phd on counseling education

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2024 ACA Table Talk Summary

In case you missed the Table Talk at the ACA Conference last week, here’s a summary of what was shared. 

CACREP at ACA in New Orleans

If you will be attending the American Counseling Association Conference in New Orleans, we hope to see you there. Please mark your calendar: Not listed in Conference Program Friday April 12, 2024 – Esplanade Boardroom, Embassy Suites, 315 Julia St., New Orleans LA 70130 1:30pm – 2:30pm           Table Talk – CACREP Updates and dialogue with...

Public Notice of Accreditation Decisions: January 2024

The Board met on January 11-13 , 2024 and made the following January 2024 Accreditation Decisions.

CACREP Table Talk at the ACES National Conference in Denver

This interactive session is an opportunity for CACREP to provide an update on accreditation matters and for counselor educators to interact with CACREP representatives to ask questions and share information about what is occurring in their program, institution, and/or state that is influencing counselor preparation and counseling practice.

CACREP 2024 Standards at the ACES National Conference in Denver

The focused changes in the CACREP 2024 Standards will be highlighted. The overarching themes and the specifics of the language and expectations in the new standards will be addressed. This is an interactive session addressing questions from programs about the standards, review process, and accreditation decisions.

NBCC-CACREP Reception at the ACES National Conference in Denver

Come enjoy social time networking with colleagues from all across the country while enjoying food and beverage.

Commencement - May 3 & 4

Plan for your visit to campus to celebrate your graduate. All event details are located HERE . 

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Online Ph.D. in Counselor Education and Supervision

Learn the theory and practice of educating and supervising future counselors in clinical settings and in your own higher education classroom.

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Expand your impact. Empower others. Teach the next generation of counselors.

Learn the theory and practice of educating and supervising future counselors in clinical settings and your own higher education classroom.

Expand your impact. Empower others. Teach the next generation of counselors. Are you ready to apply your counseling expertise to a new challenge? Earning a PhD in Counselor Education and Supervision could be how you take your career to the next level, whether in the classroom or in a leadership capacity. Your courses will cover the advanced leadership skills needed to drive change as an administrator in behavioral health agencies and beyond. Coursework in areas like research design, counselor education, and inferential statistics will also help you prepare to contribute original knowledge to the counseling field.

By the numbers

Phd in counselor education and supervision.

The fully accredited online PhD in Counselor Education and Supervision from University of the Cumberlands teaches the knowledge and skills you need to launch a career in research and postsecondary teaching in counseling programs across the United States. Our program also covers the advanced leadership skills needed to drive change as an administrator in behavioral health agencies and beyond.   

Our curriculum covers the five major domains of contemporary counselor education curriculum: advanced clinical work, supervision, teaching, research and scholarship, and leadership and advocacy. The program breaks down into three essential components: core CES coursework, professional research and field experience coursework. In total, you’ll complete 66 post-master’s credit hours, including courses such as:  

• Advanced Counseling Theories and Skills
• Theories and Techniques of Clinical Supervision
• Leadership & Advocacy in Professional Counseling
• Online Teaching & Learning in Counselor Education
• Advanced Educational Research 

Finally, you’ll work in collaboration with graduate faculty members to research, write and defend an original dissertation that advances knowledge in the counseling profession. You’ll graduate equipped with:  

• Mastery that prepares you for a teaching career in higher education environments  
• Administrative expertise preparing you for leadership in clinical and educational settings  
• Advanced clinical skills aimed to maximize proficiency in an independent practice milieu  
• Independent research skills preparing you to make original contributions to your field  

Course Requirements

• CES 700   Program Orientation (0 Hours)
• CES 704  Professional Writing
• CES 705  Introduction to CES: Professional Identity
• CES 715  Online Counseling and Supervision
• CES 730  Andragogy in Counselor Education and Supervision
• CES 731  Multicultural Issues in Counselor Education and Supervision 
• CES 733  Ethical and Legal Issues in Counselor Education and Supervision 
• CES 735  Advanced Counseling Theories and Skills
• CES 831  Theories and Techniques of Clinical Supervision 
• CES 833  Leadership & Advocacy in Professional Counseling 
• CES 835  Online Teaching & Learning in Counselor Education
• CES 837  Neuroanatomy & Behavioral Medicine for Professional Counseling

And one elective from the following:

• CES 737  Trauma Counseling: Etiology, Treatment, and Interventions 
• CES 710  Mindfulness Based Cognitive Behavioral Interventions in Mental Health Counseling
• COUN 538  Intro to Play Therapy
• COUN 540  Human Sexuality in Counseling 

*CES 738 or CES 851 may also be used to fulfill elective credits

• CES 931  Advanced Practicum  
• CES 953  Advanced Internship  
• CES 955  Advanced Internship II   

Nine hours of the degree are earned through a series of courses focusing on research methods and research activities. The research courses culminate in the completion of a dissertation. Both CES 734 and CES 850 are required for all students. Each student will select either CES 851 or CES 738 depending on the methodology you intend to pursue with your dissertation research. Students may take both advanced research design courses and count one as their elective.

• CES 734  Quantitative Research Design 
• CES 850  Qualitative Research Design  
• CES 851  Advanced Qualitative Research Design or CES 738  Advanced Quantitative Research Design 

Department of Counseling Sample Syllabi *The syllabi in this folder are samples and may not reflect the most current syllabus content

• CES 838  CES Comprehensive Exam (0 Hours)
• CES 736  Dissertation Seminar  
• CES 839  Advanced Educational Research   

Students must be enrolled in a minimum of two semesters of dissertation coursework for a total of six (6) credit hours. 

• CES 950  Dissertation  
• CES 951  Dissertation 

NOTE ON DISSERTATION CREDITS AND PROCEDURES: The candidate must file an Intent to Graduate at the beginning of term of intended completion; must schedule Oral Dissertation Defense at least two weeks prior to Intended Date; and must file approved dissertation with Program Director prior to graduation. 

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Mission and goals.

The mission of UC's PhD in Counselor Education and Supervision online program is to develop counselor educators and supervisors who are innovative in their contributions to the profession through research, leadership, advocacy, and clinical excellence.

Counselor Education and Supervision Careers & Outcomes

All stats from U.S. Bureau of Labor Statistics

Licensed Professional Counselor Supervisor: $101,340

As a Licensed Professional Counselor Supervisor, you’ll provide an opportunity for your supervisees to discuss any work-related issues and difficulties they may have and help determine possible ways for them to be resolved. 

Psychologist: $81,040

Psychologists study cognitive, emotional, and social processes and behavior by observing, interpreting, and recording how individuals relate to one another and to their environments. 

Mental Health Program Manager: $101,340

Mental Health Program Managers plan, direct, and coordinate the business activities of their mental health facility. 

Educational or Career Counselor: $60,140

Advise and assist students and provide educational and vocational guidance services. 

Compliance Manager: $71,690

Examine, evaluate, and investigate eligibility for or conformity with laws and regulations governing contract compliance of licenses and permits, and perform other compliance and enforcement inspection and analysis activities not classified elsewhere. 

Postsecondary Teacher: $79,640

Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level.

Common Questions

All programs at University of the Cumberlands are offered at some of the lowest rates in the nation – and we even include free textbooks through our One Price Promise! For more information on how affordable this program would be for you, visit our Financial Aid page.

A Ph.D. in Counselor Education and Supervision is a doctoral degree that equips counseling professionals to teach in higher education classrooms. As a graduate counseling student at Cumberlands, you’ll learn the theory and practice of educating and supervising future counselors in clinical settings, as well as leadership skills you can apply in education, behavioral health, and human services settings.  

With your Ph.D. in Counselor Education and supervision, you’ll be able to choose from a variety of counseling career paths, including: counselor educator, licensed professional counselor supervisor, clinical director, regulatory affairs director, quality assurance director, compliance manager, compliance operations manager, risk manager, academic leadership, or assistant professor in a related field.   

As it turns out, University of the Cumberlands is one of the only higher education institutions to offer synchronous, CACREP-accredited programs online! When a PhD in Counselor Education and Supervision online program is available online, it provides a flexible, synchronous format to make it possible to pursue your studies even while working as a counselor. Admissions requirements typically include a CACREP-accredited master’s degree in counseling or the equivalent, as well as an active professional counseling license.

When considering pursuing an online PhD in Counselor Education and Supervision it is important to remember that a PhD is the same as a doctorate, and degree programs at this level are typically research-intensive and require an original dissertation. As a PhD in Counselor Education and Supervision online student, you’ll be taking courses in areas like research design, counselor education, and inferential statistics to help you prepare to contribute original knowledge to the field of counseling.

Pursuing your doctoral degree in counseling education and supervision could be one way to enhance your career and drive change on a larger scale. Some reasons you may find it worthwhile to further your education with a PhD in Counselor Education and Supervision program are that postsecondary education roles in the field of mental health are expected to increase by 12 percent between 2021 and 2030; a PhD in Counselor Education and Supervision offers the chance to build on your past education and experience while preparing to take your career in a new direction; and the median annual salary for postsecondary counseling professors was $77,500 in 2021, nearly $30,000 more than most other counseling professions. 

Faculty Experts

Get to know your future CES professors.

Dr. Julia Dell'Aquila-Linares

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Dr. Lotes Nelson

Dr. Bridget Rutigliano

Cacrep assessment.

The CACREP Council accredits the Clinical Mental Health Counseling program, Addiction Counseling program, PhD in Counselor Education & Supervision, and the related Doctorate of Educational Leadership Online (EdD) Program. CACREP is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA) that accredits counselor-preparation graduate degree programs. For more information, visit  https://www.cacrep.org . 

CACREP Outcomes for the Department of Counseling at University of Cumberlands:

Vital Statistics:   2017 ,  2018 ,  2019 ,  2020

Program Evaluation Outcomes Report:   2015-2018 ,  2021 ,  2022

Interested in learning more about how our PhD in Counselor Education and Supervision program can help you achieve your professional goals? We're ready to talk.

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PhD in Counselor Education and Supervision

Transfer credits, next start date, mentor students with a phd in counseling – counselor education and supervision.

Do you want to use your counseling experience to aid the next generation of counselors in helping more people heal and grow? With a Doctor of Philosophy in Counselor Education and Supervision (PhD), you can learn how to help students blend theory and praxis so they can help clients who are in need. Whether your goal is to become an educator or to further develop your clinical skills with new tools, our PhD in Counselor Education and Supervision is the perfect fit to help you meet your goals.

What is Counselor Education and Supervision?

Counselor education and supervision is the discipline of creating excellent programs to teach students to be effective counselors. This practice requires advanced expertise in the practice of counseling — through applying a comprehensive mastery of psychology and holistic mental health treatment. A PhD in Counseling focuses on counselor education and supervision. This can help prepare you for academic roles with counseling programs that teach and nurture new counseling students.

The mission of Liberty University’s Department of Counselor Education and Family Studies is to develop ethically and spiritually aware mental health counselors and counselor educators. Liberty seeks to foster experts in the field who demonstrate the values, knowledge, skills, and personal disposition to promote the mental health and holistic wellness of their clients. Through Liberty’s PhD in Counselor Education online program, you can impart what you have learned to others and turn knowledge into wisdom.

*Some exclusions apply. Please refer to our exclusions page for more information.

Why Choose Liberty’s Online Doctorate in Counseling?

After gaining experience in the field of counseling, you can be more equipped to apply theory to real-world situations with clients who need your help. As students enter the field of counseling for the first time, your experience could be a valuable tool to help them meet challenges with grace and competence. With Liberty’s PhD in Counselor Education and Supervision, you can help students prepare for the field of counseling and help others.

Our PhD in Counselor Education and Supervision program is CACREP accredited and provides you with advanced training in:

• Counseling techniques
• Counselor education and supervision
• Leadership and advocacy
• Research and scholarship

This program is designed for those who want to expand their career options and receive mentoring from experts in the field of counseling and counselor education.

Our faculty possess a passion for training you in advanced clinical mental health techniques so you can make a positive difference in schools and with families. As you graduate from our  PhD in Counselor Education and Supervision program you can leave more prepared to emerge as a counseling leader in college and university counselor education departments. Whether you desire to work in public, private, or government settings, a PhD in Counselor Education and Supervision can help you achieve your goals.

Military Tuition Discount We want to help you find the doctoral degree you want — at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work towards your goal of reaching the pinnacle of your profession — for less.

Our PhD in counseling online degree is taught by professionals with real-world experience in clinical and leadership settings. The PhD in Counseling program curriculum builds on your knowledge and expertise to grow critical thinking, leadership, and clinical skills. Whether you are seeking to expand in your current role or explore other areas within the counseling field, our PhD in Counseling online program is designed to equip you with the knowledge and training you need.

Common Questions

When researching online counseling PhD programs, we understand that you will have questions. Below are some common questions you may have about Liberty’s counselor education PhD.

Is a doctorate worth it?

Earning a PhD in Counseling online is an important and substantial decision — but there are many benefits to earning a PhD if you are in the counseling field. The Bureau of Labor Statistics estimates that as of 2021, professionals with doctorate degrees make an average of $17,680 more than professionals with master’s degrees.*

Apart from higher average wages, having a PhD can assist you with more earning potential outside of private practice or clinical settings than a master’s degree in counseling alone. Working with a university counseling program, you can teach at the college level and gain the benefit of additional income.

What is a PhD in Counselor Education?

A PhD in Counselor Education can help equip you to use your counseling skills and knowledge of psychology to prepare students to enter the counseling field. The purpose of this program is to bridge the gap from your hands-on experience as a counselor to teach leading approaches and methods to the next generation of counselors.

Liberty University’s counselor education and supervision PhD is designed to give you this training and expertise. Our program can help equip you to prepare students entering the counseling profession with the tools they need to help people heal and grow. You can make a positive impact in the lives of many people by helping these students develop effective counseling practices.

Why should I get a PhD in Counselor Education and Supervision?

While researching online doctoral programs, you may question why a counselor education and supervision degree would be a good fit for your career. Aside from the potential for higher income, earning a doctorate in counselor education can broaden your professional experience by letting you invest in future counselors. A PhD can allow you to enter into a new phase of your career where you can learn critical skills and pass them on to your students while helping people in new ways.

With new expertise and skills, you can also be equipped to help your patients in innovative and effective ways. Teaching and mentoring professionals in your field can be an extremely rewarding experience — and one that earning a PhD in Counselor Education and Supervision online with Liberty University can help you accomplish.

*Bureau of Labor Statistics, U.S. Department of Labor, at Earnings and unemployment rates by educational attainment, 2020 (viewed online June 15, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

What Will You Learn in the PhD  in Counseling Online Degree?

Liberty’s Counselor Education and Supervision PhD is designed to prepare you to be a mentor in a professional counseling preparation program. Our PhD in Counselor Education and Supervision courses can help equip you with knowledge and skills in important areas such as:

• Advanced counseling
• Counselor education
• Supervision

Our courses integrate a biblical worldview while preparing you to effectively and ethically serve diverse cultures. To ensure that you have extensive training and preparation, our program includes advanced field experiences and internships. These hands-on opportunities can help you connect with professionals in the field and gain the experience employers seek. At Liberty, you can be confident that you are receiving a world-class education that can help sharpen and equip you as you pursue positions of added responsibility.

Through this program, demonstrate your expertise and practice as a leader in the field of counseling. You can be well-equipped to develop programs to train up new counselors that will show ethics and biblical values.

Ph.D. in Counseling Featured Courses

• COUC 715 – Advanced Theory Application and Orientation
• COUC 970 – Teaching Internship
• COUC 980 – Supervision Internship
• COUC 999 – Counseling, Research, and Leadership Internship

Highlights of Liberty University’s Online PhD in Counselor Education and Supervision

• We are recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the top 10% of Niche.com’s best online schools in America . Earning your online PhD in Counselor Education and Supervision degree from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• Our PhD in Counselor Education and Supervision program is CACREP accredited. Most counselor education departments at colleges and universities require counselor educators to graduate from a CACREP accredited PhD in Counselor Education and Supervision program.
• Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.
• Liberty’s PhD in Counselor Education and Supervision ranks on BestCounselingDegrees.net’s list of Top CACREP-Accredited Online Doctoral Degrees in Counseling!
• You can complete this degree in about 4 years!

Potential Career Opportunities with a PhD in Counselor Education and Supervision

• Administrator in community and public roles
• Advanced professional counselor
• Advanced researcher or scholar
• College or university administrator
• College or university professor
• Executive administration for private and government departments

The PhD in Counselor Education and Supervision program is designed for students who wish to become counseling experts, clinical supervisors, leaders, advocates, and scholars in the field of counseling.

PhD in Counseling Degree Information

The primary aim of our PhD in counseling program is to mentor a diverse body of doctoral students who sense a calling to extend their foundational knowledge on ethical and effective counseling, counselor education, and supervision through the dissemination of research and scholarship. Graduates can be prepared to influence the counseling field in leadership positions within clinical settings, higher education, and counseling associations.

• This program is intensives-based  with a 3-credit hour practicum , 9-credit hour internship, and 9-credit hour dissertation .
• Core courses and electives (36 credits) have a 1-week intensive portion to ensure that students develop mentoring relationships with faculty and meaningful relationships with peers in the program. These rich and meaningful relationships enable students to grow and flourish as future leaders in the field.
• This program falls under the School of Behavioral Sciences .
• Download and review the  Degree Completion Plan .
• View the Graduate Behavioral Sciences Course Guides   (login required) .

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Admission Requirements for Our PhD in Counselor Education and Supervision

A regionally or nationally accredited master’s in counseling or related degree* with a 3.25 or above GPA in all previous conferred graduate coursework is required for admission in good standing. Please visit our  admission requirements page  for more detailed admissions-related information.

*This program is not designed for achieving licensure, but for preparing master’s-level professional counselors (including clinical mental health, school, and marriage and family counselors) who are licensed or working toward licensure or certification in their respective counseling fields. Students need to have or be working toward licensure to graduate from this program.

All applicants must submit the following:

• Admission application
• Application fee**
• Official college transcripts for all conferred bachelor’s and master’s coursework showing a master’s in counseling or related degree*
• Recommender contact information for 2 recommenders (academic or professional contacts familiar with the student’s training and practice)
• Letter of intent
• Professional vita showing professional counseling licensure or 1 year of clinical counseling practice
• Ph.D. graduate status record
• Vignette response
• Proof of English proficiency (for applicants whose native language is other than English)

*Students with master’s degrees in areas other than counseling will require additional graduate-level prerequisites

**There is no upfront application fee; however, a deferred $50 application fee will be assessed during Financial Check-In. This fee is waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, Non-Degree Seeking, DGIA, Continuing Education, WSB, and Certificates.

Apply FREE This Week*

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Next Start Date: May 13, 2024

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Doctor of Ministry (DMN)

Doctor of Ministry: Pastoral Counseling

Doctor of ministry: chaplaincy, looking for a different program.

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College of Social and Behavioral Health: PhD in Counselor Education and Supervision

• College of Social and Behavioral Health
• Bachelor of Social Work (BSW)
• Master of Social Work (MSW)
• Doctor of Social Work (DSW)
• PhD in Social Work
• MS Dual Degree in Clinical Mental Health Counseling and School Counseling
• MS in Clinical Mental Health Counseling
• MS in Marriage, Couple, and Family Counseling
• MS in School Counseling
• PhD in Counselor Education and Supervision
• Accreditation

Note on Licensure

Learning outcomes, minimum degree requirements, course sequence.

• Doctoral Writing Assessment

8-Year Maximum Time Frame

Program Website  

The doctoral program in Counselor Education and Supervision is designed to evaluate the theory and practice of counseling through quantitative and qualitative research and to prepare educators and leaders in the profession of counseling. 

The PhD in Counselor Education and Supervision is not a licensure program and does not prepare an individual to become a licensed counseling professional.

Graduates of the PhD in Counselor Education and Supervision program will be able to:

• Synthesize theories and evidence-based practices across counselor education domains.  (Knowledge)
• Create counselor education approaches to address diverse counselors-in-training.  (Knowledge)
• Develop counselor education and supervision interventions to promote social change.  (Skills)
• Employ professional counselor educator and supervisor behaviors in professional settings.  (Dispositions)
• Professional Development Plan and Program of Study
• Foundation course (1 credits)
• To be completed if students have not graduated with a CACREP-accredited master’s degree
• Core courses (30 credits)
• Research courses (25 credits)
• Specialization courses (10–15 credits, depending on the specialization)
• Internship (8 credits)
• Dissertation writing courses (1 cr. per term for five terms)
• Dissertation writing courses (5 credits per term for a minimum of 3 terms; taken continuously until completion)
• Quarter Plans
• One residency (1 credit)
• Two Intensives (6 weeks online, 4 days face-to-face or virtual synchronous sessions)

Foundation Course (1 credits)

• Students may take this a non-degree course.

Core Courses (30 credits)

• Students may take this as a non-degree course.

Research Courses (25 credits)

Specialization courses (10-15 credits).

These courses are dependent upon the particular specialization. The General specialization does not require specialization courses. Please see the course list on each specialization page.

Specialization in Addiction Counseling

Specialization in clinical mental health counseling, specialization in marriage couple and family counseling, specialization in school counseling, specialization in trauma and crisis, specialization in telehealth counseling, private practice, and supervision, specializations not currently accepting new students, specialization in advanced research methods (not currently accepting new students), specialization in consultation (not currently accepting new students), specialization in counseling and social change (not currently accepting new students), specialization in forensic mental health counseling (not currently accepting new students), specialization in leadership and program evaluation (not currently accepting new students), field experience courses (8 credits), residency and intensive requirements.

• Complete Residency (RESI 8801C) as soon as you begin your program;  no later than within 90 days of completing your Foundations course (within the first two terms of your program). View the  calendar , then request to register .
• Complete Intensive I: Applications in Teaching and Supervision (CPLB 811L) after you have completed Residency (CPLB 8800c) , COUN 8000, COUN 8050, COUN 8115, RSCH 8110S, COUN 8120, COUN 8501, RSCH 8210S, COUN 8897, COUN 8125, COUN 8502, RSCH 8260S, RSCH 8310S, COUN 8503, and COUN 8135 in order to advance in the program.
• Complete Intensive II: Advanced Applications in Teaching, Supervision, and Research (CPLB 812L  after you have completed Intensive I (CPLB 811L), COUN 8000, COUN 8050, COUN 8115, CPLB 8800C, RSCH 8110S, COUN 8120, COUN 8501, RSCH 8210S, COUN 8897, COUN 8125, COUN 8502, RSCH 8260S, RSCH 8310S, COUN 8503, COUN 8135, COUN 8898, COUN 8504, and RSCH 8360S in order to advance in the program.

Each intensive includes online course content integrated with a 4-day, face-to-face or virtual residential requirement.

• 3 weeks online
• 4 days face-to-face or virtual synchronous sessions (see the Calendar )
• 2 weeks online

Completion of the Doctoral Capstone

Can begin dissertation after the completion of COUN 8505.

Prerequisites

Students who have not graduated from a CACREP-accredited master’s program may be required to fulfill  prerequisite requirements .

Students undertake courses in the following sequence.

* Students take two to three specialization courses, depending on the specialization chosen. 

** To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the  Dissertation Guidebook .

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required  doctoral writing assessment . Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.

Students have up to 8 years to complete their doctoral degree requirements (see  Enrollment Requirements  in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

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Counseling Psychology PhD

Doctor of philosophy in counseling psychology.

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

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

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

Doctoral students are expected to: 

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

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

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

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

Doctoral students are expected to demonstrate: 

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

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

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

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

Doctoral students are expected to demonstrate the following competencies: 

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

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

Doctoral students are expected to demonstrate the ability to: 

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

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

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

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

Strengths and highlights of our training program include:

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

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

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

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

The course of study includes:

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

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

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

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

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

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

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

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

Admissions Information

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

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Two (2) Letters of Recommendation
• Academic Writing Sample

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

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

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

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

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

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

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

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

Doctoral Certification

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

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

Practicum and Externship

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

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

The Dissertation

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

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Teachers College, Columbia University 428 Horace Mann

Contact Person: Jacob Holober

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

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

The Ph.D. in Counselor Education and Supervision is designed to provide doctoral-level preparation for professionals who seek higher education positions in counselor preparation programs and advanced clinical training and leadership positions in the counseling field.  A unique feature of this program is its emphasis on increasing knowledge, awareness, and skills in interacting with socially and culturally diverse populations.  The program addresses professional roles in five doctoral core areas:  (1) counseling, (2) supervision, (3) teaching, (4) research and scholarship, and (4) leadership and advocacy.  These five doctoral core areas represent the foundational knowledge required of doctoral graduates in counselor education.  Doctoral-level students in counselor education may work as counselor educators, counselor supervisors, direct service providers, program consultants, researchers, program evaluators, and in other roles that require leadership in the areas of counseling, human services, family development, and community organizations.  Potential employment settings include institutions of higher education, schools, hospitals, employee assistance programs, substance abuse treatment centers, community mental health agencies, and private practice centers.

The Ph.D. in Counselor Education and Supervision requires a minimum of 63 credit hours beyond those earned in an accredited master’s program of at least 48 credit hours.  Advance preparation is required in the following areas:

• Implications of ways in which diversity (e.g., race, gender, age, religion, spirituality, ethnicity, mental/physical ability, nationality, and sexual orientation) influence counseling practice and counselor education
• Theories pertaining to the principles and practice of counseling, career development, group work, and consultation
• Clinical skill development in counseling, group work, and consultation
• Theories and practice of counselor supervision
• Design and implementation of quantitative research and methodology
• Design and implementation of qualitative research and methodology
• Models and methods of assessment and use of data
• Ethical and legal considerations in counselor education and supervision
• Instructional theory and methods relevant to counselor education

In addition to a 100-hour clinically based doctoral practicum, doctoral students participate in internship experiences of at least 600 clock hours that include teaching, supervision, and research.

Students also collaborate with faculty as a part of their Professional Development Plan in teaching, supervision, counseling services, research, professional writing, and service to the community, region, and profession.

Program Objectives

• To acquire, integrate, and apply empirical and theoretical knowledge of the field of counseling
• To develop leadership and advocacy skills in counselor education, supervision, advanced counseling practice, and research
• To apply advanced skills and competencies in field-based settings
• To conduct research and generate new knowledge in counseling
• To design, adapt, and evaluate curricula in the field of counseling
• To develop depth and breadth in professional growth and continued life-long learning
• To examine the influence of social context and policy variables on human behavior
• To show increased sensitivity and clinical skills that demonstrate awareness of the diversity of race, gender, age, religion, ethnicity, mental/physical ability, nationality, and sexual orientation as relevant to counseling professionals

Admission Requirements

Applicants should possess a CACREP-approved Master’s Degree in counseling with a cumulative GPA of 3.5 (on a scale of 4.0) or higher.  Students with master’s degrees requiring less than 60 credit hours or degrees from non-CACREP-approved Master’s programs may need to complete prerequisite courses.  All doctoral students accepted into the program who graduated from a CACREP accredited program prior to 2009 or who graduated from a non-CACREP accredited program must provide documentation of a graduate level substance abuse/addiction course or add a substance abuse/addiction course to their program of study.  At least one year of experience as a professional counselor is preferred.

Degree Requirements

The Ph.D. in Counselor Education and Supervision requires 63 credit hours of coursework, including the dissertation.  If students add the optional Concentration in Play Therapy, their program becomes 69 credit hours.

Core Courses (21 credit hours)

• CSLG 8100 - Advanced Theories of Counseling (3)
• CSLG 8105 - Introduction to Counselor Education and Supervision (3)
• CSLG 8110 - Clinical Supervision in Counseling (3)
• CSLG 8203 - Instructional Theory in Counselor Education (3)
• CSLG 8345 - Advanced Multicultural Counseling (3)
• CSLG 8346 - Applied Multicultural Counseling (3)
• CSLG 8998 - Seminar in Prospectus Design (3)

Clinical Courses (12 credit hours)

• CSLG 8431 - Doctoral Practicum in Counseling (3)
• CSLG 8442 - Doctoral Internship: Supervision (3)
• CSLG 8443 - Doctoral Internship: Research (1 to 3) *
• CSLG 8445 - Doctoral Internship: Teaching (3)

Students take CSLG 8443    beginning in their second semester of doctoral studies, for 3 consecutive semesters (Spring, Fall, Spring, etc.).  They enroll for 1 credit hour each semester and accumulate a total of 3 credit hours over this 3 semester sequence.  A minimum of 200 clock hours is required over the 3 semesters. 

Research Courses (24 credit hours)

• RSCH 8110 - Descriptive and Inferential Statistics (3)
• RSCH 8111 - Qualitative Research Methods (3)
• RSCH 8120 - Advanced Statistics (3)
• RSCH 8140 - Multivariate Statistics (3)
• RSCH 8210 - Applied Research Methods (3)
• CSLG 8999 - Dissertation (1 to 9) (minimum of 9 credit hours)

Elective Courses (6 credit hours)

Select a minimum of two of the following:

• CSLG 7000-8999 (3)
• RSCH 7000-8999 (3)
• Courses outside the above list must have approval of the student’s Doctoral Advisory Committee and an Academic Petition must be submitted requesting the change.
• GRAD 8990   , required for all doctoral students, is satisfied by RSCH 8210   .

Play Therapy Concentration (Optional) (12 credit hours)

• CSLG 7142 - Introduction to Play Therapy (3)

Plus two of the following:

• CSLG 7143 - Child-Centered Relationship Training: An Approach for Parents/Caregivers/Teachers (3)
• CSLG 7144 - Contemporary Theories of Play Therapy (3)
• CSLG 7147 - Multicultural and Social Justice Issues in Play Therapy (3)

Plus one of the following:

• CSLG 7145 - Special Topics in Play Therapy (3)
• Remaining course not taken above ( CSLG 7143   , CSLG 7144   , or CSLG 7147   )
• Other course approved by the Director of the Play Therapy concentration

Total = 63 Credit Hours

Admission to candidacy.

Students are considered candidates for the doctoral degree on successful completion of the Comprehensive Examination and acceptance of the Dissertation Proposal.

Students select a program advisor and committee by the end of their first fall semester in the program.  The program advisors assist students during the initial stages of the program, which includes developing a Program of Study aligned with the program plan in DegreeWorks for the catalog year in which the student entered the program, developing a Professional Development Plan, and identifying faculty whose research interests and expertise are congruent with students’ areas of inquiry for the dissertation.  The assistance of the advisor does not relieve students of responsibility for following departmental and University procedures.  Following the comprehensive exam, students select a dissertation advisor/chair and committee.  The program advisors continue to provide academic advisement to students through their program, regardless of whether they are part of students’ dissertation committee.

Comprehensive Exam

The main objective of the written portion of the qualifying exam is to ensure that the student is adequately prepared to write a dissertation to complete the Ph.D. degree requirements. Being prepared means the following:

• Examinees must have completed all degree core content courses.
• Examinees must be able to analyze and synthesize information obtained from coursework and research within a multicultural counseling context.
• Examinees must demonstrate advanced knowledge in the core areas of counselor education.
• Examinees must demonstrate competencies in research methodology and evaluation.

The comprehensive exam is a 2-day written exam administered on campus.

Dissertation Committee

A Dissertation Committee, comprised of at least five faculty members, will be formally appointed for each student after admission to candidacy. At least three committee members must be on the Counseling Program faculty and one member will be appointed by the Graduate School. A person outside the University may serve as a full member of the Dissertation Committee in situations where knowledge or expertise of a particular nature is desired. With the mutual consent of the student and the faculty member, a faculty member will be designated to serve as the Chair of the Doctoral Committee. Chairs of Doctoral Committees are specifically responsible for seeing that the student progresses in an expeditious manner towards completion of the degree. Chairs will assist students in organizing committee meetings, conducting original research, presenting the proposal, and organizing the dissertation defense. Eligible faculty are all tenured faculty (Professor/Associate Professor), as well as Assistant Professors who have been reappointed for their second term. Each appointed Committee Member will have both voice and vote on all relevant matters pertaining to a doctoral student’s progress towards the degree. At least four committee members must be present for the oral defense of the dissertation. The oral defense is considered satisfactory upon the positive vote of at least four committee members. Prior to and following the appointment of this committee, students are encouraged to work with faculty on dissertation ideas.

Dissertation

Each candidate for the doctoral degree is required to prepare and present a dissertation that shows independent investigation and is acceptable in form and content to the Dissertation Committee. A doctoral dissertation must demonstrate the candidate’s ability to conceive, design, conduct, and interpret independent, original, and creative research and must make a unique contribution to knowledge in the field of counseling. Under the direct supervision of the Doctoral Committee Chair, students are encouraged to consult regularly with their Dissertation Committee members during the planning, conducting and writing of the dissertation. Following the approval of the dissertation proposal students are required to maintain continuous enrollment (fall and spring semesters) for dissertation study until work is completed. Continuous enrollment begins on the date the Graduate School approves the student’s dissertation topic. Students who exceed the required number of dissertation hours for degree completion will register for GRAD 9999    each semester until degree requirements have been completed.

Internships

Doctoral students are required to complete a total of 600 clock hours of internship in the areas of teaching, supervision, and research.  Students and their doctoral advisors develop collaboratively components of their internship experiences in accordance with relevant CACREP standards.  

A Doctoral Practicum is taken in the first year of study. The practicum requires 100 hours over the course of a semester at an approved site in the community. The Practicum involves the acquisition of new skills and learning regardless of the site selected.

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Counseling and Counselor Education, Ph.D.

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• Requirements

The residential doctoral degree in Counseling and Counselor of Education prepares graduates who—through commitment, excellence, and humanistic engagement—will have meaningful and sustained impact in their communities, actively and diligently affirming the dignity and self-worth of all persons.

This rigorous CACREP -accredited program— taught by dynamic, student-centered faculty members who are experts in their field—prepares students to be practitioner-scholars within the academy, clinics, community agencies, and school districts. Students learn in person through the School of Education on the Syracuse University campus. 

Faculty are deeply engaged in scholarship, social justice, servant leadership, and advocacy activities across the profession, and they support students in the same through developmentally sequenced curricular, mentoring, and supervisory experiences.

The Counseling and Counselor Education Ph.D. program will not be able to offer funding for new students in Fall 2024. If funding is critical factor for consideration please do not apply for Fall 2024 admission, but consider applying for a future semester.

Program Hallmarks

• Clinical Supervision —Gain the knowledge and skills necessary to train and supervise counselors and counselors-in-training and to teach supervision to others.
• College Mental Health Counseling —internships and assistantships across Syracuse University provide supervised, clinical experience working within a college counseling context with students who present with a wide range of developmental and mental health concerns.
• College Teaching Experience —prepare for academic, administrative, and professional leadership roles by participating in the Future Professoriate Program . This includes orientations, year-round services for teaching assistants, and opportunities to co-teach with fellow doctoral students and department faculty, guest lecture, and independent instruction.
• Counseling Technology —Learn to use technology for course development and delivery, counseling services delivery, and clinical supervision applications.
• Mixed-Methods Research —Explore both quantitative and qualitative research design. First-year doctoral students are also encouraged to participate in the research of advanced doctoral students. Research apprenticeships projects are completed with your advisor, and often serve as a launchpad for the dissertation.
• Social Justice —Identify and confront institutionalized discrimination that perpetuates disparities in social, academic, and career opportunities for urban youth, people with disabilities, and other marginalized communities.  

The Counseling and Counselor Education program has a 100% employment rate for graduates within 6 months, and has graduates working in areas such as:

• Clinicians and supervisors at university counseling centers, agencies, and schools
• Faculty in Counseling and Counselor Education programs
• Directors of counseling and behavioral medicine programs
• Hospitals, community agencies, and Veterans Administration
• K-12 schools and districts
• Private practitioners
• Part-time instructors or adjunct faculty
• Pursuing additional credentialing including Approved Clinical Supervisor, Mental Health Facilitator, or Registered Play Therapist

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• PhD in Counselor Education and Supervision

Counselor Education and Supervision Doctor of Philosophy in Counselor Education and Supervision

As a counselor, you know how important mentors and positive professional role models can be. Capella University offers groundbreaking online learning combined with in-person experiences that can help you develop your inner mentor and advance as a leader in counseling.

Our CACREP-accredited PhD in Counselor Education and Supervision program can help you advance as a practitioner, leader, clinical supervisor, educator, and researcher. This program offers you a way to practice real-world application of theories with hands-on experience during your practicum and internship courses. You'll build your skills in counseling, teaching, research, leadership, advocacy, and supervision.

Begin dissertation prep early

Take what you learn and apply it to real-world situations in your practicum and internships.

Practicum/internship

Focus on developing advanced counseling, clinical supervision, teaching, leadership, and research skills.

Strategic alignment

Our curriculum is designed to incorporate the values, principles, and ethical standards of national, regional, and state professional counseling associations and honor societies.

Use the code WINTER  to waive the $50 application fee.

At a glance

• Online and in-person
• 12 core courses
• Internships
• Advanced doctoral phase
• CACREP-accredited

Reduce your tuition by $5,000

Enroll in a qualified program and apply for a $5K Capella Progress Reward, a scholarship to help fund your doctoral degree.

Courses and skills

Explore counselor education and supervision courses.

• This degree requires at least 72 quarter credits
• You’ll need to complete 12 core courses in addition to two internship courses, a practicum, and dissertation requirements.

Your work toward completion of this CACREP-accredited counselor education and supervision PhD features an in-depth study of doctoral-level instructional delivery in advanced counseling practice/therapy, counseling supervision, teaching, research, leadership, and advocacy.

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What you'll learn

This program is designed to prepare counseling professionals for advanced clinical practice, leadership, teaching, and supervisory roles. Build your skills in multiple methods of graduate-level instructional delivery in counseling, clinical supervision, leadership, and advocacy.

On successful completion of this program, you should be able to:

• Apply principles supporting personal and professional development, modeling exemplary comportment
• Conduct valid, reliable, and ethical research that contributes to the knowledge base for the field of counselor education and supervision
• Evaluate current theories and practices of the counseling profession to promote evidence-based practice, supervision, and teaching
• Advocate for social justice and the advancement of professional counseling
• Apply professional codes of ethics, cultural competence, and legal standards to counselor education and supervision practice
• Communicate professionally and effectively with diverse individuals and groups through written, verbal and electronic formats

Review the Capella career exploration guide  to learn more about this program and professional paths to explore.

Tuition and learning format

How much does the phd in counselor education and supervision cost.

The total cost of your degree will depend on academic performance, transfer credits, scholarships and other factors. See GuidedPath cost information below.

A structured learning format with an active peer community and faculty guidance. We’ll set the schedule, you meet the deadlines.

• Based on the quarter system; 1-2 courses per 10-week quarter
• 1 semester credit = 1.5 quarter credits
• Weekly assignments and courseroom discussions
• Pay for what you take, price varies by courseload or term

$730  per credit, 60  coursework credits, 0 max transfer credits

Learn more about GuidedPath »

Tuition breakdown

Program phases.

$730 Per quarter credit

60 coursework credits

Per quarter credit

12 credits of practicum and internship included in program costs. Travel, lodging, meals and other expenses not included.

Dissertation

$2,920 Per quarter

Per quarter

Resource kit fee

$175 Per quarter

Coursework phase only; includes eBooks, textbooks, interactive media, software, course packs, articles, test kits, and other instructional materials

Application fee

$50 One-time fee

One-time fee

Tuition and program length are unique to you

Your total tuition and program length depend on a variety of factors:

• The program specialization you choose
• Scholarships and finances
• Prior coursework
• Employer and/or military benefits
• Amount of time spent working on practicum
• Number of quarters spent working on dissertation
• Complexity of your dissertation
• Academic performance
• School/work/life balance
• Unexpected life events

About cost scenarios

The cost scenarios below are examples based on general program pricing and 2023–24 Capella tuition rates, and assume the average number of transfer credits a student brings into the program. Pacing information is current as of January 1, 2023. These rates are the same nationwide and may change depending on factors affecting program length and price.

To discuss whether the specialization you’re interested in has additional factors that may affect program cost and length, contact a Capella enrollment counselor.

Cost scenarios

*Eligibility rules apply. Connect with us for details.

Get the details

Connect with an enrollment counselor to further discuss the cost of the program and explore your eligibility for scholarships and discounts.

Scholarships and savings

Are there scholarships available for doctoral degrees.

Your education is an investment in your future that's within reach. There are  more ways to save  than you might think.

Federal grants

The U.S. Department of Education provides grants that can be used to pay for education expenses, including doctoral program tuition and fees.

Employer & association discounts

If your employer or organization is a Capella network partner, you may be eligible for a discount. Ask your employer what offers are available.

$5K toward your doctorate

Apply for a  $5K scholarship Capella Progress Reward , a scholarship to help fund your doctoral degree.

Accredited and recognized

Capella is accredited by the higher learning commission..

Accreditation and recognitions provide assurance that we meet standards for quality of faculty, curriculum, learner services, and fiscal stability. See all our  accreditations  and  recognitions .

CACREP Program/Learner Outcomes Data for Capella University 2022-2023 CEU Annual Report

How to apply, phd in counselor education and supervision admission requirements.

Applicants must provide the following information for  admission  to Capella programs and specializations:

• A master’s degree from an institution accredited by an agency recognized by the U.S. Department of Education, or from an internationally recognized institution
• Completion of a CACREP-accredited curriculum equivalent master's degree program 
• Your official master’s transcripts, with a minimum grade point average of 3.25 or higher on a 4.0 scale
• A valid, government-issued form of photo identification
• 2 Letters of recommendation completed by supervisor, faculty member and professional colleague
• An extended goal statement and writing sample. Your Resume or curriculum vitae (CV)

GRE and GMAT are not required for admission.

International Student Requirements

If you completed your most recent academic coursework, degree, or credential at an institution outside the United States, regardless of your citizenship or where you currently live, you are considered an international applicant.

In addition to the above admission requirements, you will need to submit these materials:

• Minimum score on acceptable test for proof of English proficiency
• Transcript evaluation

Learn more about  international student admissions .

Faculty and support

What support does capella offer online students.

Our programs are designed to meet the unique needs of doctoral students. We’ve structured the experience in manageable pieces that build on one another to help you earn your doctorate. You’ll have support from faculty, staff, and online resources along the way.

Doctoral faculty

Work with faculty members who have years of experience and specialize in their areas of expertise throughout each phase of your program, including literature review and implementation planning.

Enrollment counselors

These experts will set you up for success. They’ll help you find the right degree program and answer all your questions about Capella.

Academic coaches

Through quarterly appointments and as-needed counseling sessions, these specialists introduce you to Capella and help you tailor your program to your personal goals and experiences.

Articles and resources

Expand your perspective on academic and career topics with articles and resources from Capella University.

How to Choose a Career in the Helping Profession

The options for working in the helping profession are seemingly endless, but if you’ve done some exploration, you know that each professional path requires a different type of educational focus.

Collaborative Efforts in Counseling, Clinical Psychology, and Social Work

An overview of similarities, differences, and collaborative opportunities in these related fields.

What’s it like to be a doctoral student?

What does it take to earn a doctoral degree? Learn more about the experience and explore each step of the journey.

Career exploration

What can you do with a phd in counselor education and supervision degree.

Graduates of this program are prepared to work as counselor educators, clinical supervisors, leaders, researchers, and advanced practitioners in academic and clinical settings. This specialization requires coursework and clinical experience.

Related job titles to explore*

• Counselor educator
• Adjunct or part-time counseling faculty
• Full-time counseling faculty
• Counselor supervisor

Employment settings to explore

• Inpatient facility
• Government – local, state, federal
• Community mental health center
• Day treatment hospital
• Psychiatric hospital
• Land-based or online college or university
• College counseling center
• Residential treatment center
• Mental health agency
• Private/group practice

*These are examples intended to serve as a general guide. Some positions may prefer or even require previous experience, licensure, certifications, and/or other designations along with a degree. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title, a promotion, salary increase, or other career outcome. We encourage you to research requirements for your job target and career goals.

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

In The News

A Toolkit for Healthier Population

Critical Need in Tracking Young Students’ Progress

PhD Candidate Wins Prestigious Fellowship

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

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

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

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

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

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

Where They Work

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

What They Do

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

What They’re Skilled At

• Mental Health
• Psychotherapy
• Public Speaking

Application Materials

Application.

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

Application Deadline: December 1st

• Program Website

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Counseling - Ph.D.

The hybrid online Counseling Ph.D. prepares students to work as advanced practitioners, counselor educators, and supervisors in clinical and academic settings. As a CACREP accredited program, the Counseling Ph.D. prepares graduates to be leaders and advocates for change in the professional counseling field. The Counseling Ph.D. degree emphasizes student contributions to counselor education through research while understanding and addressing the needs of today's communities. Students can work full-time during the program in order to continue to provide meaningful professional counseling services to the communities in which they live and work. Face-to-face classes occur only twice each quarter on a Friday through Saturday in the OSU Portland Center. Approximately 12 students are admitted each year into a cohort.

Request Information     Speak to an Advisor

The OSU Ph.D. in Counseling degree is part-time, and financial support such as loans and grants are more limited than for full-time programs. There are no teaching or research assistantships since these require full-time enrollment.

Why a Ph.D. in Counseling at Oregon State University?

• Take courses in an online/face-to-face hybrid format. Students meet twice each quarter on a Friday through Saturday at the OSU Portland Center .
• Be able to continue working full-time while taking courses part-time.
• Be a part of a collaborative cohort. Unlike fully online programs, students also meet regularly in-person and develop significant peer relationships. Ph.D. in Counseling students complete all courses in a cohort and develop significant peer relationships through frequent class meetings together.
• Learn from nationally recognized scholars and leaders in the professional counseling field with a focus on antiracism, diversity, equity, inclusion, and social justice. We are committed to engage in anti-racism work to better serve the needs of Black, Indigenous and People of Color (BIPOC) in our community. Most recently, OSU Counseling was honored to receive the 2022 Counseling Program award from the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities. The award is presented to a program that has demonstrated a commitment to the promotion of LGBTGEQIAP+ awareness and affirmation.
• Attend a high quality online program with a long history of delivering remote education, having offered graduate courses via Extended Campus since 1944 and full graduate degrees via Extended Campus since 1976. The Oregon State University counseling programs are the second oldest in the world, with counseling classes first offered in 1917. The Counseling program at Oregon State University was one of the very first CACREP-accredited programs.

Graduate from a CACREP-accredited program.

PROGRAM OVERVIEW

What to expect, how long does it take to complete the program.

Coursework is typically completed after two full years of part-time attendance. The remaining 7 credits of internship (630 hours) and 36 credits of dissertation take anywhere from 1 to 3 additional years. The median completion time is 48 months.

What are the admission requirements?

The minimum requirements for the Doctoral degree are a Master of Counseling or closely related field with a minimum GPA of 3.0. Academic background, personal and emotional suitability, volunteer or paid experience in the helping professions, and the educational and professional goals of each candidate are evaluated before admission is granted. Screening includes, but is not limited to, three letters of recommendation, one of which must come from a current or recent clinical supervisor, and a writing sample. A personal interview is required for those applicants who meet the initial application criteria. 

How do I apply?

All information related to applications can be found on the  "How to Apply" page .

Is the GRE required?

We do not require the GRE for admission into our program. We believe that there are many other criteria that will reflect if a candidate is a fit for the program including past academic work, professional and volunteer experience.

When does the program begin?

A new cohort enters the Doctoral degree program starts every summer quarter. 

Can international students apply?

Note: International students are not eligible to apply. Due to the hybrid nature of this program (in person and online), international students are unable to obtain an appropriate educational visa. For more information contact  International Admissions .

How many credits does it take to graduate?

The Doctoral program is 150 credits (including Master’s transfer credits).

Supporting you throughout your degree

Financial support.

Over 40 scholarships just for College of Education students.

Advising and Peer Support

We support the whole student, connecting you to resources for life and school.

Large University Services

We're a small college in a big university, providing you with 1:1 support with OSU's great resources.

Ecampus tuition site

Why choose osu.

Ranked in the top 1% of research universities in the world, OSU produces more research than any other university in Oregon. Corvallis is consistently among the Top 10 college towns in the nation for its innovation, education, entertainment and overall livability.

FINANCIAL SUPPORT

Scholarships, fellowships, and funding for your research.

SMALL COLLEGE, BIG UNIVERSITY

You get all the attention, plus all the resources.

Graduate Student Only Resources

Career, writing center, and more.

EQUITY AND SOCIAL JUSTICE FOCUSED

OSU's commitment to inclusive excellence is everywhere.

Find Your Program

We have lots of opportunities for degrees, support for graduate students, and our flexibility is second to none. We love our graduates.

Clinical Mental Health Counseling - MCoun

The OSU Ecampus Clinical Mental Health Counseling master’s degree meets the educational requirements for licensure as a counselor in Oregon (LPC), Washington (LMHC), and in many U.S. states. Graduates are also eligible to become board certified counselors by the National Board of Certified Counselors. To determine whether this program meets licensure requirements in your state of residence, you must contact the appropriate licensing board(s).

Corvallis   Hybrid   OSU-Cascades

View Corvallis Program

View OSU-Cascades Program

School Counseling - MCoun

The hybrid online Counseling Master's program prepares students to work as school counselors in Oregon and beyond. As a CACREP accredited program, the OSU School Counseling master’s degree aims to prepare graduates to be leaders and advocates for change in their schools and communities. Students can work full-time during this part-time program. Face-to-face classes occur only twice each quarter on a Friday through Saturday in beautiful Corvallis, OR. Approximately 24 students are admitted each year into a cohort.

• OSU-Cascades

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PhD in Counseling

Transform counselor education.

Our counseling doctoral program is uniquely designed to build your capacity to conduct research, publish your findings, provide clinical services, and teach at the graduate level. We balance rigorous research opportunities with hands-on counseling experience in our in-house training clinic to expand your clinical, administration, management, advocacy, and leadership skills.

The PhD program in counseling leads to careers both inside and outside of academia. Graduates of the program are teaching in universities and practicing in a variety of settings from directing high school counseling departments to leading county and state mental health treatment programs.

Request Information    

How to Apply    

Upcoming Info Sessions    

Accredited The program is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

World-Class Faculty Our diverse faculty share expertise in trauma, human sexuality, child and adolescent development, grief and loss, substance abuse, and multicultural counseling, as well as diagnosis, assessments, interventions, and treatment approaches.

Convenient Schedule Courses are scheduled once a week in late afternoons and evenings (Monday-Thursday) to accommodate the schedules of working professionals, and for internship experiences.

The GW Advantage

As a Carnegie R1 institution (very high research activity), the George Washington University is home to world-class faculty and doctoral students that are leading cutting-edge research, cross-collaborative initiatives between schools and local organizations, and unparalleled educational and employment opportunities.

GSEHD PhD candidates benefit from these initiatives and receive hands-on experiential learning, right on the GW campus. Students develop clinical, administration, management, and leadership skills through supervision of master's level counseling students at GSEHD's Community Counseling Services Center .

Jump to Section:   Curriculum   |  Admissions   |  Fees & Aid   |  Careers   |  Faculty   |  Events   |  Request Info

 Program at a Glance

Doctor of Philosophy (PhD) in the Field of Counseling

Department:

Course delivery:.

Main Campus

Program Entry:

The mission of the doctoral program in counseling at George Washington University incorporates and builds on the mission of the GW Graduate Programs in Counseling. Building on research, theory and practice of master’s level counselors, the Ph.D. program in counseling prepares educators, leaders, and researchers within the scholar-practitioner model.

Program Objectives:

• Counseling - Graduates will demonstrate and apply culturally relevant, sustaining, and anti-oppressive counseling across delivery platforms and clinical contexts, including addressing legal, ethical, and professional issues and responsibilities.
• Supervision - Graduates will demonstrate and apply culturally relevant, sustaining, and anti-oppressive skills, frameworks, and administrative procedures within clinical supervision to efficaciously and ethically support, assess, and evaluate supervisees across developmental levels.
• Teaching - Graduates will demonstrate and apply culturally relevant, sustaining, and anti-oppressive teaching approaches using universal design, screening, evaluation, gatekeeping, and remediation to meet the needs of all students with respect for individual differences in learning and professional development.
• Research and Scholarship - Graduates will demonstrate and apply culturally relevant, sustaining, and anti-oppressive approaches to professional writing, professional conference proposal preparation, and research designs appropriate for quantitative, qualitative, mixed methods, and action research questions and hypotheses.
• Leadership and Advocacy - Graduates will demonstrate and apply culturally relevant, sustaining, and anti-oppressive perspectives and approaches to leadership and advocacy in counselor education using models and competencies that address sociopolitical, social justice, and human rights issues and how they affect the counseling profession and those the profession serves.

A minimum of 75 credits, including 33 credits in core courses, 12 credits in research courses, 6 credits in human development courses, 9 credits in an area of specialization, 15 credits in dissertation courses, and successful completion of the comprehensive examination.

*Prerequisite statistics courses must have been taken during the student's master's degree program or must be completed prior to taking required advanced courses. For students who have not had an introductory statistics course, have not had such a course in recent years, or do not feel confident in their understanding and application of basic statistical techniques (i.e. through one-way analysis of variance), EDUC 6116 Introduction to Educational Statistics should be completed prior to enrolling in EDUC 8120 Group Comparison Designs and Analyses .

Data from 2022-2023*

• Retention Rate: 77%
• Average Time to Complete the Program: 5.33 years
• 2023-2024 Cost: $1870 per credit
• Scholarships: Graduate assistantships, merit based scholarships, external funding
• Employment Rate (at 6 months post graduation): 100%
• Employment Settings: Academia, research organizations, private practice, community agencies
• Licensure Eligibility: Licensed Professional Counselor (LPC). Requirements vary by state.
• Accreditation Status: Accredited by CACREP through 2024. Program has been accredited since 1984.
• Fall Enrollment: 41
• Number of Graduates:  3
• Predicted Job Outlook (2014-2024): 19% expected increase, compared to 7% expected increase in total US jobs. (Source: US Department of Labor, Bureau of Labor Statistics). Outlook predicted for those with clinical mental health employment.

NOTE: Costs are 2022-2023; enrollment is Fall 2023; retention is calculated over the past year.

2022-2023 Counseling and Human Development Annual Report >

• Guide to Applying
• Admission Requirements
• Application Deadlines

GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information.

Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD >

To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.

To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.

• Prerequisite: Master's Degree
• Transcripts from all previously attended colleges or universities
• Statement of Purpose: In an essay of 500-750 words, state your purpose in undertaking doctoral level study in counseling. Include your academic objectives, research interests, and career plans. We are interested in determining your fit with our program and faculty, so be sure to identify faculty that could serve as potential mentors to you in research. If you are applying for an assistantship or fellowship, you should also describe any research or teaching experience you have had.
• 3 Letters of Recommendation (academic and/or professional)
• GRE general test is optional

*Additional application requirements may exist for international applicants .

View more details about requirements    

The application deadline for Fall 2024 has passed. For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283.

 Tuition & Financial Aid

• Tuition Overview

We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.

Learn more about scholarships, grants & financial aid     

Graduate tuition is charged per credit hour, unless otherwise noted. Rates vary by program and location.

The tuition rate* for the PhD in Counseling program is $1,925 per credit hour .

This program requires 75 credits .

Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.

*Summer 2024, Fall 2024 and Spring 2025

View the current fee chart    

Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >

This program has allowed me to pursue expertise in a variety of domains (e.g. clinical practice, higher education instruction, scholarly research, leadership and advocacy) which has supported my professional development and specialization. Within the counseling program, I’ve been fortunate to connect with faculty and peers who are relentless in their support of students – offering opportunities for mentorship, learning and professional growth. The program’s social justice oriented efforts encourage critical dialogues and demonstrate the program’s foundational commitment to promoting an inclusive, anti-oppressive approach to clinical training, education and research. This approach has amplified my ability to embrace diverse experiences and backgrounds, making me a more competent, effective professional.

CLAUDIA NGUYEN (PhD Candidate)

 Career Outlook

Program participants have experienced a 100% employment rate within 6 months of graduation. Career opportunities in clinical mental health are expected to increase 19% between 2014-2024, compared to an average of 7% across other professions. (Source: US Department of Labor, Bureau of Labor Statistics ) .

Our graduates are engaged across the nation in research, teaching, and private practice. They serve on the Counseling faculties at:

• Augusta State University
• George Washington University
• Hood College
• Loyola University
• West Virginia University
• University of Iowa
• University of North Carolina - Greensboro
• University of North Florida

Our graduates are also leading the field in research on mental health topics ranging from PTSD and veterans well-being to depression mediators in survivors of sexual abuse.

• Research Organizations
• Private Practice
• Community Agencies
• Hospitals and Clinics

My time in the counseling doctoral program so far has awarded me with several opportunities to connect with wonderful mentors and colleagues. These connections have provided me with support and guidance as I navigate the counselor education field and prepare for my career.

BARBARA DOS SANTOS (PhD Candidate)

Counseling (PhD) Faculty

Program Co-Director, Clinical Mental Health Counseling; Assistant Professor, Counseling and Human Development

Associate Professor, Counseling and Human Development

Clinical Assistant Professor, Counseling and Human Development

Research Associate Professor, Counseling and Human Development

Professor, Counseling

Associate Professor, Human Development

Department Chair and Professor, Counseling and Human Development

Associate Professor, Counseling

Assistant Professor, Counseling and Human Development

Upcoming Events

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• Counselor Education

Ph.D. – Counselor Education

Become a leader in the field

The doctoral program in Counselor Education seeks students with relevant counseling experience in diverse settings who demonstrate a potential for success in both the research and applied aspects of doctoral study in counselor education.

Graduates go on to teach at the university level, contribute new knowledge to the field through research, serve as competent counselor supervisors, and lead community and national organizations.

Requirements

Ph.D. students must possess a master's degree in counseling, preferably from a CACREP-accredited program. They must be prepared to enroll in full-time coursework (minimum of nine credits of academic coursework) for at least two consecutive semesters during the regular academic year, excluding the required internships and doctoral dissertation credits. This full-time requirement facilitates the students' active participation in professional socialization experiences, such as conference proposal preparation, seminars and symposia, research and curricular projects, and writing for publication.

In order to successfully progress through the Ph.D. program in counselor education, students must demonstrate their acquisition of an adequate foundation in research to enter the research sequence in the program. That foundation includes the following:

• competency in qualitative and quantitative methods and techniques currently being employed in scholarly research,
• an  understanding of the research literature which forms the basis of professional counselor education, and
• competency in basic statistical methods used as tools in research, data analysis, and the field of educational tests and measurement.

The program of study includes courses in quantitative and qualitative research, advanced counseling theory and social justice, a counseling practicum, and a counselor education internship.  Each student also selects a 12 credit hour cognate intended to broaden his or her knowledge base in a specialized area of counseling expertise. Topics for cognates have included social justice, addictions counseling, family counseling, international counseling, family-school collaboration, and college student development, among others.  The cognate is developed with the faculty advisor and cognate courses are integrated throughout the program until completed, typically in the first two years of the program. 

Course topics include:

• Advanced theories of counseling
• Theory of counselor supervision
• Qualitative research methods
• Internship in counselor supervision
• Advanced multiculturalism and social justice theory and practice
• Statistics in education
• Doctoral seminar in counseling
• Research in counselor education
• Doctoral practicum
• Doctoral internship
• Dissertation

See the  Ph.D. Counselor Education Program of Studies  for more details.

Learn more about applying for admission . 

Counselor Education Program Contact

[[cscashwell,Craig Cashwell]] Professor of Counselor Education (757) 221-1712

Questions and Inquiries?

Contact us at [[graded]] or (757) 221-2317.

Download Program Fast Facts (PDF)

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PhD in Counselor Education and Supervision

Take your counseling career to new heights by enrolling in palo alto university’s phd in counselor education and supervision program..

In this program, you will be part of the next generation of leaders moving the counseling profession forward by training new counselors and supervisors, researching effective clinical interventions, and providing influential leadership in organizations. The PhD in Counselor Education and Supervision program aims to prepare doctoral students to become culturally-affirming counselor educators and supervisors.

The Counselor Education and Supervision program strives to advance the counseling profession into the future by training leaders who promote anti-oppressive pedagogy, scholarship, supervision, advocacy, and practice. The curriculum and educational experiences, such as our innovative multiple article dissertation and internship program, are designed to prepare you for the real, day-to-day work of counselor educators.

Our program is designed to help students meet the following goals:

• Graduates will know how to design engaging and culturally-affirming curriculum that is relevant to counselors working in diverse communities and digital mental health.
• Graduates will be able to effectively utilize culturally relevant models of supervision and will demonstrate skill in evaluation and dispositional remediation.
• Graduates will develop clear research agendas and publish rigorous, culturally relevant research that promote the counseling profession. 
• Graduates will understand how to lead with cultural humility and demonstrate leadership excellence with specific skills in administration, accreditation management, program evaluation, and advocacy.
• Graduates will be able to counsel clients using culturally affirming counseling practice utilizing relevant theories and evidence-based counseling practices.

What can you do with a PhD in Counselor Education and Supervision?

This program is designed to help you meet your specific career goals. Graduates with a PhD in Counselor Education and Supervision work as advanced level clinicians and supervisors, counseling program faculty, and administrators in higher education, K-12 organizations, and community agencies. This program will specifically develop your expertise in:

• Graduate-level teaching and counselor preparation
• Expanded knowledge of mental health through research
• Counseling supervision
• Organizational leadership in professional organizations, community agencies, K-12 schools, and higher education settings.

Our internship options and personalized research plan will allow you to prepare yourself for multiple career options.

• Licensed professional counselors
• Graduates of CACREP-accredited counseling programs
• School counselors
• Marriage and family counselors
• Associate professional clinical counselors or post-graduate counselors working towards licensure

Program Format

This program is designed with working counseling professionals in mind. Classes are scheduled one to two days a week on campus, with the rest occurring synchronously online. Our faculty have been leaders in online counselor education for many years and have advanced skills in facilitating classes online.

Program Length

The program is designed to be completed in 11 quarters (including summers).

Frequently Asked Questions

Is this program accredited.

The accrediting body for Counselor Education and Supervision (CES) doctoral programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). CES programs are not eligible to apply for CACREP accreditation until they have students entering the dissertation phase of their program. PAU has created the CES program to be in alignment with CACREP standards and will apply for CACREP accreditation as soon as we are eligible.

In addition to specialty accreditation, academic programs must be approved by regional accreditors to operate. The CES program is accredited by the Western Association of Schools and Colleges (WASC), which is the regional accrediting body for PAU.  

Do I have to live in Palo Alto?

Students will attend class on campus in Palo Alto or Mountain View 1-2 days a week, so living a reasonable driving distance from campus is strongly recommended.

What are funding opportunities?

On-campus jobs, including administrative roles, Research Assistantships, Teaching Assistantships, and adjunct teaching roles are available, as well as limited Scholarship opportunities.

This is not a fully-funded program.

Do you require the GRE?

Admission to our program does not require submission of GRE scores. We believe that other indicators, such as your academic history, professional background, and volunteer engagement, can effectively demonstrate your suitability for our program.

Can I work full time?

Our program is designed for working professionals. Ideal candidates will have a schedule that allows them to attend class 1-2 days a week. 

Can I attend the program part-time?

At this time, the program does not allow for part-time students. If you have concerns about the schedule, please reach out so we can talk with you further about the plan of study and options that work for you. 

Can my internship be at my current employer?

Our internship program focuses on the areas of teaching, supervision, research, leadership and advocacy, and counseling. Your faculty advisor will work with you to create an internship plan that fits your career needs. This may mean you can complete parts of your internship in a setting where you are currently employed, but you will likely need to do other internship hours across different settings during your program. 

I am an LCSW. Can I apply?

This program is designed to advance the education of those with a CACREP-accredited master’s degree in Counseling. Please contact us if you have specific questions about your master’s degree curriculum. 

I am an MFT. Can I apply?

This program is designed to advance the education of those with a CACREP-accredited master’s degree in Counseling. Please contact us if you have specific questions about your master’s degree curriculum.

I have a CACREP Master’s degree but don’t have any hours towards licensure….

Our program does not require you to have any hours accrued towards licensure. You may be able to collect hours while you’re in the program, depending on your eligibility for California licensure laws.

What if my master’s program is not CACREP-accredited?

Students with MA in Counseling degrees from non-CACREP-accredited institutions are not automatically denied, however, applicants must provide evidence that their curriculum meets CACREP standards. 

Can I transfer credits from another CES PhD program?

Transfer Credit Policy 

• Graduate Level: Only graduate level courses are acceptable for transfer credit. A graduate level course is any course for which a student received graduate credit at their previous institution(s).
• Acceptable Grades: A grade of “B” or better is required in the graduate level course to be eligible for transfer credit.
• Accreditation: Previous graduate work must have been completed at a CACREP  accredited Counselor Education and Supervision program.
• Deadline for Requesting Transfer Credit: Requests for review of transfer credit must be submitted by Aug 1 of the year the student plans to enroll in the CES program.
• Maximum Credit Awarded: A maximum of 13.5 quarter units or 9 semester units may be transferred into the CES program.
• Transfer Unit Equivalencies: A student will be awarded the number of units the transferred course is equal to at Palo Alto University, which uses a quarter system. A 3 semester unit course will be awarded as a 4.5 quarter unit credit. A transferred course must be equal to or greater than the number of units of the corresponding CES course.
• Time Limit for Transfer Credit: In order to be eligible for transfer credit, the course must have been completed within five years of the student’s matriculation at Palo Alto University.
• Transferable Courses: Students applying for review of transfer coursework should indicate which course(s) they are applying to waive. It is not guaranteed that a course will be eligible for transfer credit.
• Appeals and Exceptions: A student may appeal transfer credit decisions in writing to the Department Curriculum Committee. Appeals must be submitted within one week after the incoming student is notified of the outcome of their transfer credit application.
• Please note that because the CES program is billed on a flat-rate, quarterly tuition schedule, transfer or waiver of units will not result in a reduced tuition rate. Additionally, because of our cohort model with required courses in each quarter, your time to completion of the program will not be reduced; however, students who are allowed to waive required coursework may have the luxury of more time available for supplemental internship, research assistantships, paid employment, etc.

Are there student employment opportunities?

On-campus, student employee positions are available to our doctoral students. Additionally, students who have completed their teaching internship (scheduled during the first year), are eligible to teach as adjunct faculty within the master’s counseling program. 

What is a multiple article dissertation?

Our multiple article dissertation format is designed to help launch your scholarship career early. Instead of a traditional dissertation, you will organize your research into 3 journal articles. Our curriculum is designed to help you be successful by providing intentional research opportunities from the beginning of the program. The dissemination of knowledge holds significant importance in the counseling profession. By structuring your research into journal publications, you acquire a vital skill of effectively communicating your discoveries. Furthermore, this approach enhances the likelihood of your work being published and cited even before defending your dissertation

Are international students elibible for the program?

Unfortunately, PAU cannot issue I-20s for the PhD in Counselor Education and Supervision, due to the portion of the program that is delivered online. International students who are in the US on another type of eligible visa are welcome to apply. 

• Counseling, Psychology, & Therapy

Three Counselor Education and Supervision Students Receive Prestigious NBCC Fellowships

• Posted by by Stefanie Paredes
• April 22, 2024

Each year, the Minority Fellowship Program awards $20,000 fellowships to roughly 40 doctoral and graduate students from around the country with the aim of increasing diversity in the counseling practice. This year, three of those fellowships went to students from the PhD in Counselor Education and Supervision based out of Antioch University’s Seattle campus. Says Stephanie Thorson-Olesen, who serves as Core Faculty in that program, “We were thrilled to learn that three of our doctoral CES students were selected for this incredibly competitive program this year.”

The three student awardees, Naya Da Costa Silva Beall, Phebe Brako-Owusu, and Sara Al-Khedairy, are each exceptional counselors with much promise as leaders in the field of counseling. These fellowships, awarded by the NBCC Foundation,  will support their work practicing counseling in underserved communities, lecturing on topics in the profession, and developing new counseling initiatives. 

Phebe Brako-Owusu: Sharing Resources Back With Ghana

An immigrant of Ghana, Brako-Owusu specializes in identity amongst immigrants and descendants of immigrants. She approaches her sessions with the understanding that the practice of therapy was not designed for people of color, and because of that, she emphasizes cultural interpretations of the things her clients carry into each session. Being in a different country she has the understanding that being far from home is an adjustment her clients are having to make as well. Her work has reached her homeland of Ghana as a goal of hers has been normalizing therapy into that of Ghanaian lives. 

Brako-Owusu says Antioch gave her the creativity to explore her own diversity. “I was able to get creative in the ways in which I serve and advocate for my people.” Brako-Owusu did an internship where she could share her videos and the techniques she was learning on YouTube in her native language, Twi (Akan). Since her posts in early 2023, people from home have reached out, wanting more of her videos.

Naya Da Costa Silva Beall: Increasing Representation

Beall echoes this sentiment. She says, “As a Brazilian immigrant, I am thrilled about the chance to connect with other counselors holding marginalized identities and enhance representation in our field through this fellowship.” In her work and scholarship, Beall strives to improve mental health and the discussion surrounding it—and this fellowship is helping her undertake this work. “It offers a valuable support for my doctoral journey,” she explains, “enabling me to pursue my research agenda, connect with mentors, disseminate knowledge, and further contribute to increased representation in our field.”

Sara Al-Khedairy: Making Counseling More Inclusive

Al-Khedairy is a child of Lebanese and Iraqi immigrants who identifies as queer and polyamorous. She is also neuro-divergent, and she strives to use her own lived experiences to clinically support those who hold similar identities. 

“My goal as a therapist is to co-construct meaning with clients as we consider the internalized narratives that may keep us stuck,” explains Al-Khedairy.  Much like her classmates, she works through the lens of social justice and anti-racism as she has a clear understanding that outdated social norms can be a hurdle for her clients when obtaining help.

The funds she is receiving will help her make strides in her professional development, she explains, as they will allow her to “attend professional conferences, pursue training opportunities, and get my clinical certification to continue my work with consensually non-monogamous and polyamorous clients.” This work making counseling more inclusive is a key part of her professional path. As she explains, “I’m so grateful for this opportunity and how it will set me up professionally as I continue in the counseling field.”

A Recognition of Excellence

“We have such talented students and are so proud of their accomplishments,” Stephanie Thorson-Olesen. She continues, “As a department, we are always seeking opportunities for our CES Community, especially those that align with our mission and vision.”

Brako-Owusu sees the ways that these fellowships highlight the diversity of the PhD in Counselor Education and Supervision. Though the three students circle the realm of immigration, it is not their only identity, “We’re not a monolith,” says Brako-Owusu. “We all have our focuses and what we want to accomplish as licensed therapists.”These three students, along with their peers in the program, strive for diversity in not only the marginalized groups they’re part of but for anyone who feels out of place. In their approaches they manage to take an individualized approach to treat each client without bias and stereotypes.

The faculty in the program have inspired these students to approach their work with a social justice lens. With their mentors’ support they were given the tools to not only maintain their studies and off campus work, but put in the time to apply and win this fellowship. “I would say I had a very solid support network at Antioch,” says Brako-Owusu. 

Brako-Owusu, Al-Khedairy, and Beall all point to how helpful Thorson-Olesen was in applying for fellowships in particular. Beall says that she “has been wonderful and very intentional about supporting students to achieve their goals.” Brako-Owusu echoes this sentiment, saying, “She was great, was really helpful and really supported us with everything we did.”

Al-Khedairy reflects on what this fellowship means for her saying, “Receiving this fellowship, along with the related support and encouragement of my Antioch faculty and peers, has made such a meaningful difference in my professional development.” 

For Thorson-Olesen and her colleagues in the PhD in Counselor Education and Supervision, it’s exciting to see what these women are already accomplishing—and to consider what their contributions may be once they graduate. All three of them work clinically, though Brako-Owusu will be taking time off in the near future to work on her dissertation. But for all of these students, as for Angela Banks, an Antiochian who won one of these fellowships last year, the opportunity to be supported in their work and encouraged to continue making the field of counseling stronger and more diverse will continue making a difference for years to come.

Stefanie Paredes

Stefanie Paredes is an MFA student of Creative Writing at Antioch University Los Angeles. She loves screenwriting and everything old Hollywood. A Southern California native, Stefanie lives in Lancaster where she resides with her siblings, dogs, Hildy and Chalupa, and cat, Maya Beaumont.

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Program Overview

The purpose of the post master’s PhD Counselor Education and Supervision program is to engage learners in the evaluation of the theoretical and practical aspects of counseling through both qualitative and quantitative research, and to prepare them to act as educators and leaders in the field of counseling. PhD Counselor Education and Supervision learners will be equipped with the knowledge and experiences necessary to assume leadership roles in both academic and professional settings, having been equipped with the highest degrees of professional and ethical standards.  

While not accredited by The Council of Accreditation of Counseling and Related Educational Programs (CACREP), the program is aligned with the CACREP Standards as core learning outcomes. Ultimately, the objectives of the PhD Counselor Education and Supervision program are to ensure the development of professionals who apply knowledge about principles of counseling, education and supervision to work more effectively with specific populations. Graduates will be able to select, implement, and supervise educational methodologies to meet the individual, group and organizational needs of specific populations, including non-profit, for-profit and institutional and non-institutional settings.

Program Mission

The mission of the PhD Counselor Education and Supervision is to prepare mental health professionals as leaders who possess the skills to educate, motivate, advocate and innovate within the field of counseling, and foster the development of a robust professional identity for the counseling profession.

Program Philosophy

The purpose of the post master’s PhD Counselor Education and Supervision program is to engage learners in the evaluation of the theoretical and practical aspects of counseling through both qualitative and quantitative research, and to prepare them to act as educators and leaders in the field of counseling. The program adopts a constructivist framework, promoting an academic environment that is sensitive to difference. Counselor Education and Supervision learners will be equipped with the knowledge and experiences necessary to assume leadership roles in both academic and professional settings, having been equipped with the highest degrees of professional and ethical standards. 

The aims of the PhD Counselor Education and Supervision program are to ensure the development of professionals who apply knowledge about principles of counseling, education and supervision to work more effectively with specific populations. Graduates will be able to select, implement, and supervise educational methodologies to meet the individual, group and organizational needs of specific populations, including non-profit, for-profit and institutional and non-institutional settings.

Program Learning Outcomes

Professional Practice

• Apply the theories of leadership, teaching and supervision to counseling education; analyze learning outcomes assessed within the field of counselor education and supervision; design and implement instructional theory and teaching methods relevant to counselor education, and leadership theory, leadership roles and interprofessional collaboration, and advocacy; to design assessment of learning outcomes within the field of counselor education; evaluate assessment designs used in the examining learning outcomes within the field of counselor education.
• Utilize theoretical applications to the treatment of individuals and groups within the context of counselor education and supervision; analyze tools pertaining to the principles and practice of counseling, career development, group work, family systems, and consultation; design tools pertaining to the principles and practice of counseling, career development, group work, family systems, and consultation; evaluate tools pertaining to the principles and practice of counseling, career development, group work, family systems, and consultation.
• Demonstrate proficiency in the utilization of theoretical applications in the treatment of individuals and groups within the context of counselor education and supervision; the ability to analyze interviews, case histories, psychometric instruments, observations and related methods to generate best practices; generate reports through the interpretation of various data on individuals and groups in the context of counselor education and supervision; critique procedures used to select, administer, and interpret tests designed to assess individuals (i.e. intelligence, aptitudes, abilities, interests, etc.), and the ethical use and interpretation of data.
• Apply knowledge on identity related to race, ethnicity, gender, sexual orientation, socioeconomic status, age, religious belief, and ability, to issues in counselor education and supervision; the ability to select interventions that acknowledge, preserve and promote diversity of race, ethnicity, gender, sexual orientation, socio-economic status, age, religious belief and ability; the ability to revise existing interventions that are not inclusive and to compare and critique policies mindful of the impact of privilege, prejudice, oppression, culture and sociopolitical structures.

Professional Behavior

• Apply the ethical standards and guidelines of counseling, counselor education and counselor supervision to issues, cases and situations discussed in the classroom and at their practicum site; analyze professional ethical standards (e.g. ACA Code of Ethics, others relevant codes of ethics) and laws as they relate to the professional delivery of services in the field of counselor education and supervision; design activities, interventions, and research that take into consideration the demands imposed by professional ethics upon the field of counselor education and supervision; evaluate issues and research in the field of counselor education and supervision from the perspective of ethics.

Scholarship

• Apply the principles of social science research to the field of counselor education and supervision; analyze the strengths and limitations of using qualitative and quantitative research in the field of counselor education and supervision; design research methodologies that may be used to further knowledge in the field of counselor education and supervision; evaluate studies to identify gaps and opportunities to refine the existing body of knowledge in the field of counselor education and supervision.

Admission Requirements

For information on where The Chicago School is currently authorized, licensed, registered, exempt or not subject to approval, please visit   https://www.thechicagoschool.edu/why-us/state-authorization/

The Chicago School’s PhD Counselor Education and Supervision program will give primary consideration to applicants with a master’s degree in counseling from a CACREP accredited institution who are licensed professional counselors (LCPC, LPC) or license-eligible), or other state equivalent license-eligible for professional licensure. Those not possessing a counseling degree from a CACREP accredited institution or not currently eligible for licensure will be evaluated on a case by case basis. It is preferred that applicants have one to two years of counseling experience prior to admission. Generally, a graduate GPA of a 3.0 or higher on a 4.0 scale is required for admission. Applicants will be judged on their overall ability to do graduate work.

In order to be admitted into the PhD Counselor Education and Supervision program under these conditions, applicants must demonstrate successful completion of the following master’s level core courses:

• Counseling Theory
• Human Growth and Development
• Counseling/Helping Skills
• Legal, Ethical and Professional Issues in Counseling
• Career Counseling
• Group Counseling, Group Work, Group Dynamics
• Multicultural Counseling
• Research and Evaluation
• Assessment, Appraisal, Diagnosis

Applicants requiring no more than two courses are eligible for admission and if admitted will be required to complete the missing coursework as a Progression Requirement.

• A grade of “B-” or higher in a comparable graduate course at The Chicago School.
• A grade of “B-” or higher in a comparable graduate course at another regionally accredited institution.

Progression Requirements must be completed by the end of the second semester in the program. Students who do not successfully fulfill their Progression Requirement will not be allowed to register in any further courses in the program until the requirement is met. Extensions may be requested from the Program Chair or designee, if extenuating circumstances prevent completion of the requirement in the specified timeframe. Requests for an extension must be submitted in writing to the Program Chair for consideration.

Applicants must submit the following as part of the application process:

• Resume or Curriculum Vitae
• Official transcripts from all regionally accredited graduate institutions where credit was earned
• Three Letters of Recommendation from current employer/supervisor or current/former faculty members
• Proctored Admission Essay
• Admission Interview

Applicant Notification

The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission and in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Degree Completion Requirements

• Successful completion of 60 credit hours of coursework
• Successful completion of 600 hour internship 
• Successful completion of dissertation

The following policies are located under  Academic Policies and Procedures   : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver. Click the link above for detailed information.

Dissertation

Doctoral students write a doctoral dissertation in the final year of their program of study, concurrent with their internship experiences. The dissertation utilizes measurement, data collection, and research design methods to address a problem of the student’s choosing. The dissertation makes an original contribution to the field of counseling education or supervision, and is structured as a formal product using the American Psychological Association (APA) format. The literature review provides a complete statement of all issues relevant to the topic. Students may present dissertation data at conferences (e.g., the ABAI conference) and summarize dissertation data for publication in a scholarly journal.

Residency  

Students in the online Ph.D. Counselor Education and Supervision Online program attend two, in-person, mandatory residencies. Each residency takes place during four and one-half days at The Chicago School university ground campus. Students must successfully complete in-person residencies as a requirement of their respective academic program.  The first on ground residency occurs during the first year of the program. The second residency occurs during the second year of the program. Additionally, courses require mandatory weekly synchronous components and asynchronous modules, assignments, and assessments with instructors. The two residency courses prepare students for the programmatic fieldwork courses. 

The PhD Counselor Education and Supervision program requires 100 hours of practicum. Students are responsible for finding their own practicum sites, which must be approved by the PhD Counselor Education and Supervision faculty and Department Chair. Students are allowed to earn income during the practicum process The program entails 600 hours of Internship as outlined below:

• Mandatory 100 hours of teaching
• Mandatory 100 hours of supervision
• Consultation
• Professional Leadership

Students registered in this program incur a one-time $195 Experiential Learning Technology Fee.

The Curriculum

Required Core: 54 credit hours

Electives: 6 credit hours

Program Total

Ph.D. Counselor Education and Supervision: 60 credit hours

• CE 549 - Advanced Counseling Theories (3 credit hours)
• CE 550 - Advanced Group Counseling (3 credit hours)
• CE 554 - Telebehavioral Approaches in Counseling and Supervision (3 credit hours) (Course fee $300)
• CE 555 - Counseling Supervision (3 credit hours)
• CE 589 - Teaching and Learning in Counselor Education (3 credit hours)
• CE 610 - Professional Identity, Leadership, and Advocacy in Counselor Education and Supervision (3 credit hours)
• CE 618 - Advanced Research Methods (3 credit hours)
• CE 619 - Qualitative Research Methods (3 credit hours)
• CE 622 - Quantitative Research and Statistics (3 credit hours)

Students either Advanced Quantitative or Advanced Qualitative Research:

• CE 625 - Advanced Quantitative Research (3 credit hours)
• CE 626 - Advanced Qualitative Research (3 credit hours)
• CE 630 - Advanced Counseling Assessment and Program Evaluation (3 credit hours)
• CE 645 - Advanced Multicultural/Diversity Issues in Counselor Education and Supervision (3 credit hours)
• CE 604 - Practicum Readiness Assessment (0 credit hours)
• CE 646 - Advanced Practicum I (1.5 credit hours)
• CE 647 - Advanced Practicum II (1.5 credit hours)
• CE 770A - Counselor Education and Supervision Internship I A (1.5 credit hours)
• CE 770B - Counselor Education and Supervision Internship I B (1.5 credit hours)
• CE 771A - Counselor Education and Supervision Internship II A (1.5 credit hours)
• CE 771B - Counselor Education and Supervision Internship II B (1.5 credit hours)
• CE 772A - Counselor Education and Supervision Internship III A (1.5 credit hours)
• CE 772B - Counselor Education and Supervision Internship III B (1.5 credit hours)
• CE 700 - Dissertation Proposal (3 credit hours)
• CE 704 - Dissertation I (1 credit hour) (auto full time)
• CE 705 - Dissertation II (1 credit hour) (auto full-time)
• CE 706 - Dissertation III (1 credit hour) (auto full-time)
• CE 800 - Capstone (auto half time) (0 credit hours)
• CE 551 - Career Counseling (3 credit hours)
• CE 552 - Advanced Teledelivery in Couselor Education and Supervision (3 credit hours)
• CE 553 - Advanced Crisis and Trauma in Counseling and Supervision (3 credit hours)
• CE 760 - Independent Study I (1 credit hour)
• CE 761 - Independent Study II (2 credit hours)
• CE 765 - Special Topics in Counselor Education and Supervision I (3 credit hours)
• CE 766 - Special Topics in Counselor Education and Supervision II (3 credit hours)

Extension Courses

• CE 949A-F - Fieldwork Extension (0 credit hours)
• CE 953 - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time
• CE 954 - Manuscript Preparation (MP) Extension (0 credit hours) - auto half

Research Project Extension Courses - Term Based Program Versions (Doctoral Level)

These courses are used in accordance with the Research Project Courses policy.  Students in Term Based doctoral programs may use only these courses as extensions for dissertations, theses, advanced applied projects, advanced research projects, and applied research projects. RPX courses may not be repeated, substituted, or combined with semester based research project extension courses.

• RPX 551 - Research Project Extension 1 (1.5 credit hours) (auto full-time)
• RPX 552 - Research Project Extension 2 (1.5 credit hours) (auto full-time)
• RPX 553 - Research Project Extension 3 (1.5 credit hours) (auto full-time)
• RPX 554 - Research Project Extension 4 (1.5 credit hours) (auto full-time)
• RPX 555 - Research Project Extension 5 (1.5 credit hours) (auto full-time)
• RPX 556 - Research Project Extension 6 (1.5 credit hours) (auto full-time)
• RPX 557 - Research Project Extension 7 (1.5 credit hours) (auto full-time)
• RPX 558 - Research Project Extension 8 (1.5 credit hours) (auto full-time)
• RPX 559 - Research Project Extension 9 (1.5 credit hours) (auto full-time)
• RPX 560 - Research Project Extension 10 (1.5 credit hours) (auto full-time)
• RPX 561 - Research Project Extension 11 (1.5 credit hours) (auto full-time)
• RPX 562 - Research Project Extension 12 (1.5 credit hours) (auto full-time)

Research Project Extension 13 through 18, and External IRB A and B require the written approval of the department prior to enrollment.

• RPX 563 - Research Project Extension 13 (1.5 credit hours) (auto full-time)
• RPX 564 - Research Project Extension 14 (1.5 credit hours) (auto full-time)
• RPX 565 - Research Project Extension 15 (1.5 credit hours) (auto full-time)
• RPX 566 - Research Project Extension 16 (1.5 credit hours) (auto full-time)
• RPX 567 - Research Project Extension 17 (1.5 credit hours) (auto full-time)
• RPX 568 - Research Project Extension 18 (1.5 credit hours) (auto full-time)
• RPX 569 - Research Project Extension External IRB A (0.5 credit hour) (auto full-time)
• RPX 570 - Research Project Extension External IRB B (0.5 credit hour) (auto full-time)

Clinical & Mental Health Counseling, MS

Interested in Professional Counseling?

Contact our graduate admissions office by completing the form below.

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

Helping Others Thrive.

100% online degree.

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

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

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

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

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

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

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

Piedmont Helps Launch Your Career in Counseling

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

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

What classes will I take?

Reach your peak potential..

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

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

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Where do I start?

Related programs.

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Middle Grades Education, MA

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MA in Education — Counseling Psychology (LPCC Eligible)

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Preparing reflective mental health practitioners for diverse and challenging environments in Northern California

The Master of Arts degree with a concentration in Counseling Psychology at University of the Pacific prepares students for careers that serve a culturally diverse society in the mental health professions by providing an educational foundation in counseling, assessment, development, research methods, ethical practice, psychopharmacology, and addiction, among other advanced topics. Students in the program progress through their course sequence in a cohort and support each other in the classroom and in practice as they become self-reflective practitioners, researchers, and leaders.

Please note : This program format cannot support an I-20 for international student visas. 

Pacific's MaEd in Counseling Psychology meets the educational requirements for becoming a licensed professional clinical counselor (LPCC), and students who become LPCCs have the exciting and rewarding opportunity to promote positive change for diverse individuals and groups by offering treatment and counseling to those with mental health and substance abuse problems.

MA units apply to your EdD

Classes 2x/week after 4 pm, student-centered teaching.

Learn about the Master of Arts in Education, Counseling Psychology from program lead, Dr. Justin Low.

Counseling Psychology students gain real-world experience through our grant-funded practicum offered in San Joaquin County through the Behavioral Workforce Project. Students interested in becoming mental health practitioners are able to further develop their counseling skills while serving the San Joaquin area. Other paid and volunteer practicum opportunities are also available in Sacramento, Stanislaus and Tuolumne counties as well as across the Bay Area.

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Take the next step toward your master in education for counseling psychology.

We take a hands-on approach with our students. This means we want to get to know you throughout your discovery and application process. Help us connect with you by taking the next step.

Graduate Degree Programs Related to our Master in Education for Counseling Psychology

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Alex Becnel Joining College of Education as Assistant Professor in Counselor Education 

Alex Becnel will join NC State’s College of Education as an assistant professor of counseling and counselor education, beginning Aug. 16, 2024. Currently, Becnel is an assistant professor at Kansas State University in the Department of Special Education, Counseling, and Student Affairs. 

“I’m delighted to join the Pack as a faculty member in the College of Education,” Becnel said. “The counseling and counselor education programs at NC State have a long history of excellence, and I’m looking forward to continuing that tradition.”

Becnel earned his Bachelor of Arts in Communication Studies at Louisiana State University, and both his Master of Arts in Counseling and his Ph.D. in Counselor Education & Supervision from the University of Holy Cross in New Orleans.

He has worked both as a school counselor and a clinical counselor, with an emphasis on

the treatment of adolescents at-risk for suicide. 

His research agenda focuses on preparing modern school counselors to work with suicidal youth, especially in rural communities. As youth suicide continues to be a major public health issue, he hopes to protect K-12 students by ensuring that school counselors are appropriately trained for suicide prevention, intervention and postvention in schools. During his appointment at Kansas State, Becnel also initiated a U.S. Department of Agriculture (USDA) grant-funded program to decrease suicidality through a suicide gatekeeper training protocol in nine rural counties in southeastern Kansas. 

His research has been published in peer-reviewed journals such as The Professional Counselor , Counselor Education and Supervision , Teaching and Supervision in Counseling , and the Journal of Technology in Counselor Education and Supervision .

Becnel was named a 2021-2022 Emerging Leader by the North Central Association for Counselor Education & Supervision.

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More From College of Education News

Rawn Boulden Joining College of Education as Assistant Professor in Counselor Education  

Roshaunda L. Breeden Joining College of Education as Assistant Professor of Higher Education Opportunity, Equity, and Justice 

NC State’s College of Education Ranked #30 in U.S. News’ 2024 Best Graduate Schools 

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Arcelia Pena-Baltazar (she/her/ella)

School Psychology, EdS ’24

Arcelia is the 2024 graduate student commencement speaker. The Graduate School Commencement Ceremony is June 2nd in Pamplin Sports Center.

My professional experience working with the youth in those facilities sparked my interest in digging deeper into what some of them had experienced, understanding their lived experiences, and figuring out how I could be a part of a preventative system rather than the last stop.

“For many of them, school was a common topic of discussion,” she explains. “They identified school as a safe and consistent place, yet it still lacked connection and understanding of their particular experiences.”

Pena-Baltazar shares the words of one of her clients, uttered over a game of chess, noting that it was his heartfelt wish for his mother to understand his mental health challenges. She says these words have stayed with her long after she forgot the result of their chess duel.

“Ms. Pena, if my mom were here right now, listening to me talk, she’d probably still look at me as if I was making up excuses. She never understood why I was doing so badly in school. She would hear that I was failing classes, and I would get hit at home because of that and get called ‘lazy.’ She’d always say, ‘Stop your nonsense, and figure it out.’ I know she doesn’t understand many things, but I wish she had just taken the time to listen and try to understand me.”

“I completely understood what he meant, being raised in a predominantly Latinx-populated community,” says Pena-Baltazar. “Having access to those who ‘get it’ and who understand that mental health issues exist, even within the Latinx culture, was more of an exception rather than the rule. You often sought help from various school resources but had to explain why things were the way they were in Latinx culture before getting any real help. Most school supports did not represent us and could not understand all the various cultural pressures unique to Latinx. Many times, you felt discouraged to go through all that trouble for little help.”

Pena-Baltazar further explains that trying to bring up the topic of mental health-related issues to your parents was taboo.

“It affected parents as well, often questioning their parenting skills or shifting blame to their child for not “working hard” enough to excel in school. I knew I wanted to change that for other students.”

On the night of that conversation and chess duel, Pena-Baltazar clocked out of her shift, went home, and searched different career options that:

• Were involved in doing preventative work
• Supported students in schools
• Kept her in the mental health field
• Allowed her to partner with families to support students
• Provided some variety in her role
• And, most importantly, kept her connected with students

And that’s how she learned that there’s a field called School Psychology.

“When I found the educational specialist program at Lewis & Clark, I immediately identified with its mission. Lewis & Clark’s focus on social justice not only makes the application process accessible, but the level of support the program has provided has made me feel that much more confident to step into the education field to serve students and families. Reflecting on what I’ve learned and accomplished in the last three years, I wouldn’t have been able to complete this program without the support of my family, cohort, supervisors, and instructors.”

Pena-Baltazar says she was often asked during the last three years to share her “why.” It revolves around supporting students in order to help them thrive, not just academically but as individuals as well. It is important to her that support systems represent the students and families they serve, helping to close the gaps that exist between families, the community, and the education system.

As I continue my journey at Lewis & Clark and prepare to enter the education system, I am driven by a passion for social justice and equity in education. My experiences have shaped my commitment to creating inclusive and supportive environments where all students can flourish.

Moving forward, Pena-Baltazar remains dedicated to leveraging her skills in school psychology to advocate for historically underrepresented communities and enact positive change within the education system. With the unwavering support of her loved ones and the inspiring community at Lewis & Clark, she feels confident in her ability to make meaningful contributions toward a more just and equitable future for all.

More Graduate School of Education and Counseling Stories

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ALTY Student Spotlight | Ana-Sophia Benson '22

"School counselors are the first mental health professional that students will encounter in life. We can guide them through their social/emotional, academic and career development as they move through the public education system."

Ana-Sophia Benson, M.S. School Counseling

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Ana-Sophia Benson ’22 is a current graduate student enrolled in Hood College’s school counseling program . Benson began the program after graduating from Hood with her bachelor’s in 2022. We spoke about her current experiences in the school counseling program and what she hopes to do after graduation.

Could you briefly describe your education and career background?

I graduated with my bachelor’s in psychology from Hood College in 2022, and I am expected to graduate from the school counseling master’s program in May 2025.

What led you to study at Hood College?

I’m from California, so I originally chose Hood College to go to the east coast for undergrad. It was important to me that I attend a small liberal arts college, so I went with Hood!

I was aware that I could start with my bachelor’s and move on to my master’s at the same institution, which was an important factor in my decision. It’s also important to me that Hood’s counseling program is  CACREP accredited.

What got you interested in school counseling?

I started the program with a concentration in clinical mental health, not school counseling, but because I knew that I wanted to work with youth, I switched to the school counseling program. I wanted to become a certified school counselor and a licensed clinical professional counselor (LCPC).

School counseling really appeals to me because every child has access to a mental health professional during their school day. I would be able to meet and get to know all of them—not just the students who need a higher level of care or just those who can afford counseling. Often, school counselors are the first mental health professional that students will encounter in life. We can guide them through their social/emotional, academic and career development as they move through the public education system.

Where have you interned/worked in relation to your counseling degree?

I have just started my practicum; I am currently interning at Northern Middle School in Hagerstown, Maryland.

What will studying practicum be like? How long will it last?

Our field experience is split between three semesters: practicum (100 hours), internship I (300 hours) and internship II (300 hours).

Where do you hope to take your career?

I am not quite sure where my career will take me. I am flexible and open to many experiences, which is why I decided to do both counseling tracks—clinical and school counseling—for more options. So far, I enjoy working with middle schoolers, so that may be the age range I work with post-graduation.

Interested in the Graduate School’s counseling programs? Ready to  #GOFURTHER  in your career? Learn more about Hood College’s graduate programs, such as  clinical mental health counseling or  school counseling , by clicking  here .

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The Importance of CASACs with Mark Bonacci, PhD Buffalo HealthCast

In this episode we sit down with Mark Bonacci, PhD, to explore the essential role of CASACs (Credentialed Alcoholism and Substance Abuse Counselors) in addressing substance use disorder. We delve into the nuanced aspects of  treatment, counseling methodologies, and the impact CASACs make in our community. Mark Bonacci's insights  highlight the imperative of addressing substance use disorder as a public health crisis that demands our collective attention and empathy. Follow us! Official Webpage Buzzsprout Spotify Apple Podcasts Youtube Instagram Facebook Twitter

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