phd programs in mental health counseling

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Mental health counseling, phd.

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

Next Generation Leaders

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

Advance your education

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

Take Courses Like…

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

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

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

Add Opportunities And Experiences

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

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

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

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

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

Professional Associations

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

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

Choose Your Career

Career options.

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

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

What You Need to Know

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

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

CACREP Annual Assessment Reports

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

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

• Meet Program Faculty
• PhD Student Handbook
• PhD Field Placement Practicum and Internship Handbook
• PhD Program of Study Curriculum Worksheet
• Dissertation Template

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

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

• Ineffective
• Somewhat Ineffective
• Very Effective

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

• Supervision
• Research and scholarship
• Leadership and advocacy.

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

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

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

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

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

• Somewhat Effective

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

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

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

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

• Very Effective.

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

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

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

Part I: Narrative

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

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

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

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

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

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

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

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

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

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

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

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

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

Mental Health Counseling Graduate Programs in America

1-25 of 208 results

JHU School of Education

Baltimore, MD •

Johns Hopkins University •

Graduate School

• • Rating 4.65 out of 5   20 reviews

Master's Student: The clinical mental health counseling program has been great in emphasizing the importance of cultural competence in the counseling space. I have been able to collaborate with an amazing group of peers that make up my cohort to face challenges and concerns that arise in regard to the field of counseling. I have had some great professors who do their best to ensure we have the knowledge we need to be successful. However, there have been some adjunct professors who have other obligations that take away their time from providing feedback in a timely fashion and prolong receiving grades back for assignments. There have also been major changes in faculty that affect our ability to know what professor we will have when registering for the next semester. ... Read 20 reviews

Johns Hopkins University ,

Graduate School ,

BALTIMORE, MD ,

20 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says The clinical mental health counseling program has been great in emphasizing the importance of cultural competence in the counseling space. I have been able to collaborate with an amazing group of... .

Read 20 reviews.

Lynch School of Education

Chestnut Hill, MA •

Boston College •

• • Rating 4.25 out of 5   4 reviews

Master's Student: I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This is helpful in knowing what is to coming and planning for the future. My advisor has done an exceptional job of working with me to ensure I am taking the correct classes in conjunction to feel prepared for my MTELS. I am looking forward to all there is to come in this program. ... Read 4 reviews

Boston College ,

CHESTNUT HILL, MA ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This... .

Read 4 reviews.

University of Florida College of Education

Gainesville, FL •

University of Florida •

• • Rating 5 out of 5   8 reviews

Master's Student: The academic experience in the University of Florida's online graduate program Curriculum and Instruction with a focus on Educational Technology has been exceptional. I have gained a deeper understanding of effective instructional strategies and innovative technology resources that can be applied in my teaching career and to my future curriculum design endeavors. ... Read 8 reviews

Blue checkmark.

University of Florida ,

GAINESVILLE, FL ,

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

Featured Review: Master's Student says The academic experience in the University of Florida's online graduate program Curriculum and Instruction with a focus on Educational Technology has been exceptional. I have gained a deeper... .

Read 8 reviews.

SUNY Plattsburgh

Graduate School •

PLATTSBURGH, NY

• • Rating 3.67 out of 5   12

Palm Beach Atlantic University School of Education and Behavioral Studies

Palm Beach Atlantic University •

WEST PALM BEACH, FL

SUNY Plattsburgh School of Education, Health, and Human Services

SUNY Plattsburgh •

• • Rating 3 out of 5   1

School of Education and Human Development - University of Miami

Coral Gables, FL •

University of Miami •

• • Rating 4.33 out of 5   3 reviews

Master's Student: I had excellent faculty that was excited to help me in my Master's journey. There were endless opportunities to learn and build my expertise in counseling. ... Read 3 reviews

University of Miami ,

CORAL GABLES, FL ,

3 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says I had excellent faculty that was excited to help me in my Master's journey. There were endless opportunities to learn and build my expertise in counseling. .

Read 3 reviews.

Warner School of Education and Human Development

Rochester, NY •

University of Rochester •

• • Rating 4 out of 5   1 review

Master's Student: The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be good or bad, depending on how you look at it. Overall a pretty good school, but my undergrad was better so I tend to compare the two. ... Read 1 review

University of Rochester ,

ROCHESTER, NY ,

1 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be... .

Read 1 reviews.

Simmons School of Education and Human Development

Dallas, TX •

Southern Methodist University •

• • Rating 4 out of 5   5 reviews

Current Master's student: Great school with even better professors. I am so happy that I enrolled here. I have learned so much from my professors and classes. ... Read 5 reviews

Southern Methodist University ,

DALLAS, TX ,

5 Niche users give it an average review of 4 stars.

Featured Review: Current Master's student says Great school with even better professors. I am so happy that I enrolled here. I have learned so much from my professors and classes. .

Read 5 reviews.

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College of Education and Human Development - University of Minnesota Twin Cities

Minneapolis, MN •

University of Minnesota Twin Cities •

Alum: This is a well-known school for education. They are on top of the latest research and development in the field and share this knowledge with their students. The school has its own lab school for early childhood development where students are able to observe child behavior, learn hands-on how to connect and make meaningful relationships with children, and how to conduct basic research. ... Read 3 reviews

University of Minnesota Twin Cities ,

MINNEAPOLIS, MN ,

Featured Review: Alum says This is a well-known school for education. They are on top of the latest research and development in the field and share this knowledge with their students. The school has its own lab school for... .

School of Health and Rehabilitation Sciences - University of Pittsburgh

Pittsburgh, PA •

University of Pittsburgh •

• • Rating 4.71 out of 5   7 reviews

Doctoral Student: The DPT program at Pitt is one of the best programs in the nation. As a student, you are able to hear from some of the most prominent leaders in the physical therapy field and have access to expert professors in every class. Pitt has extensive connections with clinical partners throughout Pennsylvania and the rest of the country, allowing for great options for clinical sites. Students get 42 weeks of clinical time to increase their experience prior to graduating. There is a strong focus on using the most recent evidence based practices available which allows for students to have the most up to date clinical skills. The only downside to this program would be the high cost of tuition. ... Read 7 reviews

University of Pittsburgh ,

PITTSBURGH, PA ,

7 Niche users give it an average review of 4.7 stars.

Featured Review: Doctoral Student says The DPT program at Pitt is one of the best programs in the nation. As a student, you are able to hear from some of the most prominent leaders in the physical therapy field and have access to expert... .

Read 7 reviews.

Graduate School of Education & Human Development - George Washington University

Washington, DC •

George Washington University •

• • Rating 4.42 out of 5   12 reviews

Master's Student: The Master's in School Counseling program at The George Washington University (GWU) is fast-paced, well-structured, and rigorous. Among the positive aspects that drew me to this program include the opportunity for students to become certified as a school counselor and/or a licensed professional counselor. Moreover, there are four different practicum experiences in the program, including internships in elementary, middle, and high school settings, as well as the GWU counseling center that serves students and members of the community --which can help students identify which certification may work best for them. And the fast-paced, year-round structure of the program allows students to complete the program in two years. The classes in the program, however, require submission of several papers, which may be challenging for students who prefer exams or projects. Moreover, all classes are scheduled at night. ... Read 12 reviews

George Washington University ,

WASHINGTON, DC ,

12 Niche users give it an average review of 4.4 stars.

Featured Review: Master's Student says The Master's in School Counseling program at The George Washington University (GWU) is fast-paced, well-structured, and rigorous. Among the positive aspects that drew me to this program include the... .

Read 12 reviews.

Ferkauf Graduate School of Psychology

Bronx, NY •

Yeshiva University •

• • Rating 3 out of 5   1 review

Yeshiva University ,

BRONX, NY ,

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

College of Arts & Sciences - Indiana University - Bloomington

Bloomington, IN •

Indiana University - Bloomington •

Indiana University - Bloomington ,

BLOOMINGTON, IN ,

School of Education - Syracuse University

Syracuse, NY •

Syracuse University •

Graduate Student: Professors are more than willing to help you most of the time. Not a lot of room to change up classes if you have a difficult personal life/schedule. ... Read 1 review

Syracuse University ,

SYRACUSE, NY ,

Featured Review: Graduate Student says Professors are more than willing to help you most of the time. Not a lot of room to change up classes if you have a difficult personal life/schedule. .

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School of Education and Health Sciences - University of Dayton

Dayton, OH •

University of Dayton •

• • Rating 5 out of 5   4 reviews

Doctoral Student: The Ed.D. program is engaging and allows a student to examine organizational leadership through the lens of social justice and equity. The work is rigorous and rewarding. The people professors are caring and willing to guide you. ... Read 4 reviews

University of Dayton ,

DAYTON, OH ,

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

Featured Review: Doctoral Student says The Ed.D. program is engaging and allows a student to examine organizational leadership through the lens of social justice and equity. The work is rigorous and rewarding. The people professors are... .

College of Arts and Sciences - The University of Alabama

Tuscaloosa, AL •

The University of Alabama •

The University of Alabama ,

TUSCALOOSA, AL ,

University of Arizona - College of Medicine

Tucson, AZ •

University of Arizona •

• • Rating 5 out of 5   1 review

Doctoral Student: University of Arizona College of Medicine is a fantastic program, and one that is going to create the next generation of physician leaders and healers. ... Read 1 review

University of Arizona ,

TUCSON, AZ ,

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

Featured Review: Doctoral Student says University of Arizona College of Medicine is a fantastic program, and one that is going to create the next generation of physician leaders and healers. .

Moody Theological Seminary

Chicago, IL •

• • Rating 4.72 out of 5   18 reviews

Master's Student: I am in my third year online working towards my Master's of Divinity. I work full time so the work load is adjusted well by Moody to accommodate my busy life. The classes are challenging and rigorous but feel my professors still want to help. And, I feel cared for as a person. ... Read 18 reviews

CHICAGO, IL ,

18 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says I am in my third year online working towards my Master's of Divinity. I work full time so the work load is adjusted well by Moody to accommodate my busy life. The classes are challenging and... .

Read 18 reviews.

Weissman School of Arts and Sciences

New York, NY •

CUNY Baruch College •

CUNY Baruch College ,

NEW YORK, NY ,

School of Public Health and Health Professions - University at Buffalo, SUNY

Buffalo, NY •

University at Buffalo, SUNY •

• • Rating 5 out of 5   2 reviews

Doctoral Student: I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. ... Read 2 reviews

University at Buffalo, SUNY ,

BUFFALO, NY ,

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

Featured Review: Doctoral Student says I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. .

Read 2 reviews.

School of Education & Allied Professions - Fairfield University

Fairfield, CT •

Fairfield University •

Master's Student: The professors genuinely care about you as a student and your success. They do their absolute best to help accommodate to your needs and work with you 1:1 to ensure your current and future success as a School Counselor. ... Read 1 review

Fairfield University ,

FAIRFIELD, CT ,

Featured Review: Master's Student says The professors genuinely care about you as a student and your success. They do their absolute best to help accommodate to your needs and work with you 1:1 to ensure your current and future success as... .

Marquette University College of Health Sciences

Milwaukee, WI •

Marquette University •

• • Rating 3.6 out of 5   5 reviews

Doctoral Student: My academic experience includes my high school regents' diploma in 2020, getting in to the DPT 3+3 Program at Marquette University and earning my Bachelors of Science in December 2024. Continuing at Marquette for 2 more years for a Doctor of Physical Therapy Degree. The best part of being a student at Marquette, is meeting so many new people, interacting with professors and working in the campus spirit shop. My favorite class has been Human Gross Anatomy. I have learned a lot from this class and being able to see everything I am learning about is very helpful for those hard tests. A great part of being in the DPT 3+3 program allows me to finish my undergraduate degree in 3 years and continuing on to the Doctor of Physical Therapy graduate studies for the next 3 years. Cutting off a whole year of tuition. I can't really say there is a worst part, as attending Marquette University allowed me to follow my dreams to become a Physical Therapist. ... Read 5 reviews

Marquette University ,

MILWAUKEE, WI ,

5 Niche users give it an average review of 3.6 stars.

Featured Review: Doctoral Student says My academic experience includes my high school regents' diploma in 2020, getting in to the DPT 3+3 Program at Marquette University and earning my Bachelors of Science in December 2024. Continuing at... The best part of being a student at Marquette, is meeting so many new people, interacting with professors and working in the campus spirit shop. My favorite class has been Human Gross Anatomy. I... I can't really say there is a worst part, as attending Marquette University allowed me to follow my dreams to become a Physical Therapist. .

Lewis College of Science and Letters

Illinois Institute of Technology •

• • Rating 4 out of 5   2 reviews

Master's Student: My experience with the IIT graduate school program was overall good due to great internship experiences, a wonderful cohort of students, and accreditation of the school counseling program. IIT provided me the opportunity to do hands-on work outside of the classroom and in the field. I met life long friends and colleagues through the program. However, I do wish the professors were more engage in relationship building with students. ... Read 2 reviews

Illinois Institute of Technology ,

2 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says My experience with the IIT graduate school program was overall good due to great internship experiences, a wonderful cohort of students, and accreditation of the school counseling program. IIT... .

Graduate School for Education and Counseling - Lewis & Clark College

Portland, OR •

Lewis & Clark College •

• • Rating 5 out of 5   3 reviews

Master's Student: I am enjoying the readings and class discussions! I am confident in my newly acquired skills and am excited for next year when I get the opportunity to work with students in their schools. I appreciate the openness and vulnerability of my classmates and professors. I feel this is a safe space for people to talk openly. I feel no judgment from staff or professors. I am very thankful I chose Lewis and Clark for graduate school! ... Read 3 reviews

Lewis & Clark College ,

PORTLAND, OR ,

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

Featured Review: Master's Student says I am enjoying the readings and class discussions! I am confident in my newly acquired skills and am excited for next year when I get the opportunity to work with students in their schools. I... .

Graduate School of Social Service - Fordham University

Fordham University •

• • Rating 4.42 out of 5   45 reviews

Master's Student: Fordham University School of Social Service has been such an enlightening and supportive experience. The faculty and staff serve as a constant support system ensuring quality care and educational growth in their students. Every step of the way, there has been personal aid and service to guide me in the right directions so that I can achieve my best potential in my education, field work, and my future, beyond Fordham University, into the Social Work field. The Fordham community and Alumni connections serve as continuous connecting forces that greatly welcome their scholars and peers into Fordham University's academic and student lives. These academic and community connections, as well as the curriculum, field work, and faculty, create the foundation of Fordham University. Fordham University School of Social Service's significant role in the pursuit of my professional career has cemented my commitment and dedication to serving others by promoting social change, justice, and human rights. ... Read 45 reviews

Fordham University ,

45 Niche users give it an average review of 4.4 stars.

Featured Review: Master's Student says Fordham University School of Social Service has been such an enlightening and supportive experience. The faculty and staff serve as a constant support system ensuring quality care and educational... .

Read 45 reviews.

College of Education and Health Sciences - Bradley University

Peoria, IL •

Bradley University •

• • Rating 3.5 out of 5   2 reviews

Doctoral Student: Need more from the Doctors/Professors that teach us. They have made it an almost self learned online program. They don’t directly answer our questions. ... Read 2 reviews

Bradley University ,

PEORIA, IL ,

2 Niche users give it an average review of 3.5 stars.

Featured Review: Doctoral Student says Need more from the Doctors/Professors that teach us. They have made it an almost self learned online program. They don’t directly answer our questions. .

College of Arts and Sciences - John Carroll University

University Heights, OH •

John Carroll University •

John Carroll University ,

UNIVERSITY HEIGHTS, OH ,

Palm Beach Atlantic University

• • Rating 4.67 out of 5   30

Illinois Institute of Technology

CHICAGO, IL

• • Rating 4.37 out of 5   38
• • Rating 4 out of 5   2

Showing results 1 through 25 of 208

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Doctor of Philosophy (PhD)

Offered By: Department of Mental Health

Onsite | Full-Time | 4 – 5 years

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About the PhD in Mental Health Program

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

PhD in Mental Health Program Highlights

mental health dept. in a school of public health

World renowned faculty

who are experts in the field

Students conduct

original research

Research opportunities

in the US and globally

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

Sample careers.

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

Curriculum for the PhD in Mental Health

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

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

Research Areas

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

Admissions Requirements

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

Standardized Test Scores

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

Program Faculty Spotlight

Judith K. Bass

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

Renee M. Johnson

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

George W. Rebok

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

Heather E. Volk

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

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

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

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

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

Compare Programs

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

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PhD in Counseling Guide

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

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

Table of Contents

Why Earn a PhD in Counseling?

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

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

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

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

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

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

Admission Requirements

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

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

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

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

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

Marriage and Family Therapy

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

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

Mental Health Counseling

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

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

Rehabilitation Counseling

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

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

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

Substance Abuse Counseling

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

Columbia University

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

Pace University

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

Michigan State University

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

Virginia Tech

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

Adams State University

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

Hampton University

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

Regent University

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

University of Louisiana at Monroe

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

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

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

What is CACREP accreditation for doctoral degrees in counseling?

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

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

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

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

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

Can I complete a PhD in counseling online?

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

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

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

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

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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

Request Information for PhD in Counseling Psychology

Mental Health, PhD

Bloomberg school of public health, phd program description.

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

Department Organization

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

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

Academic Training Programs

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

Psychiatric Epidemiology Training (PET) Program

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

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

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

Drug Dependence Epidemiology Training (DDET) Program

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

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

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

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

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

Global Mental Health Training (GMH) Program

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

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

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

The Mental Health Services and Systems (MHSS) Program

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

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

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

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

Epidemiology and Biostatistics of Aging

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

The EBA training grant has as its aims:

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

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

Aging and Dementia Training Program

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

Program Requirements 

Course location and modality is found on the BSPH website .

Residence Requirements

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

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

Course Requirements

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

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

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

BIOSTATISTICS

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

EPIDEMIOLOGY

Department of mental health courses.

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

COURSE REQUIREMENTS OUTSIDE THE DEPARTMENT OF MENTAL HEALTH

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

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

SCHOOL-WIDE COURSES

Introduction to Online Learning  taken before the first year.

ETHICS TRAINING

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

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

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

The two courses that satisfy either requirement are:

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

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

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

PhD in Mental Health  

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

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

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

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

Completion of Requirements

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

Learning Outcomes

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

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

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

• Partnerships

Counseling Psychology (PhD)

YOU ARE BOUVÉ

We’re training the next generation of mental health professionals

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

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

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

Unique Program Features

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

Program Emphasis

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

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

Application Deadline: Dec 1, 2023

Note: Official TOEFL or IELTS* required

Counseling Psychology PhD

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

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

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

Accreditation and Licensure

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

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

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

Handbooks and Tools

Sample curriculum.

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

Total 62 Credits

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

• Dissertation

CAEP 6390 History and Systems of Psychology

CAEP 6394 Advanced Multicultural Psychology

CAEP 7750 Biological Bases of Behavior

CAEP 7755 Cognitive and Affective Bases of Behavior

CAEP 775 6 Social Psychology in an Organizational and Ecological Context

Complete 8 semester hours from the following :

CAEP 77 41 Advanced Fieldwork 1

CAEP 77 4 2 Advanced Fieldwork 2

CAEP 77 4 3 Advanced Fieldwork 3

CAEP 77 4 4 Advanced Fieldwork 4

CAEP  6350 Introduction to Cognitive Assessment

CAEP  6352 Personality Assessment

CAEP 6360 Consultation and Program Evaluation

CAEP 7710 Advanced Clinical Assessment

CAEP 7720 Advanced Clinical Interventions

CAEP 7758 Doctoral Seminar in Contemporary Theories of Psychotherapy

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

Professional

Complete 6 semester hours from the following:

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

CAEP 7732 Legal and Ethical Issues in Community and Educational Settings

CAEP 7711 Measurement: Advanced Psychometric Principles

CAEP 7712 Intermediate Statistical Data Analysis Techniques

CAEP 7716 Advanced Research and Data Analyses 2

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

CAEP 7798 Doctoral Internship

CAEP 9990 Dissertation Term 1

CAEP 9991 Dissertation Term 2

Admissions Requirements

Candidates for admission are expected to meet the following requirements:

Master’s degree in psychology or related field

Strong academic record (3.5 GPA and above preferred)

Demonstrated interest in and commitment to counseling psychology

Official TOEFL or IELTS*

Three letters of reference 

Personal statement. The applicant may wish to highlight:

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

Completed application (due December 1)

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

Got questions?

Christie Rizzo, PhD Program Director 617-373-2486

Or contact our Graduate Enrollment team.

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

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

Student Admissions Outcomes and Other Data

Program details.

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

Research Topics

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

Rachael Rodgers Jessica Edwards George

Dating Violence and Relationship Risk Prevention Team

Faculty leader.

Christie Rizzo

Feminist Therapy and Theory; Feminist Ecological Model

William Sanchez

Intersectionality Lab in Applied Psychology

Tracy Robinson-Wood

Mindfulness for Health Behavior Change

Laura Dudley

Use of Technology and Games for Health Behavior Change

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

We train multiculturally competent counseling psychologists who are:

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

(i) Research

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

(ii) Ethical and legal standards

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

( iii) Individual and cultural diversity

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

(iv) Professional values, attitudes, and behaviors

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

(v) Communications and interpersonal skills

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

(vi) Assessment

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

(vii) Intervention

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

(viii) Supervision

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

(ix) Consultation and interprofessional/interdisciplinary skills

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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

Online PhD Programs in Mental Health Counseling

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

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

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

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

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

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

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

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

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

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

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

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Typical admissions requirements for mental health counseling phd programs.

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

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

Courses in Mental Health Counseling PhD Programs

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

Supervised Clinical Hour Requirements & Internships – Mental Health Counseling

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

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

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

Program Accreditation for Mental Health Counseling – CACREP

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

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

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

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

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

Adams State University

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

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

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

Oregon State University (Hybrid)

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

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

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

Regent University

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

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

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

Shippensburg University (Hybrid)  

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

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

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

University of the Cumberlands  

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

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

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

Walden University  

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

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

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

Professors to Know in Mental Health Counseling

Dr. Laura Bruneau  

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

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

Dr. Shay Carper  

University of the Cumberlands

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

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

Dr. Kok-Mun Ng  

Oregon State University

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

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

Jobs for Mental Health Counseling PhDs

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

Become an Assistant/Associate Professor of Counseling Education and Supervision 

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

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

Become a Compliance Officer

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

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

Become a Psychologist

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

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

Rachel Drummond, MEd

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

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

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Mental Health Counseling, Ph.D.

• Mental Health Counseling, PhD

In This Section

• Admissions & Aid

Why a Ph.D. in Counseling? 

Keeping with Belmont’s understanding of its mission within the context of Christian higher education, this degree program will train master’s level mental health professionals to accomplish their goals—becoming doctoral level professors and/or practitioners ready to train tomorrow’s mental health professionals or highly-skilled clinicians who work with clients within a variety of settings across the mental health care continuum.

The program helps mental health professionals enhance their counseling and research skills to improve treatment efficacy while exploring connections between personal spiritual beliefs, biases and client diversity.

Drawing students from a variety faith backgrounds, Belmont’s diverse faculty and staff with varied life experiences and educational backgrounds represent an ecumenical approach to the Christian faith which focuses on hospitality and inclusion. Their diversity of thought will challenge you to think differently and prepare you for the variety of clients you will encounter in professional practice.

This degree is distinctive among contemporary doctoral counseling programs in that it embodies advanced spiritual and pastoral theological understandings of the care of human beings in addressing the depth and complexity of human suffering.

What You'll Learn 

The PhD in Mental Health Counseling is designed to train leaders, teachers and researchers in the field of mental health counseling who can integrate the most advanced scientific resources of the field with a comprehensive understanding of human spiritualities and their impact on the health and wellness of the diverse populations composing society.

The program consists of two tracks, each leading to a different professional field of service. The Advanced Clinical Practice track is designed to allow currently licensed mental health professionals to become leaders in the field of clinical practice by advancing their knowledge and skills to the doctoral level and by developing the specialty area of spiritually integrated counseling/psychotherapy in their practice. The Counselor Education and Supervision track is designed to prepare persons for careers in higher education and research with specialization in the role of spirituality in human life and development.

Available Tracks

Advanced clinical practice add.

Advanced Clinical Practice: 55 Semester Credit Hours This track provides academic training for practicing mental health professionals to serve as highly skilled clinicians in many settings including private practices, community mental health agencies, addiction recovery centers, research agencies, behavioral health agencies, government mental health positions and research centers, among others. Students will learn advanced skills and research practices beyond those achieved at the master’s and basic licensure level to assist families, children and individuals facing a variety of mental health challenges.

Download the degree plan

Counselor Education & Supervision add

Counselor Education & Supervision: 57 Semester Credit Hours

This track provides the academic training for counselors to work as faculty in higher education, serve as clinical supervisors training the next generation of counselors or serve as highly skilled mental health practitioners in a variety of mental health counseling practices.

Emphasis is placed on teaching, researching, supervision and practice.

Method of Instruction

The Ph.D. in Counseling at Belmont University is primarily taught online with some face-to-face components. At least once each semester, students will come to Belmont’s campus for an intensive weekend of face-to-face instruction. All other components of the program will be conducted virtually.

Career Possibilities

• Private Practice Therapist
• Counselor in a non-profit
• Counselor in a school setting
• Therapist in an agency

Program Details

Minimum degree requirements & courses add.

The program consists of two tracks, each leading to a different professional field of service. There is a range of 55-57 hours required to complete the program.

• Foundational Courses: 33 hours
• Practical Courses: 6 hours
• Counselor Education: 18 hours
• Advanced Clinical Practice: 16 hours

Students in the Counselor Education track are required to complete a practicum and internship consisting of 700 clock hours of counseling and counseling related activities in an approved site or agency as a part of the program. Normally, students will complete 24 semester hours of course work prior to beginning their practicum experience. Students will be required to pass a background check and show proof of approved professional liability insurance prior to beginning the clinical experience component of the program.

See All Program Requirements

 Download the degree plans

Download the Student Handbook

Courses You'll Take

• CTM 6013 Spiritual Development and Religious Experience 

This course is an advanced study of human development focusing on the spiritual and religious dimensions of that process. Students will explore the psychological, sociological, anthropological, historical, phenomenological and theological research and literatures that have contributed to our understandings of this dimension of human life. Special attention will be given to the application of research to clinical practice.

• CTM 6016 Advanced Group Therapy - Theory and Practice 

Building on prior study of group dynamics and therapy, this course is an advanced study of the theory and techniques of group psychotherapy. Students will explore current research and literature in group therapy as well as emerging trends. Special emphasis with be placed on application of research to clinical practice.

• CTM 6015 Mental Health Care in Contemporary Society 

This course is an advanced exploration of the ways in which cultural and contemporary social influences shape how mental health care is conceptualized and practiced. From the taxonomy of mental disorder and its various treatments to the economic and political influences, mental health care is shaped by powerful forces in our society. The course will especially focus on the practitioner’s ethical competencies and professional advocacy responsibilities.

• CTM 6014 Clinical Supervision and Leadership: Theory and Practice

Competent clinical practice requires an intense and extended experience of practice under qualified supervision. This course explores the nature, theories, methods and skills required to provide ethically competent supervision in a culturally diverse society. The course pays particular attention to the supervisor’s responsibilities to the well-being of both clients and the profession of mental health care.

• CTM 6017 Advanced Human Systems in Clinical Practice 

This course is an advanced study of the application of human systems theory in counseling and psychotherapy. Students will explore current research in marital and family therapy. Emphasis of the course is the conceptualization of human suffering and its amelioration from the perspective of the ecology of living systems.

• CTM 6630 Advanced Internship II 

This course provides for counseling expertise in the clinical, supervision, research and teaching setting. The experience includes a minimum of 300 clock hours in this course. Students experience both direct delivery and weekly individual and group supervision.

• CTM 6610 Advanced Practicum 

This course provides for counseling expertise in the clinical, supervision and teaching setting. The experience includes a minimum of 100 clock hours. Students experience both direct delivery and weekly individual and group supervision.

• CTM 6008 Advanced Psychometrics and Assessment 

This course builds on basic psychometric and assessment training. The course will explore advanced principles of test design and clinical use. Multicultural competencies with instrument selection and administration will be emphasized. Different types of assessment are evaluated and conducted. Particular attention is devoted to the psychometric principles of test construction and assessment's use in research.

• CTM 6220 Advanced Qualitative Inquiry

This course allows students the opportunity to apply knowledge of qualitative research methodology. Students apply knowledge of qualitative research designs, sampling methods and other such topics related to research conceptualization, data collection processes, and problem investigation in counseling. Students design and conduct a qualitative research study in this course.

• CTM 6019 Advanced Quantitative Statistical Analysis

This course introduces students to advanced quantitative research methodology and statistics. Students conduct and interpret statistical analysis using SPSS for a variety of quantitative research designs. Students are exposed to ANOVA, ANCOVA, MANOVA, MANCOVA, factorial analysis and a variety of other parametric and nonparametric statistics and mixed methods in this course. Special attention is given to choosing appropriate research statistics based on research questions and conducting an appropriate analysis.

• CTM 6007 Advanced Theories of Change 

This course is an advanced inquiry into the theories of change undergirding the many methods and techniques employed by mental health professionals. The course will explore the theories of change in counseling and psychotherapy approaches such as psychodynamic therapies, behavioral therapies, cognitive-behavioral therapies, family systems therapies, as well as newer approaches such as neurolinguistic programing, brain spotting and EMDR.

• CTM 6009 Advanced Vocational Discernment & Counseling 

This course teaches advanced career counseling principles and examines connections between life career development, vocational discernment, spirituality and mental health. Students apply the world of work, career decision-making theories, the process and techniques of career counseling, the interrelationship between career and life balance issues and theories of mental health with clients. Special attention focuses on career development with regard to issues of diversity and multicultural and social justice frameworks.

• CTM 6999 Dissertation

During this course, students work on a major research project, the dissertation, in conjunction with a faculty dissertation committee. Students design a research proposal, submit an IRB, conduct ethical research, analyze data, devise findings and conclusions, and submit a final dissertation manuscript while meeting regularly with the dissertation committee chair and committee members. This course may be repeated for credit until the dissertation committee designates student completion.

• CTM 6018 Qualitative Inquiry 

This course introduces students to qualitative research methodology. Students become familiar with qualitative research designs, sampling methods and other such topics related to research conceptualization, data collection processes, and problem investigation in counseling. Special attention is given to choosing appropriate research designs and methods in qualitative research.

• CTM 6019 Quantitative Statistical Analysis

This course introduces students to quantitative research methodology and statistics. Students become familiar with quantitative research designs, sampling methods and other such topics related to research conceptualization, data collection processes and problem investigation in counseling. Special attention is given to choosing appropriate research designs and methods in quantitative research and analyzing/computing statistical data.

• CTM 6225 Research Seminar 

This seminar allows students to focus on and develop their major research project. Students will be expected to present a formal research proposal during the seminar. Emphasis of the seminar is to identify a researchable problem, design a research project, write a lucid and concise scholarly proposal, and present the research proposal and findings in appropriate technical form. Each student will produce a first draft of a dissertation research proposal.

• CTM 6012 Seminar: Advanced Clinical Practice 

This seminar is an advanced study of mental health practice through an in-depth exploration of the actual practices of the students enrolled. Foci of the seminar will vary from semester to semester depending upon the needs of the group. Topics may include the practice of spiritually integrated psychotherapy, group psychotherapy, the practice of clinical supervision, couples therapy, clinical practice as research laboratory, etc. Students must be engaged in an acceptable clinical practice site throughout the course of the seminar. Adherence to HIPAA regulations will be required.

• CTM 6006 Spiritual Traditions in Global Perspective 

We live in a diverse society saturated with a variety of spiritualities. This course is an advanced study of the diverse manifestations of spirituality brought to the clinical encounter by clients and clinicians alike. Students will engage in an in-depth exploration of the historical backgrounds as well as the diverse social manifestations of spiritualities associated with the wisdom traditions of the world such as Hinduism, Buddhism, Taoism, Judaism, Islam, Christianity and Indigenous traditions. The course will give special attention to the interface between the clinician’s spirituality and that of the client.

• CTM 6005 Spirituality in the Clinical Encounter 

This course is an advanced study of human spiritual dynamics as they are present in the clinical encounter of mental health counseling. The course will explore ways in which client spirituality informs and is related to assessment, diagnosis, treatment planning and techniques adapted to specific client needs. Students will also explore methods for increasing awareness of how their own spiritual development, convictions and identity impact the clinical encounter and outcomes. Students will be expected to demonstrate an understanding of the historical development of this dimension of clinical practice, the impact of cultural diversity on spirituality and principles of ethical competence in practice.

• CTM 6011 Teaching, Writing & Publishing in the Counseling Field

This course offers practical knowledge on teaching in higher education and teaches professional writing and presenting skills. Students learn how to evaluate topics, submit a conference proposal, design a dissertation proposal, write a dissertation, write a grant proposal, author journal articles and be an effective teacher. The role of a counselor educator with regard to writing and teaching will be examined.

• CTM 6620 Advanced Internship I 

This course provides for counseling expertise in the clinical, supervision, research and teaching setting. The experience includes a minimum of 300 clock hours. Students experience both direct delivery and weekly individual and group supervision.

• CTM 6404 Seminar: Special Topics in Counselor Education 

Special topics in counselor education. This seminar may be repeated for credit with a change in topic.

• CTM 6405 Seminar: Special Topics in Spirituality and Mental Health Practice

Special topics in the relationship of spirituality and mental health practice. This seminar may be repeated for credit with a change in topic.

Matriculation Requirements add

In order to matriculate through the program, students must be admitted, complete all degree and assessment requirements, and apply for graduation.

The following links assist with matriculation through the 55 to 57-hour PhD program from admission to graduation.

• Admissions Requirements
• Courses and Graduation Requirements
• Downloadable Degree Plans
• Student Handbook

Accreditation add

The program is preparing to seek accreditation through the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

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THE GRADUATE SCHOOL

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

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Degree Type: MA

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

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

Our Program's Vision

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

Our Program's Mission 

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

Program Objectives 

On completion of our degree students will:

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

The Essence of Our Vision, Mission, and Objectives

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

E mphasis on Reflective Practice

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

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

Comprehensive Immersion in Clinical Work

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

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

Additional resources:

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Program Statistics

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

Program Contact

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

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Last Updated: September 12, 2023

Clinical & Mental Health Counseling, MS

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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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Counseling Graduate Program

CACREP Accreditation

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

COUNSELING PROGRAMS

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Online Programs

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

Online Campus State Specific Information

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

Course Requirements

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

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

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

Course Requirements – MA Counseling

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

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

CORE COURSES: (42 semester hours)

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

CLINICAL COURSES: (9 semester hours)

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

PROGRAM SPECIALTY COURSES: (9 semester hours)

School counseling program specialty courses.

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

Clinical Mental Health Program Specialty Courses

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

Approved Electives (0-6 semester hours)

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

Sequence of Courses

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

School Counseling Program

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

Clinical Mental Health Counseling Program

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

Master of Divinity/Master of Arts in Counseling Dual Degree

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

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

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

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Mental Health Counselor Careers

If you have ever been helped by a mental health counselor or therapist, you understand how these career professionals can save and improve lives. They help clients talk and work through life’s challenges, striving to improve mental health and increase personal fulfillment. Saint Mary’s University of Minnesota offers an advanced degree program, an M.A. in Counseling and Psychological Services, that can open career doors for those who wish to practice mental health counseling.

How to Become a Mental Health Counselor

Mental health counselors require a master’s degree and the completion of a hands-on practicum to practice their profession. After receiving a bachelor’s degree, it’s important to find the right master’s degree program, one that fits your long-term career interests and goals. There are several specializations that counselors can focus on within the field of psychology and counseling. For example, areas of interest may include working with individuals struggling with a substance use disorder, people with chronic illnesses, those who have a history of traumatic experiences, or working to treat the mental health needs of a specific community or cultural group.

The job role of mental health counselor was ranked second among the best social service jobs  by U.S. News & World Report. Mental health counselors work throughout the healthcare sector. They also work in community centers, family services organizations, military posts, and a variety of outpatient settings. The services of mental health counselors are in demand at every level of U.S. society, including schools, rehabilitation settings, and hospitals.

Mental Health Counselor Titles and Licenses

The M.A. in Counseling and Psychological Services  degree offered by Saint Mary’s University of Minnesota is designed for those who wish to pursue a career either as a licensed professional counselor (LPC) or licensed professional clinical counselor (LPCC) in Minnesota. Within the state, LPCCs are considered mental health professionals and are required to complete 4,000 hours of supervised clinical practice after graduation. The master’s degree course requirements also include practicum experience.

All states require mental health counselors to obtain a license to practice. This includes successfully passing a national examination and working under the supervision of a licensed counselor for a specified number of hours. With a state license, mental health counselors may be able to set up a private practice. For these professionals, continuing education is necessary, and requirements are regulated by the state in which they practice.

With a projected job growth of 18% through 2032, the median wage for substance abuse, behavioral disorder, and mental health counselors was $49,710 in May 2022, according to the U.S. Bureau of Labor Statistics. The highest 10% earned more than $82,710.

Mental Health Counselor Duties and Responsibilities

Working with and advising individuals, families, couples, groups, and specific populations, mental health counselors can have a significant impact on a variety of different clients. They can help bolster the emotional health and overall vitality of individuals, help with relationship difficulties, and assist clients in tackling mental health conditions such as anxiety and depression. People who are experiencing grief, serious health conditions, or the consequences of past trauma can all benefit from the help of mental health counselors.

Here are some of the common duties and responsibilities of mental health counselors:

• Evaluate and document the mental health of clients
• Design treatment plans and provide therapeutic interventions
• Teach clients and family members about wellness and mental health
• Help clients develop behaviors and strategies that improve mental health
• Refer clients to community resources and other specialists
• Maintain confidential records according to state laws

Earn Your Master’s Degree at Saint Mary’s University of Minnesota

Our master’s degree program in counseling and psychological services can be completed in 2.5-3 years. Students can choose to access it via online learning, or in a blended format with in-person classroom experiences at our campuses in Rochester  and Minneapolis . The practicum included with the program takes place in a counseling or mental health setting during two semesters, for at least 700 hours.

For those who are interested in working intensively with clients who have a substance use disorder, we offer a Counseling and Psychological Services, M.A., and Addiction Studies Graduate Certificate program . This dual track option prepares students for LPC/LPCC professional counselor licensures and LADC (licensed alcohol and drug counselor) licensure. Students are initially admitted to the M.A. in Counseling and Psychological Services program and can meet with the Program Director with interest in the dual track option. Students with a bachelor’s degree in a healthcare-related field who wish to specialize may consider only the Graduate Certificate program.

Additionally, students interested in pursuing a doctoral degree have the opportunity to apply for early entry to the Psy.D. in Counseling Psychology . Held on the Minneapolis campus, this combined program prepares graduates to work as licensed psychologists. Early entry allows these students to take a year of classes in the M.A. in Counseling and Psychological Services program and then apply to the Psy.D. in Counseling Psychology program. One year of classes equals 33 credits.

Accepted students finish their master’s degree in the Psy.D. program. Their initial Psy.D. coursework counts toward their master’s and doctoral degrees.

Find a Fulfilling Career in Mental Health

With the proper educational credentials and experience, mental health counselors can work with many different clients, helping them gain mental health and wellness. What’s more, mental health counselors can specialize in different skill sets, which can increase opportunities for advancement. Mental health counselors also have skill sets that may recommend them for positions in healthcare and business settings. For more information about earning a master’s degree in Counseling and Psychology Services at Saint Mary’s University of Minnesota, contact us  today.

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Master of Arts Counseling for Mental Health and Wellness Online Degree

Earn your online master’s in mental health counseling.

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

Degree Details

Official degree title.

Master of Arts in Counseling for Mental Health and Wellness

What You’ll Learn

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

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

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

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

Learn more about the curriculum and view sample course sequences.

The Online Master’s in Mental Health Counseling Experience

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

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

Learn more about the online student experience.

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

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

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

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

Learn more about mental health counseling careers .

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

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

Want to Study in Person?

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

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

Take the Next Step

Earn your mental health counseling degree online from NYU Steinhardt.

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Counseling@Northwestern / Online Master's in Counseling

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

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

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

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

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

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

Learn more about our comprehensive curriculum.

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

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

Get familiar with the admissions process.

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

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

Get more information about the specialization.

A Collaborative Online and In-Person Experience

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

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

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

Discover Student Perspectives

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

Join Our Next Cohort of Aspiring Counselors

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

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

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

Read more about clinical training.

Immersion Experiences

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

New Student Immersion

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

Group Dynamics Immersion

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

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

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

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

Capstone Conference

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

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

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

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

Find out more about the immersions.

Meet Our Faculty

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

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

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

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

Clinical Mental Health Counselor Careers

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

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

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

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

Ready to Take the Next Step?

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

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

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

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

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

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

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

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

FAQ 1: What are CACREP and MPCAC accreditations?

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

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

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

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

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

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

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

Curriculum requirements

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

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

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

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

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

Faculty to student ratio

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

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

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

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

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

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

How OCU can prepare you for licensure

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

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

Earn your M.Ed. from a reputable university

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

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

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

Return to Clinical Mental Health Counseling

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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.

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Online MSN Psychiatric Mental Health Nurse Practitioner (PMHNP)

Provide advanced psychiatric care.

Ohio University's online MSN Psychiatric Mental Health Nurse Practitioner program helps you acquire the skills to provide advanced nursing care to those with mental health needs. As you study best practices in mental health care, you'll have the opportunity for supervised clinical experiences in various agencies and programs, primarily community-based.

Upon graduation, you'll be prepared to sit for the Psychiatric Mental Health Nurse Practitioner (Across the Lifespan) Certification (PMHNP) from the American Nurses Credentialing Center (ANCC).

Program Benefits

• 750 hours of clinical experience
• CCNE-accredited
• Top 50 Best Online Master's in Nursing Programs 1
• 15% scholarship available for eligible programs
• Transfer up to nine credits
• No GRE/GMAT required
• Low student-to-teacher ratio

Request Info

• Admission Requirements
• Tuition & Fees

Provide Comprehensive, Primary Mental Health Care

With your online MSN and PMHNP certification, you can become a psychiatric/mental health nurse practitioner or pursue employment in outpatient mental health clinics, psychiatric emergency services, private practices, hospitals and more. You can also utilize your skills as a consultant or educator. The U.S. Department of Labor reports that Advanced Practice Psychiatric Nurses made a median wage of $81,220 in 2022. 2

Career Outlook

Promising Nursing Careers in Psychiatric Mental Health

Psychiatric Advanced Registered Nurse Practitioner (ARNP)

average base salary per year 3

Psychiatric Mental Health Nurse Practitioner

average base salary per year 4

Registered Psychiatric Nurse (RPN)

average base salary per year 5

• Tuition & Aid

Explore the Assessment, Diagnosis and Clinical Management of Mental Health

15-week Classes | 11 Courses

Ohio University's online MSN-PMHNP degree helps you develop skills in mental health assessment, diagnostic reasoning, psychopharmacology and advanced therapeutic modalities such as individual, group and family psychotherapy. Eligible graduates may sit for the Psychiatric-Mental Health Nurse Practitioner certification exam (PMHNP).

Online MSN-PMHNP Course Highlights:

• NRSE 6846 Psychiatric Mental Health Nurse Practitioner Practicum I
• NRSE 7001 Professional Presence and Writing for the Advanced Nurse
• NRSE 7811 Foundations of Evidence-based Practice for Advanced Nursing Practice

View Complete Curriculum

Applying to the Online MSN-Psychiatric Mental Health Nurse Practitioner Program

Transfer up to 9 eligible credits | No GRE/GMAT required

The Ohio University Graduate College manages the application process for all Master of Science in Nursing (MSN) programs. The online MSN-PMHNP track admits students each fall and spring.

• Application Deadline: 07/05
• Classes Begin: 08/26

To apply to OHIO's online degree, you will need:

• Online application: Apply Now
• Awarded Bachelor of Science in Nursing (BSN) degree from a regionally accredited institution
• Minimum undergraduate GPA of 3.00 calculated across all undergraduate transcripts
• Three letters of recommendation. A minimum of two must be from individuals prepared at or above the master's level. At least one must be from an APRN or RN.
• Resume or CV
• Proof of residence and evidence of valid, unrestricted RN licensure. View a list of approved states
• A web-based admission interview with faculty
• Evidence of the equivalent of two years of full-time experience working as an RN within the past five years
• Specified health status/clinical requirements (i.e., immunization status, BLS certification) per the current Graduate Handbook
• Federal and state background checks free from disqualifying offenses
• Evidence of malpractice insurance

View Application Process

Tuition and Aid Details

$25,320 (Resident) | $633 Per Credit (Resident) | Scholarships Available

Ohio University's online PMHNP program offers a Top 50 nursing education 1 at an affordable price. You will develop the knowledge and skills to provide advanced nursing practice to patients and families with mental health needs.

Listed tuition is for estimating purposes only and is subject to change.

Tuition Details

Accreditation

The baccalaureate degree program in nursing, master's degree program in nursing, Doctor of Nursing Practice program and post-graduate APRN certificate programs at Ohio University are accredited by the Commission on Collegiate Nursing Education .

Online Learning at OHIO

Ohio University has a long tradition of offering online programs specifically designed for the modality and created for working professionals. Our online students complete engaging, comprehensive coursework that combines the academic excellence and experience-based learning of a traditional program with all the flexibility and convenience of online study.

With asynchronous courses and part-time scheduling (one course per seven weeks), you can earn your degree while maintaining your current work and personal commitments. Virtual office hours give you the opportunity to connect with peers and faculty. Access your coursework 24/7 and complete your assignments on a schedule that fits your life.

What You'll Learn

Students in Ohio University's CCNE-accredited online MSN-Psychiatric Mental Health Nurse Practitioner program prepare to provide primary mental health care that involves continuous and comprehensive services. Graduates of the program are eligible to sit for the Psychiatric-Mental Health Nurse Practitioner certification exam (PMHNP).

Program Outcomes

Upon completion of the program, students will be able to:

• Synthesize knowledge from nursing and other disciplines as a basis for clinical judgment, clinical reasoning and innovative evidence-based education and practice.
• Incorporate evidence-based practice in the delivery of person-centered care to enhance health outcomes and improve health systems.
• Collaborate with interdisciplinary teams to select and apply principles of population health and advocacy strategies that optimize health outcomes for individuals, families, communities and populations.
• Integrate and evaluate evidence-based practice to inform and promote advanced clinical practice.
• Analyze and apply quality improvement strategies to create a culture of safe, professional nursing practice that optimizes health and protects all.
• Apply leadership skills as a member of the interprofessional team to optimize the health of individuals, families and populations within complex health care environments.
• Apply evidence-based, innovative strategies based on organizational and systems policies to enhance value, access, quality and cost-effectiveness within complex health care delivery systems.
• Integrate information technology systems to drive decision-making, health care change and interdisciplinary communication in complex health care delivery systems.
• Integrate the role of the advanced practice nurse by utilizing effective professional communication and presence to promote person-centered care.
• Contribute to an environment that promotes self-care, personal health, well-being and professional development in a culture of accountability and collaboration.

Learn From Leading Experts

Faculty who teach the online MSN-Psychiatric Mental Health Nurse Practitioner program are current health care professionals who are involved in numerous research and scholarly activities, including publications, presentations and grants.

As a student, you'll benefit from:

• Faculty who are connected to the nursing field and its innovations
• Collaborations between faculty and students
• Mentorship and individual support throughout the program

Faculty Spotlight (standard heading)

Kimberlee Miller-Wenning,

RN, CS, DNP, FNP, ANP, PMHNP, Assistant Professor

Kimberlee Miller-Wenning, RN, CS, DNP, FNP, ANP, PMHNP, is an assistant professor of instruction at Ohio University's College of Health Sciences and Professions.

Read More About Dr. Kimberlee Miller-Wenning

Related Programs

Online post-graduate psychiatric mental health nurse practitioner certificate.

Make a lasting impact on mental health care with our Online Post-Graduate Psychiatric Mental Health Nurse Practitioner Certificate. Master how to assess, diagnose and treat patients with mental and emotional health needs.­

MSN AG-ACNP

Gain the skills needed tp provide care in acute and complex care settings with our Adult Gerontology-Acute Care Nurse Practitioner. Excel in your nursing career with a curriculum that combines didactic and practice-based courses.­

Online MSN Family Nurse Practitioner (FNP)

Prepare to provide comprehensive care to patients at every stage of life with our Online MSN Family Nurse Practitioner (FNP). Gain the advanced practice skills to develop, implement and evaluate treatment plans with our CCNE-accredited program.­

Answers to Common Questions

Find answers to common questions about the online program. For information not covered here, our expert admissions team is available to provide additional details and guidance .

Get More Answers

Students with a current APRN License – Current APRNs who are pursuing an APRN certificate will, more than likely, progress directly into a clinical course in their first semester. This means that current APRNs should have possible preceptors and sites in mind when applying These applicants should also contact the School of Nursing at [email protected] and request the clinical overview sheets and preceptor packet for their program.

The AG-ACNP, FNP, and PMHNP degree and certificate programs at Ohio University are intended to prepare students for advanced practice nursing and national certification in those areas. State Boards of Nursing set individual standards for licensure in their state. It is highly recommended that students who seek admission to Nursing programs at Ohio University contact their home state’s Board of Nursing to verify that the desired program and its graduates will meet the eligibility criteria for approval for those credentials. The National Council of State Boards of Nursing has contact information for Boards of Nursing on their site, located here: www.ncsbn.org .

Our programs are intended to provide students with the opportunity to acquire the educational eligibility to meet standards for APRN certification or other professional distinctions through examination. A list of examinations and their credentialing bodies are below:

Certification Exams and Credentialing Bodies

The graduate nursing programs at Ohio University are intended to provide students with the opportunity to acquire the educational eligibility to meet standards for advanced practice certification or other professional distinction through examination. For the best information regarding eligibility and standards for these examinations, please visit the website for the credentialing bodies below.

Adult-Gerontology Acute Care Nurse Practitioner

• Adult-Gerontology Acute Care Nurse Practitioner Certification (AGACNP-BC)
• American Nurses Credentialing Center (ANCC): www.nursingworld.org/ancc

Family Nurse Practitioner

• Family Nurse Practitioner Certification (FNP-BC)
• Family Nurse Practitioner Certification (NP-C)
• American Academy of Nurse Practitioners (AANP): www.aanpcert.org

Psychiatric-Mental Health Nurse Practitioner

• Psychiatric-Mental Health Nurse Practitioner (Across the Lifespan) Certification (PMHNP-BC)

Nurse Educator

• Certified Nurse Educator (CNE)
• National League of Nursing (NLN): www.nln.org

Nurse Leader

• Eligibility is dependent upon experience criteria in addition to education.
• Certified in Executive Nursing Practice (CENP)
• American Organization for Nursing Leadership (AONL): www.aonl.org
• Certified Nurse Manager and Leader (CNML)

Most of our programs are three fifteen-week semesters in length with students taking courses in the spring, summer, and fall semesters. Students have up to six years to complete the program.

The programs of study appear later in this document. Most students take 2 fifteen-week courses each semester for 5-9 total credits. Students can take fewer courses but it will take longer to complete their program. The definition of a full-time program can differ among financial aid or tuition reimbursement programs and you will want to check with that particular program’s administrator.

The programs combine online education and in-person education. Students take their courses through an online- format and are only expected on campus for the required On-Campus Intensives. Software applications utilized in nursing classes will work on either PCs or MACs. Office 365 Pro Plus is required and is now available at no charge to Ohio University students.

On-Campus Intensives (OCIs) are brief visits to a campus that may be required for specific instruction and assessment. These OCIs typically occur at the beginning, middle, and end of your program. The Virtual Orientation Intensive for all programs consists of a half-day virtual conference.

The On-Campus Clinical Skills Workshop associated with the first clinical course in our APRN programs is an on-campus visit to receive specific tack-specific instruction and coaching in preparation for the advanced practice role.

The schedule and details for program-specific OCIs will be provided at Orientation.

• U.S. News & World Report. Best Online Master's in Nursing Programs. Retrieved August 16, 2023, from https://www.usnews.com/ .
• O*NET OnLine. Advanced Practice Psychiatric Nurses 29-1141.02. U.S. Department of Labor. Retrieved Sept. 1, 2023, from https://www.onetonline.org/ .
• Payscale. Average Psychiatric Advanced Registered Nurse Practitioner Salary. Retrieved Sept. 1, 2023, from https://www.payscale.com/ .
• Payscale. Average Psychiatric Mental Health Nurse Practitioner Salary. Retrieved Sept. 1, 2023, from https://www.payscale.com/ .
• Payscale. Average Registered Psychiatric Nurse Salary. Retrieved Sept. 1, 2023, from https://www.payscale.com/ .

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Exterior of the Women’s Resource Center on Saturday, April 20. 

Mental Health Collaborative offers free counseling and a master's internship

The University of New Mexico’s Mental Health Collaborative (MHC) provides free, short-term counseling through various resource centers on campus. It also functions as an internship program that employs students earning their master’s degree in the mental health field.

MHC’s counseling services begin on the first day of classes and run through a semester; students receive between six and 14 sessions per semester. Counselors offer telehealth or in-person sessions, according to their website. These sessions are also accessible for Spanish-speaking students.

Ivette Acevedo Weatherholtz, a fourth-year doctoral student in the UNM Counselor Education program, supervises the MHC counseling team and is a graduate assistant at El Centro de la Raza.

“Students do not have to be actively engaged in these resource centers, however, our vision is to provide spaces within familiar settings, particularly for globally majority populations that are underrepresented in other spaces,” Acevedo Weatherholtz wrote.

MHC has offices at El Centro, the Women’s Resource Center and the Accessibility Resource Center, Acevedo Weatherholtz wrote. The program’s goal is to increase mental health access through “trauma-responsive and culturally and linguistically centered services,” according to their website.

The MHC program requires their interns to go through extensive training on gender violence, race-based stress, trauma-informed care and suicide assesment, according to Acevedo Weatherholtz.

The program also works with other UNM mental health and advocacy entities, such as Student Health and Counseling, LoboRESPECT Advocacy Center and the Manzanita Counseling Training Clinic. She hopes to expand offices to other student resource centers in the future,  Acevedo Weatherholtz wrote.

“MHC’s goal is to promote and normalize mental wellness through free counseling, crisis intervention, support groups, psychoeducational workshops and referral resources,” Acevedo Weatherholtz wrote.

These psychoeducational workshops discuss wellness and self-care, and occur throughout the academic year, according to the MHC website.

MHC resulted from a partnership between the WRC and El Centro, following student feedback during COVID-19 about the need for more mental health resources at UNM, Acevedo Weatherholtz wrote.

“There is a shortage of mental health providers in New Mexico, and this is reflected within UNM as well. However, there are many departments that see the need and are actively working to fill this gap,” Acevedo Weatherholtz wrote.

MHC, though not a crisis hotline, provides crisis intervention support to active counseling participants and refers them to UNM Hospital or Agora Crisis Center, Acevedo Weatherholtz wrote.

“MHC is committed to creating a safe and respectful environment for all members of our community,” Acevedo Weatherholtz wrote.

Dannely Verduzco is a freelance reporter for the Daily Lobo. She can be reached at [email protected]

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Clinical Mental Health Counseling M.S.

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

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

Get on Track to Pursue Licensure

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

Admission Requirements

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

• Clinical Mental Health Counseling, MS.

Fall: March 1 Spring: September 1

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

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

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

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

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

Degree Requirements

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

Cost Information

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

Tuition and Fees Net Price Calculator Fee Schedule Calculator

UH-Clear Lake at Pearland

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

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

About UHCL at Pearland

Accreditations and Distinctions

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

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

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

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

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

Clinical Mental Health Counseling M.S. Faculty

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Randy Davis

Program Director and Associate Professor of Counseling, Education

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

Randy Davis Faculty Bio

Emily Horton

Assistant Professor of Counseling, Education

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

Emily Horton Faculty Bio

Robert Pace

Clinical Associate Professor of Counseling, Education

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

Robert Pace Faculty Bio

Diane Smedley

Visiting Assistant Professor, Education

Email:   [email protected]

Diane Smedley Faculty Bio

Angelica Tello

Associate Professor of Counseling and Field Experience Coordinator, Education

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

Angelica Tello Faculty Bio

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15 men brought to military enlistment office after mass brawl in Moscow Oblast

Local security forces brought 15 men to a military enlistment office after a mass brawl at a warehouse of the Russian Wildberries company in Elektrostal, Moscow Oblast on Feb. 8, Russian Telegram channel Shot reported .

29 people were also taken to police stations. Among the arrested were citizens of Kyrgyzstan.

A mass brawl involving over 100 employees and security personnel broke out at the Wildberries warehouse in Elektrostal on Dec. 8.

Read also: Moscow recruits ‘construction brigades’ from Russian students, Ukraine says

We’re bringing the voice of Ukraine to the world. Support us with a one-time donation, or become a Patron !

Read the original article on The New Voice of Ukraine

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Victor Mukhin

• Scientific Program

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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