personal statement for clinical mental health counseling

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Effective Guide: Personal Statement for Mental Health Counseling

Table of Contents

A personal statement is a reflection of a person’s life and experiences. A personal statement for mental health counseling should be no different. It showcases your skills, values, and motivations while providing insight into your thinking process.

This document highlights why you are interested in becoming a mental health counselor. This document can also give potential employers an idea of the type of individual they could be working with. As a result, it may increase their interest in interviewing you.

This article provides an effective example of a personal statement for mental health counseling. It also offers tips to help you draft one that draws the reader’s attention.

What Is a Personal Statement for Mental Health Counseling?

A personal statement for mental health counseling is a document to set out your reasons and qualifications for wanting to become a counselor. This document can provide admission committees with insights into an applicant’s motivations, experience, and professional goals . A well-crafted statement can be instrumental in helping an individual secure admission into a graduate program in counseling.

How Do You Write a Mental Health Personal Statement?

A personal statement focuses on the purposes of your mental health counseling skills, academic and experience background, and how they relate. It also highlights your career goals that are related to mental health counseling. When writing your personal statement for mental health counseling, keep the following tips in mind:

Be As Specific As Possible

Think about what has led you to want to become a counselor. Highlight why you are interested in working with people who experience mental health challenges. Be specific!

Highlight Your Experiences

Focus on your experiences (both academic and professional) that have prepared you to work with this population. What did you learn from these experiences? How did they help shape your understanding of mental health?

Provide Real-Life Examples

Use concrete examples from your own life to illustrate how you have been affected by or interacted with people who experience mental illness. This will help convey that you understand firsthand the struggles faced by those living with a mental illness.

Keep Your Tone Polite and Non-Judgmental

Make sure your tone is respectful and compassionate throughout the entire statement. Mental health can be sensitive, so it’s essential to come across as supportive and non-judgmental.

Personal Statement Example for Mental Health Counseling

Below are two examples of a mental health counseling personal statement that you can use to write your own:

I have always been passionate and eager to learn more about mental health counseling. Having experienced depression and anxiety first-hand, I understand the importance of seeking professional help. I believe in utilizing evidence-based practices to help individuals cope with mental health challenges.

My interest in mental health counseling began while I was an undergraduate at UCLA. I took a course on abnormal psychology there, which sparked my curiosity about how people experience mental illness. In addition to pursuing my education in psychology, I have also gained extensive experience working with diverse populations within clinical settings. I worked in outpatient clinics and schools in the inner city of Los Angeles area communities where resources are scarce. This hands-on clinical training and my academic background uniquely prepare me for a career in mental health counseling.

Beyond possessing the necessary skill set, what drives me to pursue this field is the privilege it affords me to connect with others. It helps me build trusting relationships that can foster change down the road. It’s incredibly fulfilling for me to see clients make progress and reach their goals. It might be overcoming major life transitions or managing chronic conditions like depression or anxiety disorders.

After years of exploring options, it became evident that becoming certified as a counselor would allow me to provide personalized care using my skills. As I study at [university name], I hope to use the knowledge I have accumulated over the years to better understand mental health counseling. I picked this path to realize a lifelong dream of mine: being one of the top mental health counselors.

I would like to pursue a Master’s degree in Counseling at [University Name] with an emphasis on Mental Health. I firmly believe that counseling is one of the most effective ways to help people struggling with mental health issues.

My interest in this field began during my undergraduate studies. I had the opportunity to work as a research assistant for a professor who studied schizophrenia. This experience gave me valuable insight into the different aspects of mental illness and how they impact patients and their families. It was also during this time that I realized how passionate I am about helping people with these kinds of challenges.

In addition to my academic background, I have extensive experience working directly with clients suffering from various mental illnesses. For years, I worked as a case manager for an organization that provides support services to mentally ill adults living independently in the community. In this role, I was responsible for assessing each client’s needs and developing individualized care plans accordingly. In many cases, this involved providing counseling services myself.

I feel confident that my skills and experiences make me well-suited for a career in mental health counseling. But even more importantly, I am passionate about providing significant assistance to those suffering from mental illness. And I eagerly wish to pursue a Master’s degree in Mental health counseling at [University Name] to be more competent in the field.

To get your spot in a coveted counseling program or job, you need to write an effective personal statement in the application process. This article provides valuable tips and examples to help you craft a personal statement that impresses the admission committee.

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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Sample Counseling Psychology Personal Statement (NYU Steinhardt)

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to Masters’s program at NYU Steinhardt School in Counseling Psychology. Read this essay to understand what a top personal statement in Counseling Psychology should look like.

Sample Personal Statement in Counseling Psychology

Growing up in Poland, I had internalized the stigma attached to Psychology and Psychotherapy. I was famous in my circle of friends as “the understanding one,” but I had developed a bitter taste for formally studying Psychology. Therefore, I opted for a more socially acceptable high school major – Computer Science.

But I wanted to learn about human behavior. Turning my back on the subject of my intellectual curiosity alienated me from myself. As expected, I scored miserably in high school. However, I did not give up just yet and went on to enroll in an IT program at the University of Warsaw.

Despite trying to ignite a passion for the discipline, I was inevitably headed toward disaster. A day before my first-year exams, I stared dispassionately at my book. I felt helpless and broke down into tears. At that moment, I realized I needed help from a mental health professional.

But I didn’t seek help because of two reasons. Firstly, hearing that only the crazy go for psychotherapy all my life, I could not muster the courage to deal with that label. Secondly, I only knew of Clinical Psychologists and Psychiatrists, and I did not want to be diagnosed or medicated.

Then I mustered the courage to cross the inner hurdles that kept me from studying Psychology. I wanted to gain insights into my emotional imbalances and tried to help myself by learning to help others. After that, I convinced my parents and changed my undergraduate central to Psychology.

This opened new doors that led me to a journey of growth and self-discovery. I met some wonderful people and began excelling in my studies. I was unanimously voted as the class representative in my second semester. Improved psychosocial support and self-efficacy began to work magic on my sense of self-worth.

Experiencing a shift from clutter to clarity, I felt a newfound affiliation with those in need. I heard about  Chayn  Poland through social media and started volunteering for it. While working at  Chayn , I was a part of an online community that created a resource portal to inform and help victims of domestic violence in Poland. It was an excellent opportunity to transmit the knowledge of the psychological aftermath of abuse to those who could benefit from it. I’m channeling the same spirit at my current job at  Social Welfare, Academics, and Training for Poland . Lending my hand in research about the psychological impact of militancy and war on the youth of Ukraine allows me to play my role in helping those in need.

Through my introduction to counseling and the humanistic model in my  Perspectives in Psychology  class, I saw the framework I could use to pursue the field of Psychology. Moreover, I realized that the humanistic school stood for the same values I had innately developed – holism; the importance of an individual’s experience, and the belief that all humans have an actualizing tendency.

Coincidentally, one of my close friends had joined a certificate course in  Humanistic Counseling  at Therapy Mission, Warsaw. I enrolled in the next session to test my interest in the subject. As part of the course, I completed 85 hours of group therapy and an equal number of lectures. I learned basic counseling skills, person-centered therapy, gestalt therapy, and transactional analysis. Being in the group was truly transformational. As group therapy generally does, the group started to represent my unconscious perception of the world for me. Some of my group members represented specific figures from the past who I had unresolved issues with. I had the privilege of working on those issues through hot-seat exercises and psychodrama enactments. Being heard changed my relationship with myself. I learned to nurture myself and develop an inner resource, which would help me cope with future distresses more intelligently. I’m currently enrolled in a diploma in  Integrated Counseling .

Stepping out of my comfort zone gave me the strength to explore further. Hence, last summer, I decided to go to Kenya for an internship through AIESEC at  Living Positive Kenya . Among other experiences, the training allowed me to practice the skills I had acquired at Therapy Mission. I facilitated a psychosocial support group of women who had HIV/AIDS. My primary strategy was to create a safe space for women to express themselves. In that space, a woman could express her thoughts, and the group would provide her unconditional presence. Though the feedback was encouraging, I realized I needed more advanced training to deal with similar issues back home. I based my conclusion on the general resistance with which the idea of therapy is met in Poland.

My strength is that I come from a place where people are skeptical about counseling. However, I understand Poland’s dire need for counseling and have experienced its value first-hand. Therefore, I want to reach out and counsel as many people as possible. Having crawled from a pit of emotional darkness towards light puts me in the position to hold someone’s hand while they do the same. Now, all I need is extra muscle.

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• UNC Chapel Hill

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Clinical Mental Health Counseling

The Clinical Mental Health Counseling program is a 60+ hour credit master’s degree. Graduates are eligible for the National Certified Counselor (NCC) credential. In addition, graduates meet educational requirements for licensure in a majority of states.

A mental health counselor (CMHC) is a professional who is qualified to provide professional counseling services, involving the application of psychotherapy, human development, learning theory, group dynamics, and the etiology of mental illness and dysfunction behavior to individuals, couples, families, and groups for the purpose of treating a broad range of mental health issues and promoting optimal health.

Mission and Objectives

Ms in clinical mental health counseling.

The Clinical Mental Health Counseling master’s program at UNC prepares students with knowledge, clinical practice expertise, cultural humility, knowledge, dispositions, and skills to work with diverse individuals with a broad range of mental health issues. Graduates are prepared to be successful in careers in mental health treatment, human services, education, research, private practice, government, military, and business and industry. The curriculum provides extensive training in principles of mental health counseling, the nature and etiology of mental health and behavioral disorders, culturally responsive counseling approaches, and evidence-based practices. Graduates achieve mastery in clinical mental health counseling and are competent in clinical practice, individual, professional, and systemic advocacy, leadership, consultation, and collaboration to assess client’s mental health needs, goals, resources, and barriers. Graduates of the UNC program will be proficient in developing and implementing mental health treatment and prevention programs and in providing consultation, leadership, and advocacy to individuals across the age spectrum and to groups, organizations, and communities. Counselors trained at UNC will successfully fulfill their professional counselor roles in practice, research, leadership, and community advocacy in the clinical mental health counseling specialty area.

Graduates of the CMHC Master’s Program will:

• Effectively apply established counseling theories and evidence-based practices in clinical mental health counseling within a community-inclusion model;
• Accurately assess the mental health counseling needs of individuals with mental health and behavioral disorders, including substance use and provide mental health services within the continuum of care (e.g., inpatient, partial-hospitalization, outpatient);
• Acquire specific knowledge and skills to address the mental health counseling needs of individuals, including the impact of biological and neurological mechanisms, and the impact of crisis and trauma on mental health;
• Work collaboratively with professionals, family members, community providers, and policy makers to achieve optimal treatment outcomes for individuals with mental health and behavioral disorders;
• Demonstrate multicultural and social justice counseling competencies, including cultural humility practices;
• Demonstrate strong clinical skills in mental health counseling (biopsychosocial case conceptualization, diagnosis, and treatment planning and delivery);
• Engage in a process of lifelong learning, collaboration, collegiality, and ethical relationships as part of ongoing professional development for CMHCs;
• Have the necessary leadership, business and management, and public policy skills to assume leadership roles in CMHC; and
• Promote and support consumer empowerment and self-advocacy of individuals with a broad range of mental health issues.

Scope of Practice

Dr. Joseph H. Hammer

Associate Professor of Counseling Psychology

Personal Statement of Purpose for Counseling Psychology PhD and PsyD Applications

All counseling psychology doctoral (PhD or PsyD) programs require applicants to submit one or more written essays about why the applicant is interested in and qualified to enter that graduate program.

Each program calls these essays by different names, including “Personal Statement”, “Statement of Interest”, “Statement of Purpose”, “Statement of Professional Goals”, “Career Goals Statement”, “Personal Essay”, and various combinations of those terms. Programs may have you write a single statement or multiple statements (e.g., Personal Statement plus a Diversity Statement).

Writing a good statement is one of the hardest parts of applying to counseling or clinical psychology graduate programs.

One of the things that makes it hard to apply is the ambiguity and mystery that surrounds statements: what should I talk about? How long should it be? Do I talk about my experiences and interests in research, applied psychology (e.g., helping others by being a supportive listener), working with diverse groups of people, or what?

To help prospective applicants to counseling psychology doctoral programs, members of the HAMMER Lab analyzed what programs told applicants they should write about in their statement.

Check out our Counseling Psychology PhD and PsyD Personal Statement of Purpose Questions google spreadsheet to see the detailed analysis. See the bottom of this page for how we went about collecting data.

Before we review the take-home points of our analysis below, a brief reminder: be sure to check out my other  Psych Grad School  resources using the menu above, such as  Graduate School Advice ,  Counseling Psychology Faculty Research Interests List ,  Best Doctoral Programs in Counseling Psychology , and  What the Ideal Graduate School Applicant Looks Like .  I also recommend completing the  Mental Health Professions Career Test , which will give you interest scores on 21 different mental health occupations, including counseling psychology and clinical psychology.

Take-Home Points

Below are the key results from our analysis, the take-home points that every applicant should keep in mind:

• Most programs provide provide a suggested or required statement page or word length in their instructions. The most common request is 2-3 single-spaced pages . On the shorter end, some programs restrict applicants to 500 words maximum.
• 90% of the counseling psychology doctoral programs we sampled (N=50) instruct applicants to talk about their professional goals and career aspirations. In other words, no matter what programs you apply to, you should discuss this in your statement. Specifically, you should talk about your professional goals and how getting the specific doctoral degree (PhD or PsyD) at that specific program (given the unique strengths and opportunities afforded by that program) will facilitate these goals.
• 52% instruct applicants to talk about their background and relevant experiences but may not clearly specify the type of experiences the applicants should discuss. (Many programs do specify the type of experience to talk about; see bullet points below.) As a rule of thumb, when applying to PhD programs, you should be ready to discuss research, applied (i.e., helping, listening, counseling, clinical), and multicultural experiences. When applying to PsyD programs, you should prioritize discussing applied and multicultural experiences (you can mention research too, especially if that program specifically requests it).
• 52% instruct applicants to clearly indicate why they want a counseling psychology doctoral degree (PhD or PsyD) specifically. In other words, why not a clinical psychology degree, counseling psychology master’s degree, or a master’s in social work degree instead? Some PhD programs often want to know why you are specifically interested in the PhD instead of a PsyD (and vice versa). Even when a program does not ask you to address this specifically, I recommend always discussing how that particular degree will help you work toward your career goals.
• 59% of PhD programs (13% of PsyD program) instruct applicants to talk about why they are interested in that program specifically (versus similar programs at other institutions across the country). As a faculty member at University of Kentucky’s counseling psychology PhD program, I understand that people who apply to our program are also applying to other programs. (I always advise students to apply to 7 to 10 programs across the country that fit their professional goals, since getting into a given doctoral program is hard and you need to apply to multiple programs to maximize your chances of being offered admission.) However, even if an applicants is applying elsewhere, I still want to know “why us?”. I want to know that the applicant has carefully considered the strengths and opportunities that our program has to offer and has applied because of those unique attributes. If an applicant does not mention specific aspects of our program, then I don’t know if they are truly interested in our program or are just treating us as a “safety school” or “backup plan”. Since finding the right graduate program is more about “fit” between applicant and program rather than “being the best applicant”, I want to hear how the applicant sees themselves uniquely fitting with our program. Thus, even when not asked explicitly to address this, I recommend always discussing what attracts you to that particular program.
• 41% of PhD programs (13% of PsyD programs) instruct applicants to talk about their research interests. This serves two purposes. First, because PhD programs train students to be both scientists and practitioners (and some also train people to be advocates), the doctoral admissions committee want to see that a student has thoughtful research interests (not too broad, not too specific, and sufficiently flexible given that students are still early in their professional development) and is serious about wanting to get additional research training as a doctoral student. Second, some PhD programs prefer to admit students whose research interests overlap with the research interests of one or more program faculty members. More on that in the next bullet point. I recommend always discussing your research interests when applying to PhD programs even if not explicitly asked to do so by the program’s application instructions.
• 27% of PhD programs (0% of PsyD programs) instruct applicants to talk about how their research interests fit with the research interests of specific program faculty members. These programs tend to use an “apprenticeship model of research mentorship”, meaning that doctoral students apply to work under a specific core faculty member in that program, who will work closely with them to train them in the theories and techniques used to do research on the topics of interest to that faculty member. The expectation usually is that the student will help that professor out with the professor’s program of research while the student is enrolled in the program (and that the professor will help the student start to build the student’s own line of research, which will usually be topically related to the professor’s line of research). Therefore, programs that use this apprenticeship model often value selecting an applicant for admission based, not only on that student’s fit with the wider program, but on how well that student fits with a particular professor’s research team. Our counseling psychology PhD program at the University of Kentucky uses this apprenticeship model and this is why we explicitly ask all applicants to pick one (two at the most) professors with whom they could fit research-interest-wise. However, while only 24% of programs explicitly instructed applicants to address research fit with a professor, some programs implicitly expect you to address this . This is part of the “hidden curriculum” of graduate school–sometimes people expect you to know certain things, but you won’t unless you have a mentor who clues you in to this insider knowledge (or you happened to read it on the internet or a how-to guide). The tricky part is that you won’t always know if a given program wants you to talk about research fit with a professor. When the program’s website or application instructions does not provide clear guidance, I recommend that you make a case in your statement for how your research interests fit well with the research interests of one (maybe 2) of the professors in that program. Bear in mind that some programs do not use an apprenticeship model and instead select students based on overall fit with the program rather than research fit (they will often make this clear on their website/instructions), in which case you don’t have to spend time in your statement articulating research fit.
• 24% of PhD programs (13% of PsyD programs) instruct applicants to talk about their research experiences and qualifications. Even if a given PhD program does not explicitly request this information, you should always talk about this, as it’s an implicit expectation. However, make sure you are not just restating the information you listed under the “research experiences” section of your CV.
• 16% instruct applicants to talk about their past experiences with diverse people or cultures. However, even when a program does not explicit ask for this, I do recommend that you talk about this when discussing past research/applied/professional experiences. My anecdotal experience suggests that most programs like to see evidence in your application that you have experience working and/or living alongside people who share both cultural similarities and differences from you in terms of race/ethnicity, gender identity and expression, sexual orientation, socioeconomic status, (dis)ability, religion, etc. However, because some people grew up in culturally homogeneous places (surrounded by people with similar cultural identities), what’s even more important than past experience with diversity is a genuine desire moving forward to (1) learn about yourself as a cultural being with multiple identities that may carry privilege and marginalization, (2) learn to work productively with colleagues and clients who are both similar and different from yourself, and (3) learn about how interlocking systems of power influence your life and the lives of others (e.g., racism, sexism).
• 16% instruct applicants to talk about their interests, beliefs, aspirations, and/or contributions to social justice, diversity, equity, inclusion, etc. This is related but different from the “past experiences with diversity” aspect mentioned above. These pieces go beyond past experience and capture what you value and how you (plan to) contribute to making the world a more just place. This is increasingly at the heart of counseling psychology as a specialty. As with the prior bullet point, even though a minority of programs explicitly instruct applicants to address this in their statement, my anecdotal experience is that most programs want to see you incorporate this into how you talk about your experiences and goals related to both research and practice.
• 26% instruct applicants to talk about their past applied (i.e., helping, listening, counseling, clinical) experience. All counseling psychology doctoral programs train their graduate students to be talk therapists, which requires being a good listener, showing empathy, problem solving abilities, a willingness to tolerate ambiguity, an openness to both positive and constructive feedback, and demonstrating cultural humility and sensitivity. To determine which applicants show promise as future psychotherapists and would therefore be suitable for admission into the doctoral program, one thing we consider is your past applied experience. Faculty want to see that you have (1) some practice with basic helping skills, (2) at least one letter of recommendation from a supervisor of one of your helping experiences that states that your helping skills are good and that you show promise as a future talk therapist, and (3) a clear track record of wanting to further develop your helping skills by seeking out relevant opportunities. Talking about your past applied experience in your statement is one way we can gather evidence about #1 and #3.
• 25% of PsyD programs (6% of PhD programs) instruct applicants to talk about their theoretical orientation, their understanding of mental illness, and/or their understanding of how people heal and change. An applicant’s answer to these questions can provide hints to faculty about how sophisticated that applicant’s clinical abilities may be. These are hard questions to answer well without having taken graduate-level therapy coursework, and more sophistication will be expected of applicants who would be joining the doctoral program after having completed a talk-therapy-related master’s degree than would be expected of applicants who joined the doctoral program after having completed only a bachelor’s degree. Most programs do not ask about this topic and there is not an implicit expectation on behalf of programs that you address this in your statement.
• 16% instruct applicants to talk about their professional strengths and/or weaknesses. Most programs do not ask about this topic and there is not an implicit expectation on behalf of programs that you address this in your statement. For those programs that do, remember that you need to strike a balance between “selling yourself” appropriately in terms of strengths and not sounding arrogant when doing so. Likewise, some weaknesses are going to be socially acceptable (e.g., typical areas of growth for new graduate students like managing mild perfectionism) whereas others will cast a shadow on your application (e.g., poor interpersonal skills, cultural insensitivity, difficulty with time management, difficult with autonomous functioning), even if they are true. While you might not need to talk about strengths and weaknesses in your statement, it’s likely you’ll have to talk about this during interviews, so make sure to put some thought into this before going on interviews.
• 38% of PsyD programs (10% of PhD programs) instruct applicants to address how the program will benefit them. This question is a combined way of asking the 3 questions of “What are your professional goals?” and “Why do you want a _____ degree specifically” and “Why are you interested in our program specifically?”. Regardless of whether a program explicitly asks this or not, there is an implicit expectation that your statement always address how your completing this chosen program will bring you closer to achieving your career goals.

In regard to our data collection strategy, our team used APA’s list of accredited counseling psychology doctoral programs (both PhD and PsyD, both counseling psychology and “combined” programs, N=84 at the time of data collection in September of 2019). We navigated to each program’s “how to apply” page to look at what instructions they provided regarding what the student should talk about in their statement(s). We copied and pasted this information into in the Counseling Psychology PhD and PsyD Personal Statement of Purpose Questions google spreadsheet. You’ll notice that we de-identified what instructions come from which program, as the point of this analysis is to get an overall snapshot, rather than to learn about a specific program (you’ll want to see the program website for that info). Some programs did not provide this information on their website but required applicants to create an account in the application portal in order to access the instructions; for our purposes, we did not include these programs in the analysis. Thus, readers should bear in mind that our analysis is based on a subset of programs that is not guaranteed to be representative of all programs. Our final sample was N=50, of which n=42 were PhDs and n=8 were PsyDs. We analyzed the set of instructions to look for topical themes (e.g., career goals), which we then coded for across programs so that counts and percentages could be created. We also calculated descriptive statistics broken down by program type (PhD vs PsyD).

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Program: Clinical Mental Health Counseling

Degree: Master of Education (M.Ed.) Delivery Method: Online, On Campus Earn your Master of Education in clinical mental health counseling in as little as three years through this flexible master’s program available in a traditional or online format.

Using the School-College-Community Collaboration Model, we prepare students to work with professionals in different fields to promote wellness and benefits of the clients while maintaining a commitment to diversity, multiculturalism, and social justice.

Program Details

Program description.

This M.Ed. in clinical mental health counseling is designed to prepare students to work with professionals in different fields to promote wellness and benefits of their clients while maintaining a commitment to diversity, multiculturalism, and social justice. In addition to the traditional core curriculum on developmental theory and the design and implementation of preventive interventions, the program focuses on clinical counseling theory and practice. Both on-campus and online deliveries are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) till March 30, 2030, and prepare students to be eligible for state licensure as a Licensed Clinical Mental Health Counselor Associate (LCMHCA).

Our program emphasizes:

• Diversity, Multiculturalism, Anti-Racism, and Social Justice
• Scientist-Practitioner Model
• School-College-Community Collaboration Model
• Clinical Counseling Theory and Practice
• Developmental Theory

Course of Study

On-Campus Option

Students who enroll full-time and begin their studies in the summer session of their first year in the program can conceivable complete the program in two years by adhering to the following sequence:

• Summer Session I
• Summer Session II
• Fall Semester
• Spring Semester

Students who are unable to follow this sequence will need at least three years to complete the program as all internships are conducted during the spring semester.

Online Option

The online curriculum is a three-year, part-time cohort program that requires students to take courses year-round including summer. Students begin in Summer Session I, and typically take two online classes in fall and in spring.

Course descriptions can be found in the  university course catalog .

Core Courses

• ECD 510 – Orientation to Professional Counseling, Identity, and  Ethics (3 credits)
• ECD 524 – Career Counseling and Development (3 credits)
• ECD 525 – Multicultural Counseling (3 credits)
• ECD 530 – Theories of Counseling (4 credits)
• ECD 536 – Introduction to Clinical Mental Health Counseling (4 credits)
• ECD 539 – Group Counseling (3 credits)
• ECD 540 – Gender Issues in Counseling (3 credits)
• ECD 541 – Substance Abuse Counseling (3 credits)
• ECD 542 – Research Issues (3 credits)
• ECD 545 – Counseling Couples and Families (3 credits)
• ECD 546 – Crisis Counseling (3 credits)
• ECD 561 – Strategies for Clinical Assessment in Counseling (3 credits)
• ECD 562 – Techniques in Counseling (4 credits)
• ECD 575 – Multicultural Life Span Human Development (3 credits)
• ECD 642 – Practicum in Counseling (3 credits)
• ECD 653 – Internship in Clinical Mental Health Counseling (6 credits)

Admissions Requirements

• Completed  online application , resume and non-refundable application fee
• Our masters program is no longer requiring the GRE/MAT exam.
• Three recommendations from people who know your academic record and potential for graduate study (letters should be uploaded online)
• A personal statement answering the prompts detailed in the application. Personal statements should not exceed 5 pages, double spaced, using 12 point Times New Roman
• Official* transcripts of all post-secondary education
• Official** statement of English Proficiency (TOEFL) for international students

Selection for admission is based on a number of considerations:

• Academic achievement, especially in the junior and senior undergraduate years, as well as performance in any graduate courses, is carefully evaluated for evidence of competence in intellectual inquiry.
• Performance ratings and recommendations from professors and supervisory personnel are also carefully examined for evidence of personal qualities requisite for professional competence.
• Demonstrated leadership activity and/or significant work experience represent additional important factors.
• Interview process –candidates are selected to be interviewed, barring significant geographical distances.

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

The Graduate School North Carolina State University Research Building III, Room 240 1005 Capability Drive, Box 7102 Raleigh, NC  27695

Tuition and Fees

Review the  Estimated Cost of Attendance  associated with this master’s degree for the upcoming semester tuition and fees. Note that tuition and fees are subject to change.

Student Handbook

For a complete and detailed description of the programs’ objectives and organization, as well as regulations, procedures and resources for all students, please refer to  Counselor Education Student Handbook .

Program Learning Objectives

• PLO 1: Professional Counseling Orientation and Ethical Practice – Students will demonstrate knowledge of and skills related to ethical professional counseling practice (CACREP 2.F.1).
• PLO 2: Social and Cultural Diversity – Students will demonstrate knowledge of the role cultural context plays in the practice of professional counseling and apply culturally relevant skills for working with diverse populations (CACREP 2.F.2).
• PLO 3: Human Growth and Development – Students will demonstrate knowledge and application of human growth and development, as well as related contextual dimensions, to the practice of professional counseling (CACREP 2.F.3.).
• PLO 4: Career Development – Students will demonstrate knowledge and application of career development to the practice of professional counseling (CACREP 2.F.4.).
• PLO 5: Counseling and Helping Relationships – Students will demonstrate knowledge and skills of the helping process; counseling theories and techniques; prevention, education, consultation, and wellness models; counselor self-understanding; and the change process (CACREP 2.F.5.).
• PLO 6: Group Counseling and Group Work – Students will demonstrate knowledge and skills of group development, dynamics, theories, and techniques (CACREP 2.F.6).
• PLO 7: Assessment and Testing –  Students will demonstrate knowledge and application of culturally and developmentally appropriate clinical assessment and evaluation practices (CACREP 2.F.4.; CACREP 2.F.7.).
• PLO 8: Research and Program Evaluation – Students will critically evaluate and utilize research, evidence-based practices, and/or program evaluation (CACREP 2.F.8.).
• PLO 10: CMHC – Students will demonstrate the knowledge and skills necessary to address a wide variety of circumstances within the context of clinical mental health counseling.

Faculty in the Clinical Mental Health Counseling Program:

• Stanley Baker , Professor, Counselor Education, On-Campus School Counseling Coordinator, Adviser to the Nu Sigma Chi Chapter of the Chi Sigma Iota Counseling and Academic Honor Society International, ELPHD Department
• Cristina Braga , Assistant Teaching Professor, Counselor Education, On-Line Clinical Mental Health Counseling Coordinator, ELPHD Department
• Nicole Childs , Assistant Teaching Professor, Counselor Education, GCCE Coordinator, ELPHD Department
• Marc Grimmett , Professor, Associate Department Head, On-Campus Clinical Mental Health Counseling Coordinator, ELPHD Department
• Rolanda Mitchell , Assistant Professor, Counselor Education, ELPHD Department
• Sylvia Nassar , Professor, Counselor Education, ELPHD Department
• Brean’a Parker , Assistant Professor, Counselor Education, ELPHD Department
• Jose Picart , Senior Faculty Fellow, Friday Institute for Educational Innovation, Professor of Counselor Education, ELPHD Department and Executive Director, Wake Partnership for Postsecondary Success
• Angela Smith , Teaching Professor, Counselor Education, ELPHD Department
• Siu-Man Raymond Ting , Professor, Counselor Education, Director of Graduate Programs, On-Campus Coordinator of College Counseling Program, ELPHD Department
• Elizabeth Vincent , On Campus Clinical Coordinator, Assistant Teaching Professor, Counselor Education, ELPHD Department
• Terri Tilford, OnLine Clinical Coordinator, Assistant Teaching Professor, Counselor Education, ELPHD Department

Admission/Information Session

Join us for a joint information session for both the online and on-campus master’s programs in counseling on Oct. 10, 2023, from 7:00 to 8:15 p.m. You can attend in-person in Poe Hall 120 or via Zoom. A Zoom link will be sent to those who register to attend virtually. Please register to attend.

We offer two options for you

On-campus counseling program.

> Attend the program full time or part time > 2.5 years to completion if full time > Complete courses at your own pace with flexible scheduling > Students complete a 100 hour Practicum field placement > In the final year, students conduct a 600-hour internship: > Internship 1 in the fall: 300 hours > Internship 2 in the spring: 300 hours > Field placements (Practicum & Internship) must occur in a track-specific site within the state of North Carolina

Online Counseling Program

> Study part time and complete in 3 years > Follows a cohort model that starts Summer Session I > Students take 1 course each summer session and 2 courses each fall and spring > Students complete a 100 hour Practicum field placement > In the third year, students conduct a 600-hour internship: > Internship 1 in the fall: 300 hours > Internship 2 in the spring: 300 hours > Field placements (Practicum & Internship) must occur in a track-specific site within the state of North Carolina

Hear from one of our graduates

Why Counseling and Counselor Education at NC State

Quality instruction that incorporates research and best practices you can apply to real-world situations

Study alongside other professionals in a diverse and collaborative learning environment that will help you expand your network

Complete your courses 100 percent online and or on campus to fit your schedule and career goals

This program created an environment for me to explore my identity as a young woman, develop lasting connections with those I now call my counseling family and advocate for mental health in my community. Zakiya Futrell Clinical Mental Health Counseling student

Have questions? Complete this form to have someone contact you.

Dr. Brean’a Parker

Assistant Professor On-Campus Coordinator

[email protected] 

Dr. Cristina Braga

Assistant Teaching Professor Online Coordinator

[email protected] 

Related Programs

College counseling and student development, educational psychology, school counseling.

Tips for Writing a Personal Statement

Keep your writing straightforward and honest..

Posted October 16, 2019

Here are some situations that require writing a personal statement:

• Applying to college
• Applying to special camps or programs
• Applying to graduate school, law school, or medical school
• Applying to an internship program
• Applying for a job
• Applying for a promotion
• … and more!

Like it or not, you’ll be writing personal statements (sometimes referred to as a "statement of purpose") pretty much throughout your adult life. I bet that some retirement communities may even require personal statements in their application process!

As a college professor for over two decades, I’ve advised and edited hundreds—even thousands—of personal statements for students. I take this work seriously, as I know how these statements have the capacity to make or break an application.

Based on this experience (see my new book Own Your Psychology Major! A Guide to Student Success ), below are some tips for making your personal statement sing, along with some classic no-nos in the process.

Tips for Making Your Personal Statement Sing

First and foremost, realize this: A large but often-unstated purpose of this statement-of-purpose assignment is to allow folks to get a sense of your writing skills. Keep this point in mind the whole while. Here are some other tips:

1. Keep it short! Students often develop this idea that the longer their paper is, the better. As my mom would say, the opposite! All things being equal, you should use as few words as possible in trying to make your point. Think about the points you are trying to make and then make those points.

Efforts to add fluff are always pretty obvious. Further, the people reading your application may have dozens or even hundreds of applications to sift through. Do them a favor by keeping it short!

2. Avoid the big-word trap. Sometimes, students feel a need to use all kinds of fancy, multi-syllabic words in their writing. Try to avoid this trap at all costs! All things being equal, I suggest this approach: Write exactly as you speak (minus slang and, of course, any profanity!).

Sure, you may use some fancy words every now and again in your speech. But speech is all about communication—trying to get someone else to understand something. Writing is no different. Big words used for the sake of using big words are not doing anyone any favors.

3. Follow the guidelines. Whatever the details of the particular application process, know that there are going to be specific guidelines. This all may pertain to word count, specific questions that you are asked to address, etc.

Here is the simplest possible suggestion I can give you: Read those guidelines and follow them 100 percent in every single way. Doing so will make sure that you make it into the pile of applications to be even considered.

4. Proofread your work. Imagine this scenario: You are applying to a job at Southeast State University. After you have submitted the application, you reread your cover letter. Check it out:

“… I am thrilled to be considered for this position at Southeast State University. …. In conclusion, let me say that I am excited about this opportunity at Fresno Institute of Technology. …”

Given that you are applying to multiple positions and/or programs, it is very likely that you are writing statements that are “tailored” for each particular position and program. That is fine and is typical. But the second that you write the name of the incorrect institution in your letter due to a lack of detailed proofreading, you might as well be throwing your application into the recycling bin. Proofread your letter carefully before sending it.

5. Have an “expert” look things over. When I was a senior in college, I recall my advisor, the formidable Dr. Gwen Gustafson of the Psychology Department at UCONN, suggesting that I bring a draft of my personal statement for her to look over before applying to Ph.D. programs. So I did.

I was surprised by how much red ink she put on my paper. But I was also grateful . And I also learned a lot. Every suggestion that she had made sense. And, at the end of the day, I took those suggestions, worked hard, and got into a great Ph.D. program in psychology that shaped the rest of my life in positive ways.

Your professors and mentors have sat on admissions and hiring committees for years. Use their wisdom to your advantage. And pay things forward when you are older and wiser.

Personal Statement No-No’s

1. Don’t overemphasize personal details. A letter that focuses on your own personal traumas and history will only go so far. Sure, it is often the case that someone has a significant personal event or history that is influential in shaping his or her interests. Myself included.

But letters that over-emphasize one’s own adversities lose a bit when it comes to getting members of a committee to see the applicant in a professional setting. Sure, you may have baggage. And it may well ultimately have come to shape you in a positive manner. But unless the guidelines of the letter are asking about that in particular, don’t make that your headline.

2. Remember that you are not texting your friend. Be professional in your statement of purpose. Don’t use emojis. Don’t use acronyms. Use your most professional and respectful writing and communication skills. You can send all kinds of silly texts to the group chat about it after you’ve been accepted...

3. Seem like you care about them. A statement of purpose, or a personal statement, is largely about you. But the last thing you want to come across as is unempathetic and disinterested in the organization and/or program that you are applying to.

If you are applying to the master’s program in mental health counseling at Western State College, learn about who they are. Care about who they are. And include something in your statement which demonstrates that you both know about them and care about who they are.

Bottom Line

Modern professional life these days includes writing personal statements/essays at various junctions. Pretty much forever. Don’t be daunted by this task. You should be proud of who you are and capable of describing yourself, your interests, and your goals in a clear, engaging, and powerful manner.

Write from your heart. Follow the guidelines. And follow the common-sense suggestions here. You’ll go far.

Geher, G. (2019). Own Your Psychology Major! A Guide to Student Success. Washington, DC: American Psychological Association.

Glenn Geher, Ph.D. , is professor of psychology at the State University of New York at New Paltz. He is founding director of the campus’ Evolutionary Studies (EvoS) program.

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Counselling psychology personal statement example.

As I sit here at my desk, trying to figure out how to write a brilliant essay to be better recognized throughout this application process, I have come to realise that this is what life is about.

We are all given a blank sheet in the beginning. What we choose to put on this blank sheet determines our outcome. The life experiences that have “filled my pages” have shaped me into who I am today. My endurance of difficult times and my willingness to persevere in the face of obstacles makes me unique.

I come from a single parent home. My parents have been divorced since I was two years old. My father stepped in when he had to throughout my childhood, but it was my mother who raised me.

I remember numerous days living in one room, wondering “How long life will be like this?” and “Why does everyone else have a completed family and living in one area?”. All while my mother and I moved to numerous locations in an attempt to survive in the face of divorce.

During this time, I attended an elementary school where I was placed in a special education program. Teachers and rest of the staff told my mother that I had a learning disability and my knowledge capacity was limited. She never believed them. My mother believed that I was capable of doing anything. She never gave up on me. She believed in me.

As soon as I was given an opportunity in the main stream I never looked back. I set out to prove those who doubted me wrong with every chance I was given. And now, I am able to say that I will be a college graduate in six months. It is both a personal triumph as well as for my family.

When I first entered the university setting after community college I had a rough time at first. It was my first time being away from home.

Additionally, there were many family issues occurring at the time. As such, my marks did not reflect my full potential. But as my transcript shows, my grades steadily improved every semester and will continue to do so on a graduate level if allowed to continue.

I have a diverse ethnic background. This enables an understanding my part regarding the social issues that are so pertinent today. I am part El Salvadorian and part Irish.

The community that I am from on Long Island, New York, was extremely diverse and full of people from different social classes. Having many diverse groups in one community paves the way for discrimination, which I unfortunately experienced in my childhood. However, because of my background, I have a much needed perspective.

I have a deep understanding of discrimination as well as an interest in learning more about racism and how it has developed. I am hoping to work with families of different ethnic backgrounds because I feel my past experiences and my college education have helped me to understand the challenges that minorities face, and a great understanding of how a culture affects a way of life along with family values.

I am also extremely family oriented. I utilised these skills during the difficult times of my own childhood when they were desperately needed. Divorce is a family issue. I want to extend help to families in similar situations.

I believe I am right for the Counseling/Psychology field. I believe that my life experiences have given me the compassion needed. I am passionate to help people. I know I can make a difference if given the chance.

Syracuse University is clearly the place to start. The “Family and Marriage Therapy Program” at Syracuse University will help me to pursue my dream.

I know this is a great institution full of great faculty that will provide me the tools I need to pursue such a career. As this Marriage Family and Marriage Therapy Program” is recognised as a culturally sensitive therapy, there is a great connection between what is offered and what I would like to accomplish with my education and career.

My overall goal is to pursue a PhD after completing the Master Program. I hope to one day open my own psychology practice.

I know if given the chance I can achieve much and help many.

All I need is for someone to believe. I won't let you down.

Profile info

This personal statement was written by esjojo23 for application in 2008.

esjojo23's Comments

just looking for some feedback.

This personal statement is unrated

Related Personal Statements

Sun, 13/01/2008 - 14:08

Very personal. i thought it was quite good though, i believed all u said was genuine. Did You get in?

Great job.... but also

Sat, 26/01/2008 - 03:50

Great job.... but also wondering did you get in?

Heartfelt statement

Fri, 28/03/2008 - 23:24

I think you did a great job. Your were honest, as everyone should be but yet it did not come off as if you were laying it on thick. So did they at least contact you for an interview?

a little self pitying and (i

Tue, 12/08/2008 - 14:40

a little self pitying and (i know it's a personal statement) but this i felt this was too personal. but at least it's original! i hope you are doing the course you wanted and are enjoying Uni life

Sat, 25/10/2008 - 11:53

I'd take you in if i'm the admission tutor. Your PS is genuine and it shows you have deep interest in the course.

Tue, 16/12/2008 - 18:33

After reading your personal statement i feel more inspired. Your statement was very inspirational and has helped me get through tryin to write my own for couselling. I hope u reach where u would like 2b when in the future because u deserve it.

God Bless U XX

I thought that the opening

Tue, 08/09/2009 - 21:40

I thought that the opening was pretty good although it sounded like it belonged more in a philosophy statement. Maybe you should study philosophy instead.

Tue, 23/07/2013 - 22:29

I think this is a real great article post.Really thank you! Fantastic.

Add new comment

All About Universities

Statement of Pu...

Statement of Purpose Counselling: How to Write an SOP for MS/MA in Mental Health Counselling?

Students with a background in psychology, rehabilitation sciences, human services, social sciences, and other social science-related majors aspire to go for MA/MS in counselling abroad. Here, a statement of purpose counselling plays a crucial role in application to some of the top counselling universities like Illinois. This is because these universities assess capabilities like strong interpersonal and professional skills, commitment to developing clinical skills, acceptance of feedback, self-assessment, self-reflection, and a clear, organized, and logical communication from your statement of purpose counselling sample. Similarly, other key capabilities can also be highlighted and substantiated through an SOP.

But how to draft an exceptional counselling statement of purpose examples? Let’s discuss that at length and understand the intricate facets of a good statement of purpose counselling. 

What can lead a statement of purpose counselling sample to be rejected right away?

Ans. Plagiarism and poor syntax can get the counselling statement of purpose examples rejected.

What is the best writing style for a statement of purpose counselling psychology example?

Ans. Conversational writing keeps the narrative engaging. So, write your SOP effectively maintaining a positive tone.

How many SOPs to write for counselling?

Ans. Each university requires a separate and original SOP. Hence, you need to write a different SOP for counselling psychology for every university you’re applying to. Along with SOP, universities require program-specific writing samples as part of applications. For example, a university may require you to submit a professional statement of intent that addresses your motivation, preparation, and commitment to the field of mental health counselling and how you see yourself making an impact in the field.

How to save and submit your SOP?

Ans. SOPs have to be uploaded in PDF as part of the applications. This makes your SOP look professional and eliminates the possibility of any formatting inconsistencies. Universities may also provide forms to paste contents of SOP as part of applications with or without the option to upload it.

How to Draft a Statement of Purpose for counselling Program? 

To start writing your counselling psychology statement of purpose, brainstorm, free-write, and collect your thoughts. Your SOP should be a dive into relevant life experiences, academic and professional background (if applicable), career goals, co-curricular activities, volunteering/community involvement, and more.

So, refer to the effective guidelines given below and draft a statement of purpose masters in counselling for various programs. 

Introduction

What motivated you to choose counselling as your interest? What is the strongest experience that led you to choose this field? For example , how you are concerned about the well-being of the people around you and how the curiosity to seek answers behind why people behave the way they do, has motivated you to choose the field of counselling.

• Begin your introduction with an attention-grabbing experience that is evocative of your journey into the field.
• Alternatively, you can also begin with a research problem statement that you consider exploring in your MA/MS in Mental Health counselling Program. For example, you may begin with questions like: Can we identify all the possible causes behind different behaviors? Can we correct all problematic behaviors?
• This is because some programs directly seek an SOP that is more of a research proposal than it is otherwise.

Second Paragraph

Building on the onset of interest in counselling, discuss relevant academic and life experiences that have augmented this interest. How has each of these experiences pivoted your thought process, streamlined it, or transformed it?

• Here, you can discuss relevant undergraduate experiences or courses in which you developed a particular interest. For example, you must have developed an interest in crisis management or stress management.
• Touch upon a few course specifics and how these led you to develop your portfolio and inspired you to work on projects relevant to these interests.
• You can discuss interesting projects you have worked on or relevant co-curricular experiences worth sharing. Make sure that your experiences align with your interest in the counselling program you’re applying for.

Third Paragraph

Have you faced any setbacks in your academics? If you just made the cut or have lesser scores, you can mention that here.

• Have you faced any other unique challenges or setbacks that have redefined your perspectives or interests?
• How did you overcome these challenges and what is/are the positive outcomes of these experiences?
• It’s essential to reflect on the lessons from these experiences to underscore your resilience.

Fourth Paragraph

You can discuss extracurriculars in this paragraph. Remember that universities are interested to know more than just academics. So, go ahead and speak about your hobbies, social work, volunteering, etc, here. You can also discuss workshops or certifications which you have taken to upgrade your skills.

Fifth Paragraph

If you have work experience, add it here. But if you do not have work experience, you can also discuss your internship experiences, reflecting on your specific learnings and take-aways. Identify a knowledge gap and the need for you to go for MA/MS in Mental Health counselling.

• How has the work experience/s influenced your career goals? Why do you wish to go for MA/MS in Mental Health counselling now?
• Define your short-term and long-term goals.
• How will the MA/MS program from a specific university help you achieve these goals?
• How does the program align with your areas of interest?

Your SOP for counselling psychology conclusion needs to be equally engaging as your introduction.

• What capabilities equip you to contribute to the university?
• How can you be an asset to the university?
• What activities, clubs, sports, student associations, groups, etc, piqued your interests?
• What diverse experiences do you bring to your MS/MA in mental health graduate community?

How to Write a Good SOP? 

Do’s and Don'ts of an SOP for counselling Psychology

Your statement of purpose for counselling program should be truthful, concise, engaging, and well-written. Remember that every experience that you present should be coherent and well connected. This leaves no space for grey areas. Follow these Do’s and Don’ts in your counselling psychology statement of purpose.

Common mistakes in Writing SOPs and Application Essay

Skills to Include in Your Statement of Purpose counselling

Your MA/MS counselling psychology statement of purpose should be in-depth and research-intensive. counselling is a unique field of study that demands a distinctive skill set to become an evidence-based clinician guiding people towards the resources they require to live robust and fruitful lives. 

From mental health clinics, schools, private practices, hospitals, community health centers, to correctional facilities, businesses, colleges and universities, social service agencies, and government agencies, one might find professional mental health counselors working in a wide range of settings.

If you too want to be one of them, for now, ensure that your statement of purpose for counselling program should portray these skills to make it unique and appealing then other students. 

• Research Aptitude
• Academic/Research Writing
• Experiential Mindset
• Understanding counselling and Techniques
• Critical Thinking
• Problem-solving
• Emotional Intelligence
• Effective Communication
• Non-verbal Communication

Remove Your SOP Writing Fever!

SOP Requirements of Top Universities for counselling 

Most universities have similar requirements for drafting a statement of purpose masters in counselling as part of their respective applications. However, we have shortlisted a few top universities for MS in Mental Health counselling with their requirements below.

1. University of Illinois, Urbana-Champaign

If you are applying for a Master of Science in Mental Health counselling at the University of Illinois , follow these guidelines.

• Share your motivations for applying to the course.
• Include your intended contributions to the prospective class at the University of Illinois and beyond.
• Include a concise narrative of your background, emphasizing clearly-defined academic and career goals.
• The SOP should focus on your research experience and research interests.
• Share your evidence of motivation for the proposed area of study.

2. Oakland University, Michigan

The Oakland University , Michigan, requires two essays as part of the Master of Arts in Clinical Mental Health counselling application requirements.

• Essay one: Explain reasons for entering the counselling program and employment goals. You should describe your experiences and accomplishments working with children, youth, and adults. Additionally, relate your strengths and areas for growth from your and others perspective.
• Essay two: Here, you are required to recall constructive feedback from past instructors/supervisors and describe when you were given the feedback and how you responded to it.

Additionally, while writing the SOP, keep the following points in mind:

• Mention clear goals and highlight them to connect with the program's congruence.
• Share your experience and accomplishments.
• Highlight your awareness of strengths and areas for growth.
• Emphasize your ability to receive and accept feedback.
• Spotlight your writing skills with concise and comprehensible language.

3. University of Pittsburgh, Pennsylvania

Please consider the following SOP pointers if you are applying for a Master of Science in Clinical Rehabilitation and Mental Health counselling at the University of Pittsburgh .

The University of Pittsburgh requires a personal statement of 500 words in length. This statement should demonstrate the following aspects.

• Include evidence of graduate-level writing skills.
• Discuss goals, strengths, skills, and experiences that will contribute to success in the program and the counselling profession.
• Include a brief statement highlighting professional appeal in counselling and motivations for applying to the counselling program.

Apart from these general instructions, every program specialization in counselling has unique requirements for SOP. Besides, the program-specific SOPs have different word limits. 

How to Design an SOP for Masters? 

The SOP writing style for most countries remains the same. But in the case of program-specific statement of purpose for counselling, you can re-engineer the original draft to suit the university/program requirements.

We understand writing an SOP can be daunting. But don’t worry, Yocket is here to help you comprehend the nuances of an actionable SOP in terms of the format and guidelines. Therefore, choose Yocket premium and bring your educational dream to life. Our councellors are transparent with the rules, cooperative, and provide unique services. So choose them and make your study abroad journey a hassle free ride!

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I have come to internalize the well-being of my community as my own; and also come to the firm conclusion that I will be able to best contribute to the community as a psychologist since we have a very high incidence of mental health issues in Pueblo that require the assistance of bilingual, well-trained psychologists who are also comfortable communicating in Spanish.  I will begin by earning my Master’s Degree and proving my excellence as a graduate student in Clinical Mental Health at Adams State with hopes of continuing to the doctoral level.

I am especially interested in the complex relationships that exist between trauma, anxiety, and depression, on the one hand, and addiction on the other.  Most of the mental health issues that we have in Pueblo are at least related in some way to. substance abuse and/or alcoholism. Particularly with respect to its public face, the problem appears to clearly be concentrated in the non-white population, Hispanics and Native-Americans, as well as African-Americans and the lower economic strata of society generally speaking. Many local victims of substance abuse are also undocumented, further exacerbating the challenges that they face. I want to help them, especially those who end up seeking assistance for one reason or another at Colorado State Mental Hospital where I look forward to being employed once I acquire the requisite credentials.

My long term plan, based on my graduate education in Clinical Mental Health and professional work experience would be to open a non-profit harm reduction facility in which my team and I will facilitate therapy, group therapy, and therapeutic activities that provide our clients with healthy activities in which to engage socially that builds their self-esteem and provides them with tools to help deal with their mental health issues - coming to a better understanding of why they suffer and what they can do to stop or minimize suffering in their lives.

I am very excited about continuing my intensive focus on the way that relationships develop and thrive as a result of non-judgmental, positive regard. It is important to create a safe space that is sensitive to each client’s lifestyle, culture and religious beliefs.  An excellent communicator, I always seek to build trust and authenticity into relationships and I look forward to taking full advantage of this talent on a professional basis for decades to come. Along with establishing clear boundaries, being 100% professional, and staying focused on the therapeutic goals that we set, I see my outgoing, friendly disposition to also be an asset as a mental health counselor. By communicating a clearly defined set of objectives, with milestones along the way, I can help the individual to feel hopeful that their issues can be resolved with time, patience, and hard work.  In order for my counseling relationship to be effective, it is essential to empower and not coddle the individual.  Feedback from clients as well as colleagues and supervisors, along with rigorous practice of my own self -care, will enable me to always be at my best at the counseling relationship.

Central to establishing a rapport with multicultural clients is expressing an interest in their culture and a willingness if not eagerness to learn more about that sub-society and its unique characteristics, always demonstrating a profound respect for the client’s culture and worldview, belief systems, and means of problem-solving.  Learning about and addressing the client’s realities will allow me to create culturally-sensitive interventions and grow as a human being and professional.  Self-reflection is vital to becoming a culturally-competent counselor.  I have begun by clearly identifying my own worldview and personal beliefs about those who are different than I am.  This enables me to uncover my own prejudices, feelings, and stereotypical ideas about people from other cultures.  Being open-minded and willing to educate myself about culturally diverse groups has been productive for me and advanced my own personal growth.  Mankind’s existence depends upon our ability to diversify, it is imperative that diversity be accepted and in fact celebrated on every level of society, from local to international.

I will earn my undergraduate degree in Psychology along with a minor in Biology this coming May, 2019, from Colorado State University Pueblo. At Adams State, I am very excited about the prospect of full immersion in the study of trauma, depression, anxiety, and schizophrenia, especially in the context of addiction and substance abuse. Now 44, I have the maturity, wisdom, and experience to excel as a graduate student of Psychology and Mental Health in the MA Program at Adams State. Married, divorced, and married again, I know what it is like to be a single mother. My father and grandfather were alcoholics, although highly functioning and able to support the family (barely). On my mother's side, grandma was a drug addict who had survived polio as a child. Her father was also a drug addict who eventually died homeless on the streets. I see my own background as helpful, inspiring, keeping me humble and advancing at every turn my power to empathize with the gravity of all-too-common problems that people have to live with day-to-day in my community.

I have successfully raised 4 girls; 2 are in college studying Ecology and Physics; 2 are married moms – we are also raising an 8-year-old boy as our own, another experience which I regard as a professional asset. I do not need to work as my husband earns a good living and is very supportive of my career, sharing my great joy at being able to serve as a volunteer, and excited that I am going to graduate school.

Another factor which inspires me greatly is fact that several of my friends as a teenager committed suicide. As I reflect upon their short-lived lives and how they ended, I feel close to them still, somehow, and their stories continue to inspire me and drive me forward. I foster a working relationship with our neighbor who is diagnosed with schizophrenia, employing him to take care of the yard, helping to provide him a sense of purpose and community relatedness. I have an Aunt who works toward wellness as she suffers from anorexia due to trauma. The are many experiences that drive my career direction. I currently volunteer at Fountain Elementary School in Pueblo CO. District 60, assistiing with reading groups. In the past, I provided literacy support to kindergartners, administered assessments of skills, and provided emotional support. I adore children and will miss them terribly soon when my career directions result in my turning my volunteer efforts and attention to adults.

I love Yoga, my dogs, the outdoors (fishing, hiking, climbing, bike riding). All help me to stay mentally fit, especially the Yoga.

I thank you for considering my application to Clinical Mental Health at XXXX.

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Psychology graduate programs like to see some independent research experience, an ability to think like a scientist, someone who can generate hypotheses, who is familiar with research literature, who can understand the limits to prior research, someone who demonstrates ability for scientific thinking and writing. Some applicants indicate a lot of enthusiasm for an area of research, but not knowledge of how to conduct good research. For example, they might indicate that they're very excited about working with children or adolescents, and that they think it's important to study internalizing symptoms. This is fairly broad. That type of essay will not stand out as much as an applicant who expresses such enthusiasm, but also is knowledgeable about some of the current theories and methodological approaches that are used to study specific developmental psychopathology symptoms.

Careers in Psychology

• Accounting, MAcc, MSc
• Architecture MS, MSc
• Bacteriology MS
• Biology MS, MSc, PHD
• Chemical Engineering MS, MSc
• Chemistry MS, MSc
• Communications MA
• Computer Science MS, MSc, PHD
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• Physics MS, MSc
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• Regulatory Science, Affairs
• Rehabilitation Counseling MS
• Research, MS, MRes
• School Counselor MA
• Security Studies
• Sociology MA, PHD
• Statistics MS, PHD
• Supply Chain MS, MSc, PHD
• Translation MA
• Transportation MS, PHD
• Veterinary Medicine

Perspectives on Counseling Psychology

Samples of My Work in Counseling

• MA Counseling, Alcoholic Father, Suicide Mother
• Masters School Counseling, HIV Survivor/Activist
• Master’s Clinical Counseling, Polish
• Diversity, Psychology: Russian Woman
• Counseling Masters, Mental Health, Latina
• MA, MFT Family Therapy, Community
• MA Psychology Cultural Diversity Counseling
• MA Counseling Psychology LGBT, Gay
• Masters Educational Counseling, HR Background

Statements of Excellence for Admission to Graduate School in Counseling Psychology

Heroines of Counseling

Here are some of the most influential women counseling psychologists alive today. There are so many, that it was hard to choose our favorites for you, but we did it.

Susan Blackmore

Susan Blackmore started her career in psychology as an advocate of the paranormal. Her work has transitioned over the years and her current research interests include evolutionary theory, consciousness, memes and meditation.

Blackmore is a visiting professor at the British University of Plymouth and holds degrees in psychology and physiology from Oxford University.

Her PhD is from the University of Surrey in parapsychology. But Blackmore no longer works on the paranormal. She writes for the British newspaper, Guardian, and Psychology Today. She is also the author of over eighty book contributions.

Elizabeth Loftus

A cognitive psychologist and expert on human memory, Elizabeth Loftus is best known for her research on eyewitness memory and the misinformation effect.

She has conducted research in the fields of childhood sexual abuse and recovered memory, and her work has received numerous honors and awards. She holds six honorary degrees in a variety of fields from different universities and colleges.

Loftus is currently a distinguished professor of social ecology at the University of California, Irvine (USA).

Alison Gopnik

Alison Gopnik is a Professor of Psychology at the University of California, Berkeley. She is a world-renowned counseling psychologist known for her work in cognitive and language development.

Her work regularly appears in Slate and The New York Times, and she is a columnist for The Wall Street Journal. Gopnik regularly appears on TV. She is known for her presence on The Colbert Report. Her work at the Berkeley Child Study Center focuses on children and the development of mathematical models to help them learn more effecitively.

Brenda Milner

Brenda Milner is still actively working at the age of 95. She is recognized as the pioneer and founder of neuropsychology.

Milner is a professor at McGill University’s Department of Neurology and a visiting professor of psychology at the Montreal Neurological Institute.

Her life’s work earned her the prestigious Gairdner Award and more than twenty honorary degrees. Her current and ongoing research includes brain region identification and the association of spatial memory and language. Milner was awarded the Kavli Prize in Neuroscience in 2014.

Barbara L. Fredrickson

Barbara L. Fredrickson is a social psychologist, counselor, and professor at the University of North Carolina at Chapel Hill. She researches emotions, positive psychology, and social relationships.

After earning her doctorate degree at Stanford University, Fredrickson taught at the University of Michigan for ten years. She then took an appointment at UNC-Chapel Hill.

Frederickson has received numerous awards and honors, including the American Psychological Association’s Templeton Prize in Positive Psychology. This award earned this professor and counselor a $100,000 grant to assist with future work.

Thalia Eley

Thalia Eley is a graduate of Cambridge University and University College London’s Institute of Child Health and a professor of developmental psychology at King’s College in London.

Her publications include over 140 academic articles, with extensive research on genetic and environmental factors and their relationship with the treatment of anxiety and depression.

She has conducted studies on cognitive behavior therapy for child anxiety and exposure therapy in treating adult phobias. Eley was awarded the Macquarie University Research Excellence Award for her study on childhood anxiety in 2011.

Elizabeth Spelke

Elizabeth Spelke is a cognitive psychologist. She works in Harvard University’s Department of Psychology. She is also the director of the Laboratory for Developmental Studies. There, she studies and defends the debate on cognitive differences between males and females.

After attending Radcliffe College and Yale University, Spelke received her doctorate from Cornell University and has received numerous honors and awards, including the National Academy of Sciences Prize in Psychological and Cognitive Sciences honor in 2014. She has written articles for the New York Times and New Yorker.

Most recognized for her research and insight on autism spectrum disorders, Uta Frith is a Fellow of the Royal Society and Emeritus Professor of Cognitive Development at the University College London. A graduate of King’s College London, where she completed her PhD on autism, Dr. Frith has spent all of her career investigating the cognitive processes involved with dyslexia and autism.

She believes in research that is relevant to understanding autism and providing a better quality of daily life for those affected by this condition. She is an advocate for and leader of women in science and co-founded the UCL Women Network.

Susan Carey

Susan Carey is a Harvard University graduate and current professor for the Department of Psychology at Harvard. She is also a world-renowned psychologist and counselor.

Known throughout the globe as an expert in language acquisition, Carey was the first woman to receive the Rumelhart Prize in 2009. Before joining the faculty at Harvard, Carey taught at both MIT and NYU.

She is the author of numerous journal articles and a book called Conceptual Change in Childhood. The work reconciles Piaget’s research on animism and provided a new perspective.

Carol Dweck

Carol Dweck is Professor of Psychology at Stanford University. She has become recognized for her research in the fields of motivation and social psychology.

Her research focuses on the origins of social, personality, and developmental psychology and how they bridge together with self-regulation and mindsets.

Dweck is the recipient of numerous awards and honors, which include the Distinguished Scholar Award in 2013 for the Society for Personality and Social Psychology. Her key contribution to social psychology focuses on her theories of intelligence, showcased in her book entitled Mindset: The New Psychology of Success, which was published in 2006.

We want to support all the counselors in this world that have a passion for progress and want to make their mark in this field on behalf of women and humanity. Is the lack of an amazing personal statement holding you back?

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You can find the Statement of Purpose instructions you need for your admissions requirements by clicking the drop-down section below. The Statement of Purpose can be attached or written out in an email and submitted to [email protected] .

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Graduate certificates.

Graduate Certificate in Music in World Cultures – Ethnomusicology

In 500 words or less, please explain your purpose for pursuing this degree. Consider the following questions in your response:

• How is this degree going to help you in your ministry and/or vocation?
• What do you hope to learn through this process? 
• What do you hope to do with this degree after graduation?

Graduate Degree Programs

Master of Arts in Composition

Please submit a 300- to 500-word statement as to why you desire to pursue a Master of Arts in Composition at Liberty University.

Master of Arts in Ethnomusicology

• What do you hope to learn through this process?

Master of Arts in Professional Writing

Please submit a 300- to 500-word statement as to why you desire to pursue a Master of Arts in Professional Writing at Liberty University.

Master of Arts in Clinical Mental Health Counseling (60-hour)

• Please describe in 200-250 words why you desire to become a counselor and indicate the type of counselor certification you plan to seek after graduation.
• Describe in 200-250 words an occasion in which you have interacted with an individual or a group of individuals   from another culture . Identify the cultural differences which were present and   how you demonstrated respect for those differences.
• Describe in 200-250 words   how   you form effective interpersonal relationships with others in individual and group settings.

Master of Arts in Marriage and Family Therapy

• Describe in 200-250 words an occasion in which you have interacted with an individual or a group of individuals   from another culture . Identify the cultural differences which were present and   how you demonstrated respec t for those differences.

Master of Arts in Teaching English as a Second Language

In 300-500 words, explain why you want to pursue a TESL degree.

Master of Education in School Counseling

Master of Social Work – Advanced Generalist

• In 150 words, complete the following prompt: I desire to earn a Master of Social Work degree and attend Liberty University because…
• In 150 words, complete the following prompt: I show a posture of learning and respect when interacting with diverse individuals, families, and groups by…
• In 100 words, discuss the following prompt: Please share about a personal challenge in your life and discuss how you have worked through this challenge. (Please do not share about a challenge with your job).  

Advanced Standing Master of Social Work

• Introduce yourself and explain what has inspired you to earn a Master of Social Work degree. Discuss related life events, experiences, and relationships – educational, professional, and/or personal. If you are making a career change, discuss what prompted the change. Discuss what you hope to do with an MSW. (400 words)
• What qualities and abilities do you possess that you believe are a good fit for the social work profession? (150 words)
• What qualities and abilities do you want to develop or further develop that you believe will be helpful in the profession? (150 words)
• How do you show a posture of learning and respect when interacting with diverse individuals, families, and groups? (150 words)
• Share a personal challenge (please do not share a challenge related to your job) in your life and discuss how you worked through or are working through this challenge. (200 words)
• Explain the reason you believe Liberty University is the best fit to help you meet your goal of obtaining an MSW. (150 words)
• If you have social work-related experience, discuss those experiences (for instance, working or volunteering in social services). (optional)

Postgraduate and Executive Certificates

Postgraduate Certificate in Chaplaincy

Please submit a 300-word minimum Statement of Purpose detailing the following:

• Your vocational or ministry calling
• Your vocational or ministry goals
• A key ministry problem you feel needs to be addressed in today’s culture, which is appropriate to an advanced professional study

Executive Certificate in Nursing Educational Leadership

In a minimum of 200 words for each prompt (600 – 1000 words total), describe the following:

• Share your intellectual trajectory, how you came to the decision to further your education, and what made you decide to pursue an Executive Certificate in Nursing Educational Leadership at Liberty University.
• Share research interests, why you enjoy doing research, and provide an example(s) that displays your intellectual curiosity in action.
• In your narrative, highlight any relevant experience and skills you have. Be sure to point out any research experience in your paragraph.

Format Instructions:

• The entire document should be 600 – 1000 words total
• Statement of Purpose should be prepared in one APA formatted paragraph

Executive Certificate in Psychology

The Statement of Purpose is an opportunity to demonstrate to your application reviewers why you wish to pursue an Executive Certificate at Liberty University, and also to showcase graduate-level writing abilities for their consideration.

In 1000 – 1500 words, double-spaced, please address the following:

• What is your goal with regard to obtaining an Executive Certificate in Psychology from Liberty University? 
• How does your goal align with the mission of Liberty University?

Doctoral Degree Programs

Doctor of Ministry

Doctor of Worship Studies

The Statement of Purpose is an opportunity to demonstrate to your application reviewers why you wish to pursue a doctoral degree at Liberty University, and also to showcase graduate-level writing abilities for their consideration.

In 1,000-1,500 words, please answer the following questions:

1. How has your previous education and/or work experience prepared you for doctoral studies?

2. What is your goal with regard to pursuing a doctoral education at Liberty University?

3. Please describe the character and values you possess that will help you succeed in your desired field.

Doctor of Education in Christian Leadership

The Statement of Purpose is an opportunity to demonstrate to your application reviewers why you wish to pursue a doctoral degree at Liberty University, and also to showcase graduate-level writing abilities for their consideration. 

1. How has your previous education and/or work experience prepared you for doctoral studies at Liberty University?

Doctor of Philosophy (Ph.D.) in Nursing – Nursing Education

• Share your intellectual trajectory, how you came to the decision to further your education, and what made you decide to pursue a Ph.D. in Nursing – Nursing Education concentration at Liberty University.

Doctor of Philosophy (Ph.D.) in Psychology

• What is your goal with regard to obtaining a doctoral degree in psychology from Liberty University? 

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Fall 2024 Admission has ended (the deadline: January 15th). Fall 2025 admission will start on October 1st, 2024

This page provides specific information regarding applying to the department of counseling graduate programs. for general assistance in the application process or in deciding between the department of counseling programs and other programs at san francisco state university, please visit graduate studies admissions page . they offer workshop recordings on admissions topics and other great information (see advising )., want specific information about applying to the department of counseling graduate programs follow these steps.

Carefully review the information on the Department of Counseling website including the Academics page where you will find detailed information about our Specializations and this Admissions page.

Sign up to attend one of our Information Sessions.

• September Session: TBA
• October Session: TBA
• November Session: TBA

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The Information Session present an overview of the program and the admissions process as well as answers to the most frequently asked questions. Questions are taken from prospective students who submit questions to be answered by our department chair. (Questions from previous sessions are included). The FAQ page has been updates to include these questions and answers.

Department of Counseling, Information Session welcomes persons with disabilities and will provide reasonable accommodations upon request. If you would like reasonable accommodations for this event, please contact [email protected] as soon as possible so your request may be reviewed.

A video and powerpoint slides from the September information session is posted here. At the bottom of this page, you will also find short videos from each Specialization. 

During Grad Preview week (October 23-26), we also held a Student Panel and Alumni Panel (see recordings on this page) and a Village Conversation  BIPOC prospective graduate students (not recorded). 

Slides from October 23, 2023, Information session for prospective applicants to the DoC graduate programs and recording of the September 2023 Information Session. Additionally, recording of the Graduate Counseling Student Panel and Graduate Counseling Alumni panel held during Grad Preview week October, 2023.

Carefully read the Application Instructions and requirements:

Every year the Department of Counseling Admissions Coordinator creates detailed application instructions for that admissions year. The instructions include the following:

• Navigating Cal State Apply (with Images)
• Applying for the correct specialization and/or emphasis
• Specific program application materials required
• Personal Statement prompt and length as well as Affidavit of Authorship form
• Experience Summary form
• Letters of Recommendation
• Fee Payment instructions

Fall 2025 Admission Instruction and Requirements will be available on September, 2024

• MSC admission Instruction
• Affidavit of Authorship form
• Summary of Experience form
• Sample recommendation form (recommenders may use this form or their own letterhead)
• PPSC (post-master program) admission instruction and requirements will be available on September, 2024

Department of Counseling Application Processing Fee of $25 (This is a separate fee from Cal State Apply Fee of $70).

Payment of Department of Counseling Application Processing Fee must be made through the link provided in the Fall 2024 Admission Instruction site. No checks or cash will be accepted (please visit Department of Counseling Admission Instruction site).

Specialization Videos

Career Counseling

Career Counselors work in high school, college and university career centers, student support services and advising offices. Some graduates use this training to establish private career counseling and consultation practices while others enter career development centers in private industry and public agencies. Many students combine this training with another area of counseling.

Clinical Mental Health Counseling

Clinical Mental Health Counselors work in an array of community-based behavioral health agencies, hospital-based inpatient and outpatient treatment programs, school and college settings, rehabilitation programs, youth wellness centers and programs/services for at risk and marginalized communities. Graduates obtain their LPCC and may choose to work in private practice.

College Counseling

College Counselors may work in two- and four-year colleges and universities providing academic counseling in a range of college student personnel positions in programs such as student retention, EOP or EOPS, financial aid, CalWorks, multicultural student services, residential life, college outreach, transfer services, general counseling and other student services.

Gerontological Counseling

Gerontological Counselors work with older adults and their families performing case management and counseling in consultation with family members. Settings may include senior centers, residential homes, social service agencies, and hospices. Gerontological counselors benefit from having an emphasis in Mental Health Counseling.

Marriage, Family, and Child Counseling

MFCC specialization prepares graduates for LMFT licensure in California. MFTs provide assessment, diagnosis, and intervention for individuals, couples, families, children, and groups in family, youth, and child agencies, hospitals, schools, universities, forensic settings, private practice, and a variety of community counseling services. The curriculum emphasizes a culturally-informed and systemic-familial-relational orientation to prevention, intervention, consultation, and advocacy.

School Counseling & Pupil Personnel Services Credential

School Counselors upon graduation and after passing the California CBEST examination receive their State of California Pupil Personnel Services Credential with a specialization in School Counseling (PK–12) and work in public and private school settings. They do personal and academic counseling and work in an integrated services team approach with other mental health and education professionals.

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