.org/template/index.cfm).  The Master of Science in Clinical Mental Health Counseling also corresponds and is approved by the Kentucky Board of Licensure for Professional Counselors ( http://www.lrc.ky.gov/KRS/335-00/525.PDF ), the Ohio Counselor, Social Worker, and Marriage & Family Therapist Board ( http://cswmft.ohio.gov ), and the Indiana Professional Licensing Agency ( http://in.gov/pla/2888.htm ).  The Master of Arts in School Counseling is authorized by the Kentucky Education Professional Standards Board (KYEPSB) as well as accredited by the Council for the Accreditation of Educator Preparation (CAEP). Additionally, our degrees may meet the requirements for many other states, though each state has unique application and licensure/certification requirements; please review the counseling licensure requirements for the states in which one might be interested. 

Required Courses

• COU 600 Orientation to Clinical Mental Health Counseling (3 credits) ♦
• COU 601 Legal and Ethical Issues in Counseling (3 credits) ♦
• COU 602 Orientation to School Counseling (3 credits) ♦
• COU 610 Counseling Diverse Populations (3 credits) ♦
• COU 620 Human Development (3 credits) ♦
• COU 621 Counseling Children and Adolescents (3 credits) ♦
• COU 622 Crisis Intervention in Schools (3 credits) ♦
• COU 630 Career Counseling (3 credits) ♦
• COU 640 Counseling Techniques (3 credits) ♦
• COU 641 Theories in Counseling and Psychotherapy (3 credits) ♦
• COU 642 Counseling Families and Couples (3 credits) ♦
• COU 650 Theories and Practice of Group Counseling (3 credits) ♦
• COU 654 School Counseling Services (3 credits) ♦
• COU 660 Assessment and Evaluation in Counseling (3 credits) ♦
• COU 670 Diagnosis of Emotional/Mental Disorders (3 credits) ♦
• COU 671 Treatment Planning in Counseling (3 credits) ♦
• COU 674 Crisis Counseling and Crisis Intervention (3 credits) ♦
• COU 675 Substance Use and Addictions (3 credits) ♦
• COU 680 Research Methods and Program Evaluation (3 credits)
• COU 690 Counseling Practicum (3 credits) ♦
• COU 691 Clinical Mental Health Counseling Internship (1-12 credits) ♦

(Minimum 6 credit hours)

• COU 692 School Counseling Internship (1-12 credits) ♦

Total Hours: 72

Program retention.

The counseling program has additional academic standards, beyond those of the minimum university standards for graduate students.  No student will be allowed to begin Practicum or Internship while on academic probation.   Furthermore, a student who receives an F in any counseling course, or any grade lower than a B-  in  COU 600   , COU 601   ,  COU 602   ,  COU 640   , COU 641   , COU 650   , COU 690   , COU 691   , COU 692   , will not be permitted to continue in the program without the approval of the respective program director. 

Timeline of Clinical Practice Experiences:

1. Prior to enrollment in practicum ( COU 690   ), students must have completed the following courses:

• Clinical Mental Health Counseling students: COU 600   , COU 601   , COU 641   , COU 640   , COU 650    (may be taken concurrently)
• School Counseling students: COU 602   , COU 601   , COU 641   , COU 640   , COU 650    (may be taken concurrently)

2. Application to Practicum or Internship . The semester prior to the expected start date for practicum ( COU 690   ), students must submit an Application for Clinical Practice and Criminal Background Report to the Clinical Director or the respective Program Director.

3. Practicum :

• The practicum course provides counseling students with direct opportunities to enhance their counseling skills within a structured, supportive environment. Students will be expected to demonstrate the intentional use of their counseling skills with clients in an ethical and culturally responsive manner.
• Students will complete supervised counseling practicum experiences that total a minimum of  100 clock hours  over a full semester;  at least 40 of these hours  must involve direct service with actual clients that contributes to the development of counseling skills.
• Each week, practicum students will participate in  one hour of individual and/or triadic supervision  by a counselor education program faculty member, as well as one hour of weekly supervision by an onsite supervisor, as applicable.
• Practicum students will also participate in an average of  1½ hours per week of group supervision  on campus throughout the practicum course. 

4. Internship:

• Building on the competencies developed in practicum ( COU 690   ), internship students will be expected to increasingly demonstrate the full range of competencies expected by a professional school or clinical counselor.
•  After successful completion of the practicum course, students must complete  600 clock hours  of supervised counseling internship in settings relevant to their specialty area; at least  240 of these clock hours  must involve direct service with actual clients.
• Internship students will have  weekly interaction with site supervisors that averages one hour per week  of either individual and/or triadic supervision throughout the internship.
• Internship students will also participate in an average of  1½ hours per week of group supervision  on campus throughout the internship provided by a counselor education program faculty member.

State of Kentucky Provisional Counseling/Guidance Certificate

Upon completion of the 72 credit hour dual-degree counseling program the individual is eligible for the Kentucky Provisional School Counseling Certificate. This certificate is awarded by the Kentucky Educational Professional Standards Board with a recommendation from NKU. The initial Provisional School Counseling Certificate is valid for five years. The Provisional Certificate allows one to seek employment as a school counselor. One will have five years to complete the requirements for the Standard Guidance Certificate or renew the provisional certificate with additional coursework in counseling.  A CA-1 form must be submitted to the Kentucky Education Professional Standards Board (KYEPSB) to apply for the certification.  Contact the Counseling Graduate Office at [email protected] for questions on certification.

Completion of the 72 credit hour program master’s in school counseling program at NKU satisfies coursework requirements for the initial Ohio Licensure Application in School Counseling ( http://education.ohio.gov ) as well as coursework requirements for many other states across the country (see  http://www.schoolcounselor.org ). Each state has unique application requirements in addition to coursework, such as the school counseling Praxis, Pearson, etc. exam, so please review your home state’s school counseling licensure/certification requirements closely for the state you are planning to seek licensure/certification in.

Additional Information

Certifications are not automatic and must be initiated by the student.  Forms and processes of application for certification from Kentucky Education Professional Standards Board (KYEPSB) are subject to change. For the most current application forms or processes go to the KYEPSB website ( http://www.epsb.ky.gov ) Contact the counseling graduate office for additional information on university recommendations for certification.

No Praxis Exams are required at this time for School Counseling Certification.

* Requirements and passing scores for teacher/educator certification are subject to change. For the most current PRAXIS II testing requirements, go to the Kentucky Education Professional Standards Board website ( http://www.epsb.ky.gov ) If you are certified/licensed or requesting certification/licensure in another state please check with your licensure board for your state testing regulations.

Exit Requirements

• Application to graduate submitted by posted deadlines by candidate through the myNKU student portal.
• Students will complete all coursework with a minimum 3.0 GPA.
• Completion of all required courses used for the degree with a C or better.
• Signed Counselor Education Handbook Acknowledgment.
• Signed Code of Ethics for Counselor Education Programs.
• Signed copy of Dual Counseling degree curriculum contract.

Students will complete all coursework following the academic policies of the university.  At the conclusion of their plan of study, all students must take a comprehensive exam (usually within their last two semesters of their courses) prescribed by the counseling education program faculty.  A passing score on the prescribed exam, in addition to successful completion of the academic coursework, is required for graduation.

Master’s Study in Psychology

Develop the understanding, professional skills and empathetic approaches that are critical for success in psychology with a master’s degree in psychology from Adelphi University in New York.

Three Degree Options

Choose from MA programs in general psychology, mental health counseling, and school psychology. Each offers optional specializations and valuable field placements.

Making Your Degree Affordable

Adelphi and the Derner School of Psychology offer many ways to help you pay for master’s study, including graduate merit scholarships, scholarships for master’s psychology students, teaching assistantships and even employer tuition reimbursement.

A master’s degree in psychology opens doors to a wide variety of careers and can serve as a pathway to a doctorate.

Derner’s master’s in psychology programs give you the knowledge, training, critical reasoning skills and cultural competence you’ll need to excel in your career. Each includes optional specializations to help you focus on your interests:

• General Psychology: Human Resource Management, Substance Abuse Counseling
• Mental Health Counseling: Global Mental Health, Substance Abuse Counseling
• School Psychology: Bilingual School Psychology, Autism Specialization

Our rigorous master’s programs also offer part-time options and flexible schedules to meet our students’ work or family responsibilities.

Graduate Psychology Programs

Exceptional hands-on training.

As a master’s student at the Derner School of Psychology, you’ll gain clinical skills through practica and internships in local healthcare settings, schools, agencies and organizations, and community services offered by Adelphi. You can also gain valuable experience—and earn money to help cover tuition—in graduate assistantships.

Field Placements

Field experience is a vital part of our master’s degree programs, helping you develop the professional skills and the cultural competence to thrive in any working environment.

Graduate Assistantships

Working with faculty, staff and students helps cover the cost of your graduate education. Choose from research, testing or departmental assistantships.

“A number of professors in this program have made a profound impact on my development. The coursework, practica and internship experiences helped prepare me to obtain a job prior to graduation.

Mentoring Future Psychologists

• Our Inclusive Community
• Apply to the Program

Awards & Recognition

Earn Your Master’s Degree at the Derner School of Psychology

Graduate program contacts.

• [email protected]
• 516.237.8572
• 516.877.4754
• Hy Weinberg Center 320

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• Hy Weinberg Center 311
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