boston college phd in counseling psychology

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Massachusetts Doctorate and PhD in Psychology Programs

Written by Sarah Walsh

Clinical PsyD — Rutgers University | Clinical Psychologist

Dive into the world of psychology in the vibrant state of Massachusetts, where a wealth of cutting-edge Doctorate in Psychology programs await! From the bustling streets of Boston to the picturesque college towns scattered throughout the state, Massachusetts offers a unique blend of history, innovation, and academic excellence. Immerse yourself in groundbreaking research, develop your skills in clinical practice, and collaborate with some of the brightest minds in the field. Whether you’re seeking a career in academia, research, or clinical practice, our comprehensive guide to Massachusetts Doctorate in Psychology programs will help you navigate the path to your future success. You can also discover the excellence of Massachusetts Masters in Psychology Programs , where cutting-edge education meets a rich academic tradition. Get ready to embark on a transformative journey in the heart of New England!

Doctorate in General Psychology

Boston university – ph.d. in psychological and brain sciences.

Boston University offers a Ph.D. program in Psychological and Brain Sciences, which covers a broad range of psychological disciplines. The program focuses on research, theory, and evidence-based practice, preparing students for careers in academia and research settings. Students have the opportunity to specialize in areas such as cognitive psychology, developmental psychology, neuroscience, or social psychology. The program emphasizes collaboration, critical thinking, and methodological rigor, fostering a supportive academic community that values cultural competence, ethical practice, and professional development. Boston University’s program is accredited by the New England Commission of Higher Education (NECHE).

Doctorate in Clinical Psychology

Harvard university – ph.d. in clinical psychology.

Harvard University offers a prestigious Ph.D. program in Clinical Psychology, where students engage in groundbreaking research, advanced coursework, and practical clinical experiences. The program emphasizes the integration of science and practice, training students to excel in academia, research, and clinical settings. Students benefit from a strong mentorship model and have access to the renowned resources of Harvard University. The program is accredited by the American Psychological Association (APA) and prepares graduates to make significant contributions to the field of clinical psychology.

Boston College – Ph.D. in Counseling, Developmental, and Educational Psychology

Boston College’s Ph.D. program in Counseling, Developmental, and Educational Psychology provides an interdisciplinary approach to clinical psychology, focusing on research, theory, and evidence-based practice. Students develop expertise in areas such as mental health, developmental psychopathology, and prevention science. The program fosters a supportive academic community with opportunities for collaborative research, close faculty mentorship, and hands-on clinical experiences. Boston College’s program is accredited by the New England Commission of Higher Education (NECHE) and prepares graduates for careers in academia, research, and clinical practice.

University of Massachusetts Boston – Ph.D. in Clinical Psychology

The University of Massachusetts Boston offers a Ph.D. program in Clinical Psychology that emphasizes research, theory, and evidence-based practice. Students receive extensive training in psychological assessment, intervention, and consultation, preparing them for careers in clinical, academic, and research settings. The program values cultural competence, social justice, and ethical practice, providing students with opportunities for community-based research and clinical work in diverse settings. The University of Massachusetts Boston’s program is accredited by the American Psychological Association (APA).

Doctorate in Counseling Psychology

Boston college – ph.d. in counseling psychology.

Boston College offers an esteemed Ph.D. program in Counseling Psychology, focusing on the integration of research, theory, and practice. This program prepares students to address psychological, emotional, and social challenges in diverse populations, emphasizing multiculturalism, social justice, and evidence-based interventions. Students engage in collaborative research, hands-on clinical experiences, and close faculty mentorship. The program is accredited by the American Psychological Association (APA) and prepares graduates for careers in academia, research, and clinical practice.

Click here for Masters in Clinical Psychology programs in the state of Massachusetts.

University of Massachusetts Boston – Ph.D. in Counseling Psychology

The University of Massachusetts Boston provides a comprehensive Ph.D. program in Counseling Psychology, committed to research, theory, and evidence-based practice. Students develop expertise in areas such as mental health, career counseling, and prevention science. The program values diversity, social justice, and ethical practice, offering opportunities for community-based research and clinical work in a variety of settings. Graduates are prepared for careers in academia, research, and clinical practice. The University of Massachusetts Boston’s program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Doctorate in School/Educational Psychology

Northeastern university – ph.d. in school psychology.

Northeastern University’s Ph.D. program in School Psychology focuses on the integration of research, theory, and practice to address the educational and psychological needs of children and adolescents. The program fosters expertise in areas such as mental health, prevention science, and educational policy. Students participate in collaborative research, clinical experiences, and close faculty mentorship, preparing them for diverse careers in academia, research, and educational settings. Northeastern University’s program is accredited by the American Psychological Association (APA).

University of Massachusetts Amherst – Ph.D. in School Psychology

The University of Massachusetts Amherst provides a comprehensive Ph.D. program in School Psychology, emphasizing research, theory, and evidence-based practice. The program trains students in psychological assessment, intervention, and consultation, preparing them for careers in educational, clinical, and research settings. The program values diversity, social justice, and ethical practice, offering opportunities for community-based research and clinical work in various settings. The University of Massachusetts Amherst’s program is accredited by the American Psychological Association (APA) and the National Association of School Psychologists (NASP).

Doctorate in Behavioral Psychology

Harvard university – ph.d. in behavioral psychology.

Harvard University’s prestigious Ph.D. program in Behavioral Psychology offers students a rigorous, interdisciplinary education. The program focuses on research, theory, and evidence-based practice in areas such as learning, decision-making, and behavior change. Students collaborate with renowned faculty, engaging in cutting-edge research and hands-on clinical experiences. Graduates are prepared for careers in academia, research, and clinical practice. Harvard University’s program is accredited by the New England Commission of Higher Education (NECHE).

University of Massachusetts Amherst – Ph.D. in Behavioral Neuroscience

The University of Massachusetts Amherst offers a comprehensive Ph.D. program in Behavioral Neuroscience. This program emphasizes research, theory, and evidence-based practice in the study of the biological basis of behavior. Students develop expertise in areas such as neuroplasticity, neuropharmacology, and behavioral genetics. Collaborative research, clinical experiences, and close faculty mentorship prepare graduates for diverse careers in academia, research, and industry. The University of Massachusetts Amherst’s program is accredited by the New England Commission of Higher Education (NECHE).

Western New England University – PsyD in Behavior Analysis

Western New England University’s PsyD program in Behavior Analysis focuses on the application of behavioral principles to assess and treat human behavior. Students gain expertise in areas such as applied behavior analysis (ABA), verbal behavior, and performance management. The program emphasizes research, theory, and evidence-based practice, providing students with hands-on clinical experiences and close faculty mentorship. Graduates are prepared for careers in academia, research, and clinical practice. Western New England University’s program is accredited by the Association for Behavior Analysis International (ABAI).

Doctorate in Child Psychology

Tufts university – ph.d. in child study and human development.

Tufts University’s Ph.D. program in Child Study and Human Development provides students with an interdisciplinary foundation for understanding and promoting the well-being of children, adolescents, and families. With an emphasis on research, theory, and evidence-based practice, students explore topics such as cognitive development, social-emotional functioning, and family dynamics. Close faculty mentorship, hands-on research, and practical experiences prepare graduates for careers in academia, research, and policy. The program is accredited by the New England Commission of Higher Education (NECHE).

Doctorate in Developmental Psychology

Boston college – ph.d. in developmental and educational psychology.

Boston College’s Ph.D. program in Developmental and Educational Psychology offers a comprehensive education in understanding and addressing the needs of diverse populations of children and adolescents. Students engage in cutting-edge research, collaborate with experienced faculty, and explore areas such as cognitive development, social-emotional learning, and resilience. The program emphasizes theory, research, and evidence-based practice, preparing graduates for careers in academia, research, and policy-making. Boston College’s program is accredited by the New England Commission of Higher Education (NECHE).

Clark University – Ph.D. in Developmental Psychology

Clark University’s Ph.D. program in Developmental Psychology offers students an in-depth understanding of the complex processes that shape child development. Students delve into topics such as cognitive, social, and emotional development, as well as the impact of culture and context on child outcomes. With a strong emphasis on research and theory, students collaborate with renowned faculty, engage in hands-on research experiences, and develop the skills needed for successful careers in academia, research, and policy development. Clark University’s program is accredited by the New England Commission of Higher Education (NECHE).

Doctorate in Forensic/Criminal Psychology

William james college – psyd in clinical psychology with a forensic psychology concentration.

William James College offers a PsyD program in Clinical Psychology with a Forensic Psychology Concentration, providing students with a strong foundation in clinical practice and specialized knowledge in forensic psychology. The program focuses on the intersection of psychology and the legal system, emphasizing the assessment, treatment, and evaluation of individuals involved in criminal and civil proceedings. Hands-on training, research opportunities, and collaboration with experienced faculty prepare graduates for careers as forensic psychologists in various settings, including courts, prisons, and private practice. The program is accredited by the American Psychological Association (APA).

Doctorate in Industrial/Organizational Psychology (IO)

University of massachusetts amherst – ph.d. in organizational science.

The University of Massachusetts Amherst offers a cutting-edge Ph.D. program in Organizational Science, focusing on the application of psychological principles to improve organizational performance and well-being. This program emphasizes research, theory, and practice in areas such as leadership, motivation, work-life balance, and team dynamics. Through rigorous coursework and hands-on research opportunities, students develop skills to address workplace challenges and contribute to organizational success. Graduates are prepared for careers in academia, consulting, and various industries. The program is accredited by the New England Commission of Higher Education (NECHE).

Boston University – Ph.D. in Applied Social and Organizational Psychology

Boston University’s Ph.D. program in Applied Social and Organizational Psychology prepares students to become leading scholars and practitioners in the field of Industrial/Organizational (I/O) psychology. The program offers a strong foundation in psychological theories and methods, with a focus on applying research to improve organizational performance and employee well-being. Students engage in diverse research experiences and collaborate with renowned faculty members on projects related to personnel selection, training, leadership, and organizational culture. The program is accredited by the American Psychological Association (APA).

Doctorate in Marriage and Family Therapy (MFT)

Boston college – ph.d. in counseling psychology: marriage and family therapy concentration.

Boston College offers a distinctive Ph.D. program in Counseling Psychology with a concentration in Marriage and Family Therapy. This program equips students with advanced clinical and research skills to work effectively with diverse couples and families in various settings. Students gain a deep understanding of systemic and relational therapy approaches while participating in rigorous coursework, research, and practicum experiences. Graduates are prepared for careers as practitioners, researchers, and educators in the field. The program is accredited by the American Psychological Association (APA).

William James College – PsyD in Clinical Psychology: Couples and Family Therapy Emphasis

William James College provides an innovative PsyD program in Clinical Psychology, which emphasizes Couples and Family Therapy. This program is designed for students interested in developing expertise in working with couples and families, addressing complex relational dynamics and mental health issues. Students receive comprehensive training in assessment, intervention, and research related to family systems while gaining hands-on experience through supervised clinical work. Graduates are prepared for leadership roles in clinical practice, research, and academia. The program is accredited by the American Psychological Association (APA).

Doctorate in ABA/Behavioral Analysis

Simmons university – ph.d. in behavior analysis.

Simmons University offers a cutting-edge Ph.D. program in Behavior Analysis designed for individuals passionate about advancing the science and practice of behavior analysis. Students engage in rigorous coursework, research activities, and professional experiences, acquiring deep expertise in experimental, applied, and theoretical aspects of the field. Graduates are equipped for careers in academia, research, and leadership roles within various service delivery settings. The program is accredited by the Association for Behavior Analysis International (ABAI).

Western New England University – Ph.D. in Applied Behavior Analysis

Western New England University features an exceptional Ph.D. program in Applied Behavior Analysis, preparing students to become leading practitioners, researchers, and educators. This program emphasizes evidence-based practices, research methodology, and advanced intervention strategies for addressing complex behavioral challenges. Students gain hands-on experience through clinical work, supervised practicum placements, and research projects. Graduates are well-prepared to contribute to the field in diverse settings, including healthcare, education, and human services. The program is accredited by the Association for Behavior Analysis International (ABAI).

Doctorate in Other Psychology Programs

Clark university – ph.d. in social psychology.

Clark University’s prestigious Ph.D. program in Social Psychology equips students with a solid foundation in theoretical, empirical, and methodological aspects of the field. This innovative program fosters interdisciplinary collaborations, encouraging students to explore various research areas, such as prejudice, intergroup relations, and social cognition. Graduates are prepared for successful careers in academia, research, and applied settings. Clark University is accredited by the New England Commission of Higher Education (NECHE).

Suffolk University – Ph.D. in Applied Developmental Psychology

Suffolk University’s acclaimed Ph.D. program in Applied Developmental Psychology prepares students to conduct impactful research and engage in practical applications to enhance the well-being of children, families, and communities. Students receive comprehensive training in developmental theory, research methods, and evidence-based practice. The program emphasizes the integration of research, policy, and practice to inform real-world decision-making. Graduates emerge as skilled professionals, ready to contribute meaningfully to various fields. Suffolk University is accredited by the New England Commission of Higher Education (NECHE).

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Mental Health Counseling & Behavioral Medicine Program

Master of arts, ma in mental health counseling and behavioral medicine, full-time | in-person, boston university medical campus.

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Clinical Training

Our two-year, 60-credit counseling program offers unparalleled clinical training opportunities in and around greater Boston, including placements at the Veterans Affairs, Boston Medical Center, college counseling centers, trauma counseling and refugee centers, integrated primary care, emergency departments, forensic settings, and prisons. Treatment centers for substance use and eating disorders, inpatient settings, and clinical research teams, to name a few. Students complete a semester-long practicum and a year-long internship as part of their clinical training. They also receive rigorous training in mental health assessment and diagnosis, counseling theory and application, and are exposed to a wide array of client populations and career paths. Our passionate and caring faculty and staff deliver a counseling curriculum that incorporates coursework in behavioral medicine, neuroscience, and psychopharmacology.

Program Outcomes

Each year, graduates of the MHCBM Program are exceptionally well-prepared for employment in mental health counseling positions across the United States and internationally. The following outcomes attest to their success:

• 92.3% completion rate (Class of 2021, 2022, & 2023)
• 100% pass rate on credentialing exams
• 100% worked in mental health counseling positions with 6 months after graduation

Career Paths

We work closely with students to ensure that they meet requirements for licensure in states all across the country. Graduates of our mental health counseling program have secured a wide range of positions, such as:

• Trauma counseling
• Counseling in an integrated care setting
• Counseling individuals seeking to make health-related lifestyle changes
• School-based counseling for children and adolescents
• Counseling children and adults in a day treatment/partial hospital program
• Counseling sexual offenders in a corrections prison system
• Substance use counseling
• Private practice counseling
• Member of a clinical research team
• Director of an eating disorders residential facility
• Clinician in a college counseling center

We work hard to remain connected to our alumni and facilitate connections and networking between current students and alumni through LinkedIn and in-person events. Alumni offer advice about licensure in other states, the licensing exam, and pursuing other educational opportunities. Many of our alumni are in supervisory and/or administrative positions and often hire graduates from our program.

Since its inception, the MHCBM Program at Boston University Chobanian & Avedisian School of Medicine has educated and trained hundreds of mental health counselors with a core academic and clinical curriculum aligned with professional standards recommended by the American Mental Health Counselors Association ( AMHCA ) and American Counseling Association ( ACA ).

The mission of the MHCBM Program is to educate and train future clinical mental health counselors to help enhance the health and wellness of individuals with diverse identities and backgrounds. The Program’s curriculum emphasizes best practices for counseling approaches across behavioral healthcare and integrated care settings that serve varied cultural and clinical populations and promote healthcare equity. Accredited by the Council for Accreditation of Counseling & Related Educational Programs ( CACREP ), the Program places great value on excellence, diversity, integrity, social justice, advocacy, collegiality, equity of opportunity, and transdisciplinary collaboration.

The MHCBM Program’s objectives are to:

• Instill in students the knowledge, skills, attitudes, and values that uniquely embody clinical mental health counselors
• Educate and train students of varied backgrounds, identities, and experiences as part of a vibrant learning environment that reflects the diverse communities in which they will be working
• Prepare students for the process to become licensed to practice as mental health counselors within the healthcare workforce

Our program offers theoretical, experiential, clinical, and research-supported activities related to clinical mental health counseling with adults, adolescents, and children on the medical campus as well as in community settings. We accept and educate a broad range of outstanding and diverse students who seek careers as clinical mental health counselors.

Graduates of the MHCBM Program generally become independently licensed and are trained to work in settings where traditional mental health counseling interventions can be informed by evidence-based practice, an understanding of neuroscience, and strategies to address physical illness and health promotion.

Accreditation

Since 2014, the MHCBM Program has been accredited by the Council for Accreditation of Counseling & Related Educational Programs ( CACREP ). Our counseling program is among a select few in the United States to receive an eight-year accreditation after the first attempt and is only one of a handful of programs in New England accredited for clinical mental health counseling.

Benefits for students who graduate from a CACREP-accredited counseling program include the following:

• Some states require graduation from a CACREP-accredited counseling program for licensure
• Graduates from CACREP accredited counseling programs experience fewer barriers to transferring a license from one state to another
• National Board for Certified Counselors (NBCC) permits students from CACREP-accredited counseling programs to take their licensure exam while in graduate school
• US Department of Veterans Affairs (VA) recognizes only licensed counselors who graduated from a CACREP-accredited clinical mental health counseling program as approved providers
• National Board for Certified Counselors (NBCC) will soon require graduation from a CACREP-accredited counseling program in order for eligibility for national certification
• American Counseling Association (ACA) and the Institute of Medicine (IOM) both identify CACREP as the sole accrediting body for counselor education

All counseling programs accredited by CACREP have successfully passed evaluation for content and quality standards set forth by the mental health counseling profession. Specific to curricular experiences, the MHCBM Program requires completion of counseling coursework across the eight core CACREP areas:

• Professional counseling orientation and ethical practice
• Social and cultural identities and experiences
• Lifespan development
• Career development
• Counseling practice and relationships
• Group counseling and group work
• Assessment and diagnostic processes
• Research and program evaluation

Our counseling program also provides education and training in knowledge and skills/practices across CACREP domains unique to clinical mental health counseling, including behavioral healthcare service delivery modalities and networks within the continuum of care.

Mental Health Counseling and Licensure in Massachusetts

The  American Mental Health Counselors Association defines mental health counseling as:

…the provision of professional counseling services involving the application of principles of psychotherapy, human development, learning theory, group dynamics and the etiology of mental illness and dysfunctional behavior to individuals, couples, families and group, for the purpose of threading psychopathology and promoting optimal mental health. The practice of mental health counseling includes, but is not limited to, techniques aimed at the prevention of such disorders, consolations to individuals, couples, effective psychotherapeutic treatment modalities.

The Commonwealth of Massachusetts licenses mental health counselors (LMHCs) who have met the education and training criteria set by the Board of Registration of Allied Mental Health and Human Services Professions of the Bureau of Health Professions Licensure. LMHCs are prepared to assist clients to cope with a wide variety of behavioral health problems and related concerns, some of which include:

• Anxiety and phobias
• Mood disorders
• Child and partner abuse
• Family conflict
• Drug and alcohol use
• Trauma recovery
• Bereavement
• Career issues

Mental Health Counseling & Behavioral Medicine Program Boston University Chobanian & Avedisian School of Medicine 72 East Concord Street Robinson Building, Suite B-212 Boston, MA 02118

Phone: 617-358-5592 Fax: 617-358-5481

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Counseling Psychology (PhD)

YOU ARE BOUVÉ

We’re training the next generation of mental health professionals

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

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

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

Unique Program Features

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

Program Emphasis

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

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

Application Deadline: Dec 1, 2023

Note: Official TOEFL or IELTS* required

Counseling Psychology PhD

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

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

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

Accreditation and Licensure

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

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

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

Handbooks and Tools

Sample curriculum.

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

Total 62 Credits

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

• Dissertation

CAEP 6390 History and Systems of Psychology

CAEP 6394 Advanced Multicultural Psychology

CAEP 7750 Biological Bases of Behavior

CAEP 7755 Cognitive and Affective Bases of Behavior

CAEP 775 6 Social Psychology in an Organizational and Ecological Context

Complete 8 semester hours from the following :

CAEP 77 41 Advanced Fieldwork 1

CAEP 77 4 2 Advanced Fieldwork 2

CAEP 77 4 3 Advanced Fieldwork 3

CAEP 77 4 4 Advanced Fieldwork 4

CAEP  6350 Introduction to Cognitive Assessment

CAEP  6352 Personality Assessment

CAEP 6360 Consultation and Program Evaluation

CAEP 7710 Advanced Clinical Assessment

CAEP 7720 Advanced Clinical Interventions

CAEP 7758 Doctoral Seminar in Contemporary Theories of Psychotherapy

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

Professional

Complete 6 semester hours from the following:

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

CAEP 7732 Legal and Ethical Issues in Community and Educational Settings

CAEP 7711 Measurement: Advanced Psychometric Principles

CAEP 7712 Intermediate Statistical Data Analysis Techniques

CAEP 7716 Advanced Research and Data Analyses 2

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

CAEP 7798 Doctoral Internship

CAEP 9990 Dissertation Term 1

CAEP 9991 Dissertation Term 2

Admissions Requirements

Candidates for admission are expected to meet the following requirements:

Master’s degree in psychology or related field

Strong academic record (3.5 GPA and above preferred)

Demonstrated interest in and commitment to counseling psychology

Official TOEFL or IELTS*

Three letters of reference 

Personal statement. The applicant may wish to highlight:

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

Completed application (due December 1)

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

Got questions?

Christie Rizzo, PhD Program Director 617-373-2486

Or contact our Graduate Enrollment team.

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

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

Student Admissions Outcomes and Other Data

Program details.

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

Research Topics

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

Rachael Rodgers Jessica Edwards George

Dating Violence and Relationship Risk Prevention Team

Faculty leader.

Christie Rizzo

Feminist Therapy and Theory; Feminist Ecological Model

William Sanchez

Intersectionality Lab in Applied Psychology

Tracy Robinson-Wood

Mindfulness for Health Behavior Change

Laura Dudley

Use of Technology and Games for Health Behavior Change

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

We train multiculturally competent counseling psychologists who are:

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

(i) Research

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

(ii) Ethical and legal standards

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

( iii) Individual and cultural diversity

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

(iv) Professional values, attitudes, and behaviors

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

(v) Communications and interpersonal skills

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

(vi) Assessment

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

(vii) Intervention

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

(viii) Supervision

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

(ix) Consultation and interprofessional/interdisciplinary skills

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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UMass Boston

• Counseling Psychology PhD

Preparing counseling psychologists for advanced careers as scholars and practitioners.

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

Our scientist-practitioner training model prepares students to:

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

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

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

Start Your Application

Plan Your Education

How to apply.

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

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

Deadlines & Cost

Deadline: December 1 for fall

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

Program Cost Information: Bursar’s Website

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

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

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

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

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

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

Foundational Courses (18 Credits)

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

Prevention, Assessment, and Intervention Courses (6 Credits)

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

Complete one of the following:

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

Research Courses (18 Credits)

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

Teaching Requirement Course (3 Credits)

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

Social Justice & Systems Change Courses (12 Credits)

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

Graduation Criteria

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

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

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

Statute of limitations: Eight years.

Student Admissions, Outcomes, and Other Data

Counseling Psychology PhD Student Admissions, Outcomes, and Other Data

Contact & Faculty

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

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

Counseling Psychology PhD Faculty

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

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

About Our PhD Programs

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

Counseling & School Psychology

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

College of Education & Human Development

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

Accreditation

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

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

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• PsyD vs PhD

Massachusetts Psychology Doctorate Programs

Massachusetts, much like the rest of the U.S., is experiencing a crisis of emotional and behavioral health. That’s a major reason why so many students in the commonwealth are searching for resources to help them become licensed psychologists in Massachusetts.

Let’s take a look at the doctoral programs required to begin the process of earning licensure and what exactly prospective psychologists should know about practicing here in the commonwealth.

What’s On This Page

Quick facts.

• Massachusetts PsyD Programs
• Other Psychology Doctorates
• Massachusetts Psychologist Requirements
• Massachusetts Doctorate Salary Outlook
• There are 31 schools in the state of Massachusetts that offer advanced degrees in the field of Psychology.
• Harvard University boasts the highest graduation rate in the state with an impressive 97%.
• Massachusettes had nine schools rank on the Princeton Review’s Great Schools for Psychology Majors for 2018: Harvard, Mount Holyoke, Clark University, Stonehill College, Smith Colleg, Simmons College, University of Massachusetts Amherst, College of the Holy Cross, and Assumption College.
• Harvard was ranked as the 2nd best college and number one for best value by the U.S. News and World Report.
• The University with the lowest net price is the University of Massachusetts – Boston – at $11,966.

Top PsyD Degree Programs in Massachusetts

Both of the main doctoral degrees that provide the required foundation for licensure are offered here in Massachusetts, the Psy.D. (Doctor of Psychology) and Ph.D. (Doctor of Philosophy). All of the programs on our list are accredited by the American Psychological Association (APA), including both Psy.D. programs offered in the commonwealth.

SEE ALSO:   5+ Best Online PsyD Programs

William James College

Formerly the Massachusetts School of Professional Psychology, William James College first earned APA accreditation in 1987. More than 530 students have earned their Psy.D. in Clinical Psychology from the college over the past decade, and 87% have earned professional licensure.

• Institution type: Private, not-for-profit
• Campus: Newton
• Annual tuition: $48,480
• Degrees offered: PsyD in Clinical Psychology
• Accreditation: APA
• Visit school: Click here

Springfield College

Springfield College’s Psy.D. in Counseling Psychology has been accredited by the APA since 2016, and 34 students have completed the program since it started awarding degrees. About 56% of grads of this new program have earned professional licensure so far.

• Campus: Springfield
• Annual tuition: $32,413
• Degrees offered: PsyD in Counseling Psychology

Other Psychology Doctorates in Massachusetts

Boston university.

Several Ph.D. degrees are available in psychology at Boston University, led by the Ph.D. in Clinical Psychology, which earned APA accredited in 1948. BU is also home to an APA-accredited Ph.D. in Counseling Psychology, as well as Ph.D. degrees in behavior and cognition and developmental science. Nearly 100 students have completed the clinical psychology program over the past 10 years, and 79% have earned professional licensure.

• Campus: Boston
• Annual tuition: $50,980
• Degrees offered: PhD in Brain, Behavior and Cognition, PhD in Clinical Psychology, PhD in Developmental Science, PhD in Counseling Psychology

Clark University

Clark University’s doctoral psychology program is one of the most storied in the nation. The first president of the university, G. Stanley Hall, founded the American Psychological Association at Clark in 1892, and the school’s Ph.D. in Clinical Psychology earned APA accreditation in 1948, one of the first 12 programs to earn the honor. Today, the Frances L. Hiatt School of Psychology offers two other psychology doctorates in development and social psychology. A total of 39 students have completed the clinical program over the past decade, and 89% have earned professional licensure.

• Campus: Worcester
• Annual tuition: All students admitted receive full tuition waivers
• Degrees offered: PhD in Clinical Psychology, PhD in Developmental Psychology, PhD in Social Psychology

University of Massachusetts

The UMass system is home to several Ph.D. degrees in psychology fields, including clinical, school and counseling, the three biggest specialties in professional psychology. Amherst students can choose from a Ph.D. in Clinical Psychology that was first accredited by the APA in 1957 and a Ph.D. in School Psychology accredited by the APA since 1992. Students at the Boston campus have access to APA-accredited Ph.D. programs in clinical (1993), counseling (2015) and school (2016). More than 120 students have earned their Ph.D. in Clinical Psychology degrees with Amherst and Boston combined over the past 10 years, and an average of 72% have earned licensure.

• Institution type: Public
• Campus: Amherst, Boston
• Annual tuition: Most students receive tuition waivers and teaching assistantships
• Degrees offered: PhD

Suffolk University

Suffolk University’s College of Arts & Sciences is home to an APA-accredited Ph.D. in Clinical Psychology that first earned the APA badge in 2000. Suffolk also offers a Ph.D. in Applied Developmental Psychology, but that program isn’t yet APA-accredited. Clinical students can choose from a pair of specialties, clinical child and neuropsychology. More than 100 graduates have earned their clinical Ph.D. degrees from Suffolk in the past 10 years, and 88% have earned licensure.

• Annual tuition: All students receive tuition waivers

Boston College

The Lynch School of Education and Human Development at Boston College is home to an APA-accredited Ph.D. in Counseling Psychology, first awarded the APA nod in 1982. BC also offers non-APA-accredited psychology Ph.D. degrees in a range of focus areas, including behavioral neuroscience, cognitive neuroscience, developmental psychology, quantitative and computational psychology and social psychology. A total of 63 graduates have completed BC’s counseling psychology doctoral program since the 2009-10 school year, and 92% have earned professional licensure.

• Campus: Chestnut Hill
• Degrees offered: PhD in Counseling Psychology

Harvard University

Harvard’s Ph.D. in Clinical Psychology has been accredited by the APA since 2008. A total of 24 students completed Harvard’s Ph.D. in Clinical Psychology between the 2008 and 2017 school years, and 48% earned professional licensure.

• Campus: Cambridge

Northeastern University

Two APA-accredited psychology Ph.D. degrees are available at Northeastern University’s Bouve College of Health Sciences, a school psychology program accredited since 2013, and a counseling psychology program accredited since 2014. Northeastern is also home to a non-APA-accredited psychology Ph.D. degree housed in the College of Science. Nearly 40 students have completed their APA-accredited psychology Ph.D. degrees at Northeastern, including the school and counseling programs, and the licensure rate averages 70%.

• Annual tuition: Most students receive full or partial tuition waivers
• Degrees offered: PhD in School Psychology, PhD in Counseling Psychology, PhD in Psychology

How to Become a Psychologist in Massachusetts

In every state, Massachusetts included, those who wish to practice professionally as psychologists must first meet a series of requirements to be considered for professional licensure. Let’s take a look at what’s required here.

• Get a bachelor’s degree in psychology or a closely related field. Some but not all doctoral programs will accept applicants who have undergraduate degrees that are in fields other than psychology, but those without such degrees should show academic aptitude in the area. This could include a high number of psychology courses on their transcript and/or a major in a related field, such as biology or social work. Without that, students may need to complete a master’s degree in psychology before they’ll be considered good candidates for a doctorate.
• Get your Psy.D. or Ph.D. Either major type of psychology doctorate is accepted as proof of aptitude in the field, but if students get a degree from a non-APA-accredited program, they will face additional requirements to verify that their coursework meets with regulators’ requirements.
• Fulfill other state requirements. Applicants must complete at least two years of supervised professional experience in a health setting, and 1,600 of the 3,200 hours can come from predoctoral internship or postdoctoral training. At least 800 hours of the remaining 1,600 hours must include contact with patients. Applicants will then be able to sit for the Examination for Professional Practice in Psychology (minimum score of 500 is required), and the state’s jurisprudence exam.
• Remain licensed, and keep up with requirements. Massachusetts psychologist licenses must be renewed every two years, and psychologists need to complete 20 hours of continuing education every two years ahead of their renewal date.

Massachusetts Clinical Psychologist Salary and Job Outlook

Clinical, counseling and school psychologists in Massachusetts make an average annual wage of $90,180, 13th-highest in the U.S., the U.S. Bureau of Labor Statistics reported. On the high end, they can expect to make well over $125,000, and their average salary is much higher than the $65,680 average wage for all workers in the commonwealth.

SEE ALSO: Massachusetts Clinical Psychologist Salary

It’s expected that all jobs across the U.S. economy will see a steady growth rate of about 5% over the next 10 years, but for clinical psychologists in Massachusetts, that rate is expected to be quite a bit higher —11.9%.

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Boston University Master’s in Clinical, Counseling & Applied Psychology

Clinical, Counseling & Applied Psychology is a major offered under the psychology program of study at Boston University. We’ve gathered data and other essential information about the master’s degree program in clinical psychology, such as if the program is offered online, ethnicity of students, how many students graduated in recent times, and more.

If there’s something special you’re looking for, you can use one of the links below to find it:

• Graduate Cost
• Average Salary
• Online Learning
• Student Diversity
• Related Majors
• Focus Areas

Featured Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

MA in Clinical Mental Health Counseling

Become a champion of change and take your first step toward licensure as a clinical mental health counselor with this specialized and CACREP-accredited online clinical counseling master's from Southern New Hampshire University.

MS in Psychology

Our Master of Science in Psychology program is designed to extend your knowledge and discipline in psychology, preparing you for a wide variety of professions and contexts.

How Much Does a Master’s in Clinical Psychology from Boston U Cost?

Boston u graduate tuition and fees.

In 2019-2020, the average part-time graduate tuition at Boston U was $1,777 per credit hour for both in-state and out-of-state students. The following table shows the average full-time tuition and fees for graduate student.

How Much Can You Make With a Master’s in Clinical Psychology From Boston U?

clinical psychology who receive their master’s degree from Boston U make an average of $49,855 a year during the early days of their career. That is 15% higher than the national average of $43,339.

Does Boston U Offer an Online Master’s in Clinical Psychology?

Boston U does not offer an online option for its clinical psychology master’s degree program at this time. To see if the school offers distance learning options in other areas, visit the Boston U Online Learning page.

Boston U Master’s Student Diversity for Clinical Psychology

Male-to-female ratio.

Women made up around 89.1% of the clinical psychology students who took home a master’s degree in 2019-2020. This is higher than the nationwide number of 81.8%.

Racial-Ethnic Diversity

Racial-ethnic minority graduates* made up 17.4% of the clinical psychology master’s degrees at Boston U in 2019-2020. This is lower than the nationwide number of 35%.

Master’s in Clinical Psychology Focus Areas at Boston U

Clinical, Counseling & Applied Psychology students may decide to major in one of the following focus areas.

Majors Related to a Master’s in Clinical Psychology From Boston U

You may also be interested in one of these majors related to clinical, counseling and applied psychology.

View All Clinical, Counseling & Applied Psychology Related Majors >

*The racial-ethnic minorities count is calculated by taking the total number of students and subtracting white students, international students, and students whose race/ethnicity was unknown. This number is then divided by the total number of students at the school to obtain the racial-ethnic minorities percentage.

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EdM in Counseling

Degree details, degree type.

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Availability

The Master of Education (EdM) in Counseling program at Boston University Wheelock College of Education & Human Development is designed for students who want to become outstanding counseling professionals with the skills, commitment, and passion to work effectively with diverse populations. This program combines rigorous in-person classwork with field experience that will help you build and refine your clinical skills. 

Students in the EdM in Counseling can specialize in child & adolescent mental health counseling, sport psychology, or school counseling. After you complete our program, you’ll have the knowledge and skills to work with a wide range of populations and mental health issues across a multitude of settings.

The program also prepares graduates for licensure—all our specializations meet the academic requirements for licensure eligibility in Massachusetts. Students in our sport psychology concentration may be eligible to become a Certified Mental Performance Consultant (CMPC)® through the Association for Applied Sport Psychology.  

Dates & Deadlines

Aug 15, 2023.

Application Open

Jan 15, 2024

Deadline to Receive Priority Scholarship Consideration

Feb 1, 2024

Application Deadline for Sport Psychology

March 15, 2024

Application Deadline for Mental Health & School Counseling

Featured Faculty

The faculty of the master’s in Counseling at BU Wheelock include researchers who are experts in their area of study and clinicians with deep knowledge of the best practices in the field. They are passionate about supporting students as they develop their skills as counselors able to work with clients with a wide variety of backgrounds and experiences.

Carly Block

Bobby Hiep Bui

Program Director, EdM in Counseling Senior Lecturer

Hardin Coleman

Professor & Dean Emeritus Director, Center for Character & Social Responsibility

Maria Teresa Coutinho

Clinical Associate Professor

Edson Filho

Associate Professor

Amie Grills

Associate Provost, Undergraduate Affairs Professor

Petra Hesse

Melissa K. Holt

Director, Kilachand Honors College Arvind and Chandan Nandlal Kilachand Professor Professor, Counseling Psychology

Kimberly A. S. Howard

Program Director, Counseling Psychology & Applied Human Development (PhD) Professor

Grace S. Kim

Clinical Associate Professor Chair, Counseling Psychology & Applied Human Development

John McCarthy

Clinical Associate Professor Director, Institute for Athletic Coach Education

V. Scott Solberg

Career Outcomes

Graduates of the EdM in Counseling are in demand by employers as well as American Psychological Association (APA)-accredited doctoral programs. Our alumni have gone on to work as counselors in numerous settings, including schools, hospitals, and sports academies. 

• Behavioral health agencies
• Private and group psychotherapy practices
• University counseling centers
• Public and independent schools
• Residential treatment facilities
• University athletic departments
• Sports academies
• Performance enhancement consulting firms

More Information about the EdM in Counseling

Field-based experiences.

Students in the school counseling and child & adolescent mental health counseling concentrations complete a clinical practicum and internship. Sport psychology students complete a clinical practicum and internship, as well as a sport psychology practicum.

For students seeking licensure, BU Wheelock guides and supports students through every step. Students in our sport psychology concentration are also eligible to become a Certified Mental Performance Consultant (CMPC) through the Association for Applied Sport Psychology.

Graduate Admissions

For questions about admissions requirements, deadlines, financial assistance, and more, the Graduate Admissions team has answers. Sign up for an information session or start your application today!

Licensing Disclosure Boston University offers a number of programs that lead to a professional license or certification. The  Master of Education in Counseling Licensing Disclosure  page provides state-specific licensure information regarding Boston University Wheelock College of Education and Human Development’s Master of Education in Counseling program. Individuals pursuing the School Counseling specialization should review the information provided on the  BU Wheelock Educator Preparation Programs Licensing Disclosure  page.

Background Checks Students who are admitted into BU Wheelock routinely participate in field experiences as a part of their respective program curriculum and requirements. Most field sites require criminal background checks to determine students’ eligibility for participation. History of a criminal background may disqualify students from participating in these required experiences, which in turn may impede the successful completion of one’s degree program.

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• Counseling Psychology & Applied Human Development

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Counseling, Developmental, and Educational Psychology

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Counseling, Developmental, and Educational Psychology (CDEP)

Learn how to promote purposeful lives from the inside out in the Counseling, Developmental, and Educational Psychology department. Together, these programs focus on advancing the science of the mind and improving the well-being of children and adults, spurring positive social change in the process.

Program match your criteria

Our faculty are leaders in their fields and active mentors—acclaimed scholars, teachers, and practitioners devoted to preparing students for careers in human services, counseling, research, education, advocacy, and policy.

Faculty Accepting Doctoral Students

Retired faculty, program coordinators, applied developmental and educational psychology.

Doctoral Program Coordinator Dr. David Miele Bachelor's Program Coordinator Dr. Elida Laski

Counseling Psychology

Doctoral Program Coordinator Dr. Lisa Goodman

Master's Program Coordinator (Mental Health Counseling) Dr. Treniece Lewis Harris

Master's Program Coordinator (School Counseling) Dr. Julie MacEvoy

Improve Lives Through Practicum Placements

Practicums and internships enable graduate students to gain experience while helping people in community health centers, schools, hospitals, and treatment programs.

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Counseling, Developmental & Educational Psychology

  gsoe@bc.edu   617-552-4214

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