university of iowa phd counselor education

• EN Action Another action
• Free Counselling

Thanks for visiting TopUniversities.com today! So that we can show you the most relevant information, please select the option that most closely relates to you.

• Looking for undergraduate studies
• Looking for postgraduate studies
• Student but not looking for further education at the moment
• Parent or Guardian
• University administrator
• Professional

Thanks for sending your response.

Your input will help us improve your experience. You can close this popup to continue using the website or choose an option below to register in or login.

Already have an account? Sign in

Doctor of Philosophy (PhD) in Counselor Education and Supervision

# 201-250 qs subject rankings, psychology main subject area, program overview, main subject, study level, admission requirements, exam scores, tuition fee and scholarships, scholarships.

One of the important factors when considering a master's degree is the cost of study. Luckily, there are many options available to help students fund their master's programme. Download your copy of the Scholarship Guide to find out which scholarships from around the world could be available to you, and how to apply for them.

In this guide you will find:

Where to look for scholarship opportunities

How to apply to scholarships relevant to you

A list of available scholarships around the world

A scholarship application checklist

QS WUR Ranking By Subject

More programs from the university, bachelor ug.

The University of Iowa is a major national research university located on a 1,900-acre campus in Iowa City in southeast Iowa, on the Iowa River near the intersection of U.S. Interstate Highways 80 and 380. Iowa is composed of 11 colleges, the largest of which is the College of Liberal Arts and Sciences, enrolling most of Iowa's undergraduates. The Henry B. Tippie College of Business, the Roy J. and Lucille A. Carver College of Medicine, and the Colleges of Education, Engineering, Law, Nursing, Pharmacy, enroll undergraduates, and with the Colleges of Dentistry and Public Health provide graduate education in conjunction with the Graduate College.More than 28,000 students enroll at Iowa each year. Some 64 percent come from Iowa, 21 percent from adjoining states, and 8 percent from the remaining states. International students from 106 countries make up 7 percent of the University's enrollment. The faculty numbers about 1,200 and there are about 13,000 staff. The total annual operating budget is about $1.2 billion, and there are more than 119 major buildings, most of them within walking distance of one another. Adding to the population are more than a million visitors each year who come to enjoy cultural events and art exhibits, to attend Big Ten athletic events, and to participate in the many conferences and educational programs scheduled at the University year-round.Established in 1847, Iowa has won international recognition for its wealth of achievements in the arts, sciences, and humanities. Iowa was the first U.S. public university to admit men and women on an equal basis and the first institution of higher education in the nation to accept creative work in theater, writing, music, and art as theses for advanced degrees. It established the first law school and the first educational radio station west of the Mississippi, broadcast the world's first educational television programs, and developed and continues to hold preeminence in educational testing.The University has world renowned research programs in genetics, hydraulics, and speech and hearing, and has recorded major innovations in agricultural medicine, biocatalysis, biomedical engineering, biomedical sciences, and pharmacology education. Its graduate programs in audiology, printmaking, creative writing, speech-language pathology, and nursing service administration are first-ranked. Iowa scientists, including James Van Allen, have been pioneers in space research, designing and building research instruments for more than 50 successful U.S. satellites and space probes. The University of Iowa operates one of the nation's most advanced and comprehensive university-owned teaching hospitals. It also has developed the most technically advanced driving simulator in the world.

Arts and Humanities (6)

B.a. in asian languages and literature, b.a. in english, b.a./m.a. in german, bachelor of applied studies (bas), bachelor of arts in ancient civilization, bachelor of arts in art history, bachelor of arts in classical languages, bachelor of arts in comparative literature, bachelor of arts in dance, bachelor of arts in french, bachelor of arts in geography, bachelor of arts in german, bachelor of arts in history, bachelor of arts in italian, bachelor of arts in linguistics, bachelor of arts in music, bachelor of arts in philosophy, bachelor of arts in portuguese, bachelor of arts in russian, bachelor of arts in spanish, bachelor of arts in theatre arts, bachelor of fine arts in dance, bachelor of music in music, bachelor of science in geography, business and management (6), ba in enterprise leadership, bs in actuarial science, engineering and technology (6), ba in informatics, bs in informatics, bachelor of arts in computer science, bachelor of science in computer science, bachelor of science in engineering - civil engineering, bachelor of science in engineering - computer science and engineering, bachelor of science in engineering - electrical engineering, bachelor of science in engineering - industrial engineering, bachelor of science in engineering - mechanical engineering, bachelor of science in engineering: chemical engineering, life sciences and medicine (6), b.a. in biology, bs in athletic training, bs in nuclear medicine technology, bachelor of arts in anthropology, bachelor of arts in biochemistry, bachelor of arts in gender, women's and sexuality studies, bachelor of arts in global health studies, bachelor of arts in health and human physiology, bachelor of arts in psychology, bachelor of arts in speech and hearing science, bachelor of science in anthropology, bachelor of science in biochemistry, bachelor of science in biology, bachelor of science in biomedical sciences, bachelor of science in engineering: biomedical engineering, bachelor of science in global health studies, bachelor of science in human physiology, bachelor of science in medical laboratory science, bachelor of science in microbiology, bachelor of science in nursing, bachelor of science in psychology, bachelor of science in therapeutic recreation, natural sciences (6), b.a. with a double major in physics and astronomy, b.s. with a double major in physics and astronomy, bachelor of arts in astronomy, bachelor of arts in chemistry, bachelor of arts in environmental policy and planning, bachelor of arts in environmental sciences, bachelor of arts in geoscience, bachelor of arts in mathematics, bachelor of arts in physics, bachelor of science in applied physics, bachelor of science in astronomy, bachelor of science in chemistry, bachelor of science in environmental policy and planning, bachelor of science in environmental sciences, bachelor of science in geoscience, bachelor of science in mathematics, bachelor of science in physics, bachelor of science in radiation sciences, bachelor of science in statistics, social sciences and management (6), b.a. in economics, b.s. in economics, ba in public health, bs in public health, bachelor of arts in african american studies, bachelor of arts in american studies, bachelor of arts in cinema, bachelor of arts in communication studies, bachelor of arts in criminology, law and justice, bachelor of arts in elementary education, bachelor of arts in english and creative writing, bachelor of arts in ethics and public policy, bachelor of arts in interdepartmental studies, bachelor of arts in international relations, bachelor of arts in international studies, bachelor of arts in journalism and mass communication, bachelor of arts in political science, bachelor of arts in religious studies, bachelor of arts in social work, bachelor of arts in sociology, bachelor of arts in sport studies, bachelor of liberal studies (bls), bachelor of science in elementary education, bachelor of science in international relations, bachelor of science in journalism and mass communication, bachelor of science in political science, bachelor of science in science education, bachelor of science in sociology, bachelor of science in sport and recreation management, coe bachelor of arts to ui mph, grinnell bachelor of arts to ui mph, joint b.a. in linguistics/m.a. in linguistics with tesl, arts and humanities (7), jd in law/m.s. in urban and regional planning, ma in art history, ma in literary studies, ms in oral science, master of arts (m.a.) in studio arts, master of arts in art, master of arts in asian civilization, master of arts in asian civilization: chinese tracks, master of arts in band conducting, master of arts in brass (m.a.), master of arts in choral conducting, master of arts in classics, master of arts in composition, master of arts in french, master of arts in history, master of arts in linguistics, master of arts in music, master of arts in music theory (m.a.), master of arts in musicology, master of arts in orchestral conducting, master of arts in organ (m.a.), master of arts in percussion (m.a.), master of arts in philosophy, master of arts in piano (m.a.): performance track, master of arts in spanish - linguistics emphasis, master of arts in spanish - literature emphasis, master of arts in strings, master of arts in teaching and learning - foreign language and english as a second language (esl) education, master of arts in teaching in teaching and learning - foreign language and esl education, master of arts in voice/opera (m.a.), master of arts in woodwinds (m.a.), master of fine arts (m.f.a.) in arts, master of fine arts (m.f.a.) in studio arts, master of fine arts in brass (m.f.a.), master of fine arts in comparative literature - translation, master of fine arts in dance - choreography track, master of fine arts in dance - performance track, master of fine arts in film and video production, master of fine arts in music, master of fine arts in organ (m.f.a.), master of fine arts in percussion (m.f.a.), master of fine arts in piano (m.f.a.), master of fine arts in strings, master of fine arts in voice/opera (m.f.a.), master of fine arts in woodwinds (m.f.a.), business and management (7), m.s. in actuarial science, engineering and technology (7), master of computer science (mcs), master of science in chemical and biochemical engineering, master of science in civil and environmental engineering, master of science in electrical and computer engineering, master of science in industrial engineering, master of science in mechanical engineering, life sciences and medicine (7), executive master of health administration, ms in health policy, ms in human toxicology, master of arts in anthropology, master of arts in music therapy, master of arts in speech-language pathology, master of health administration, master of science in agricultural safety and health, master of science in biochemistry, master of science in biomedical engineering, master of science in clinical investigation, master of science in community and behavioral health, master of science in dental public health, master of science in epidemiology, master of science in free radical and radiation biology, master of science in health and human physiology, master of science in health and human physiology - child life track, master of science in health and human physiology - clinical exercise physiology track, master of science in molecular physiology and biophysics, master of science in nursing: clinical nurse leader (msn:cnl), master of science in pathology, master of science in translational biomedicine, masters of physician assistant studies, undergrad to master of science in epidemiology, natural sciences (7), master of science in astronomy, master of science in biostatistics, master of science in chemistry, master of science in geoscience, master of science in mathematics, master of science in physics, master of science in statistics, master of accountancy (m.ac.) program, social sciences and management (7), joint master of science in occupational and environmental health/master of science in urban and regional planning, joint master of social work/master of arts in urban and regional planning, joint master of social work/master of science in urban and regional planning, ma in leisure studies, master in medical education (mme), master of arts in american studies, master of arts in asian civilization - south asian studies track, master of arts in communication studies, master of arts in film studies, master of arts in journalism and mass communication, master of arts in music education, master of arts in piano (m.a.): pedagogy track, master of arts in political science, master of arts in religious studies, master of arts in science teaching (m.a.t.), master of arts in sociology, master of arts in strategic communication, master of arts in teaching and learning - art education, master of arts in teaching and learning - developmental reading, master of arts in teaching and learning - english education, master of arts in teaching and learning - mathematics education, master of arts in teaching and learning - social studies education, master of arts in teaching and learning - special education, master of arts in teaching and learning - teaching, leadership and cultural competency, master of arts in teaching in teaching and learning - english education, master of arts in teaching in teaching and learning - mathematics education, master of arts in teaching in teaching and learning - science education, master of fine arts in book arts, master of fine arts in english - nonfiction writing, master of fine arts in spanish creative writing, master of science (m.s.) in science education, master of science in health and human physiology - athletic training track, master of science in industrial hygiene, master of science in occupational and environmental health, master of science in teaching and learning - stem education, master of science in teaching and learning - science education, master of social work, master of studies in law, doctor of musical arts (d.m.a.) in percussion, doctor of musical arts in band conducting, doctor of musical arts in brass (d.m.a.), doctor of musical arts in choral conducting, doctor of musical arts in orchestral conducting, doctor of musical arts in organ (d.m.a.), doctor of musical arts in piano (d.m.a.): pedagogy track, doctor of musical arts in piano (d.m.a.): performance track, doctor of musical arts in strings, doctor of musical arts in voice/opera (d.m.a.), doctor of musical arts in woodwinds (d.m.a.), doctor of philosophy (ph.d.) in composition, doctor of philosophy (phd) in art history, doctor of philosophy (phd) in classics, doctor of philosophy (phd) in french, doctor of philosophy (phd) in geography, doctor of philosophy (phd) in history, doctor of philosophy (phd) in linguistics, doctor of philosophy (phd) in music, doctor of philosophy (phd) in musicology, doctor of philosophy (phd) in philosophy, doctor of philosophy (phd) in spanish - linguistics track, doctor of philosophy (phd) in spanish - literature track, doctor of philosophy in theory (ph.d.), ph.d - doctor of philosophy in teaching and learning - foreign language and esl education, phd in english, doctor of philosophy (phd) in business administration, doctor of philosophy (phd) in management and organizations, doctor of philosophy (phd) in chemical and biochemical engineering, doctor of philosophy (phd) in civil and environmental engineering, doctor of philosophy (phd) in computer science, doctor of philosophy (phd) in electrical and computer engineering, doctor of philosophy (phd) in industrial engineering, doctor of philosophy (phd) in mechanical engineering, ph.d - doctor of philosophy in educational measurement and statistics, doctor of audiology (au.d.), doctor of dental surgery (d.d.s.), doctor of nursing practice (dnp) - adult/gerontology nurse practitioner, doctor of nursing practice (dnp) - family nurse practitioner, doctor of nursing practice (dnp) - nurse anesthesia, doctor of nursing practice (dnp) - pediatric nurse practitioner (primary care), doctor of nursing practice (dnp) - psychiatric mental health nurse practitioner, doctor of pharmacy (pharmd), doctor of philosophy (ph.d.) in nursing, doctor of philosophy (phd) in agricultural safety and health, doctor of philosophy (phd) in anatomy and cell biology, doctor of philosophy (phd) in anthropology, doctor of philosophy (phd) in biochemistry, doctor of philosophy (phd) in biomedical engineering, doctor of philosophy (phd) in community and behavioral health, doctor of philosophy (phd) in couple and family therapy (cft), doctor of philosophy (phd) in free radical and radiation biology, doctor of philosophy (phd) in genetics, doctor of philosophy (phd) in health services and policy, doctor of philosophy (phd) in health and human physiology, doctor of philosophy (phd) in immunology, doctor of philosophy (phd) in microbiology, doctor of philosophy (phd) in molecular physiology and biophysics, doctor of philosophy (phd) in molecular and cellular biology, doctor of philosophy (phd) in neuroscience, doctor of philosophy (phd) in oral science, doctor of philosophy (phd) in psychology, doctor of physical therapy, joint doctor of audiology/doctor of philosophy (phd) in speech and hearing science, m.a. in pre-doctoral (with thesis), ph.d - doctor of philosophy program in rehabilitation counselor education, ph.d - doctor of philosophy in counseling psychology, ph.d - doctor of philosophy in educational psychology, ph.d - doctor of philosophy in human toxicology, ph.d - doctor of philosophy in school psychology, phd - doctor of philosophy in clinical pharmaceutical sciences, phd - doctor of philosophy in pharmaceutics, doctor of philosophy (phd) in applied mathematical and computational sciences, doctor of philosophy (phd) in biostatistics, doctor of philosophy (phd) in chemistry, doctor of philosophy (phd) in geoscience, doctor of philosophy (phd) in mathematics, doctor of philosophy (phd) in physics - astronomy track, doctor of philosophy (phd) in statistics, phd - doctor of philosophy program in medicinal and natural products chemistry, doctor of philosophy (ph.d.) program in accounting, doctor of philosophy (ph.d.) program in finance, doctor of juridical science, doctor of philosophy (ph.d.) program in economics, doctor of philosophy (ph.d.) in music education, doctor of philosophy (ph.d.) in teaching and learning - science education, doctor of philosophy (phd) in american studies, doctor of philosophy (phd) in communication studies, doctor of philosophy (phd) in film studies, doctor of philosophy (phd) in industrial hygiene, doctor of philosophy (phd) in mass communication, doctor of philosophy (phd) in occupational and environmental health, doctor of philosophy (phd) in political science, doctor of philosophy (phd) in religious studies, doctor of philosophy (phd) in social work, doctor of philosophy (phd) in sociology, joint juris doctor/doctor of philosophy (phd) in sociology, juris doctor, ph.d - doctor of philosophy program in higher education and student affairs, ph.d - doctor of philosophy program in schools, culture, and society, ph.d - doctor of philosophy in educational leadership, ph.d - doctor of philosophy in teaching and learning - language, literacy, and culture, ph.d - doctor of philosophy in teaching and learning - mathematics education, ph.d - doctor of philosophy in teaching and learning - social studies education, ph.d - doctor of philosophy in teaching and learning - special education, phd - doctor of philosophy in pharmaceutical socioeconomics.

University Counseling Service

Gihun im, m.a..

Anticipated 2029 – University of Iowa, Ph.D. Student in Counseling Psychology

2024 – Seoul National University, M.A. in Educational Counseling

2018 – Chung-Ang University, B.A. in English Education | B.A. in Psychology (dual degree)

Approach to Therapy

As a therapist, I use a variety of approaches including cognitive-behavioral, humanistic, solution-focused, and dialectical-behavioral methods, all within a client-centered framework that values curiosity and flexibility. Being part of the LGBTQ+ community and an Asian international student, I recognize the importance of considering how different aspects of our identities intersect. My goal is to address, embrace, and empower the unique complexities you bring to therapy with compassion and understanding.

Experience and Clinical Interest

With over three years of experience as a school counselor in South Korea and a two-year practicum at a university counseling center during my master’s studies, I have worked with a diverse range of clients, from elementary students to graduate students. My clinical interests are broad, including depression, anxiety, interpersonal issues, multicultural concerns, career development, sexual orientation and gender identity, family dynamics, adjustment issues, trauma, grief, and life transitions. I am particularly excited to explore and discuss the complexities of multiple identities, power dynamics, oppression, and liberation in therapy. I believe in the transformative power of therapy to help clients reclaim their voices and empower themselves, especially those affected by interpersonal and societal oppression. My research has also focused on the experiences of marginalized individuals, particularly within the LGBTQ+ community.

Current enrolled students can call University Counseling Service at 319-335-7294 to schedule an appointment. Initial Consultation appointments can also be scheduled online. Students must be in the state of Iowa to attend virtual/Zoom appointments.

General Catalog

Counselor education, phd.

This is the first version of the 2024–25 General Catalog. Please check back regularly for changes. The final edition and the historical PDF will be published during the fall semester.

Maintaining Good Standing

PhD students in the Department of Counselor Education must meet the following standards in order to remain in their degree programs and advance to candidacy and remain a candidate for a degree:

• maintain a grade-point average (GPA) of at least 3.00;
• successfully complete a practicum, internship, or equivalent professional experience;
• maintain professional behavior consistent with the ACA Code of Ethics (American Counseling Association) and any additional code of professional ethics adhered to in any agency in which a student completes a practicum or internship; and
• demonstrate progress toward the degree through successful completion of semester hours specified in the curriculum plan and active registration each session (exceptions may be approved by the advisor).

Each student's academic and professional progress is reviewed annually.

Probational Status

Students who earn a cumulative GPA lower than 3.00 are placed on probational status and are notified in writing. Students on probational status have two consecutive sessions to raise their grade-point average to the established standard. If that requirement is not met, a student may be removed from the program. Students are allowed one probational status during their program of study.

Learning Outcomes

Department standards.

The following are the standards of the Department of Counselor Education at the University of Iowa, which are the key performance indicators for PhD students:

• acquire the awareness, knowledge, and skills of a professional counselor and/or counselor educator;
• develop a process of ongoing reflective practice in relation to cultural humility and the profession’s multicultural, social justice, and ethical counseling competencies and education;
• develop counseling skills that will address problems in living from a developmental/life span approach;
• cultivate a commitment to ethical practices and behavior in counseling, counselor education, supervision, and research; and
• acquire an understanding of the social, vocational, educational, and psychological needs of individuals served in various settings such as schools, vocational, or counseling centers.

The Doctor of Philosophy program in counselor education with a counselor education and supervision (CES) subprogram requires a minimum of 72 s.h. of graduate credit. The program provides students with knowledge and skills related to general counseling (including mental health and school counseling), teaching, consulting, supervising counselors, and conducting research. Graduates enter professional work as counselors, counselor supervisors, counselor educators, researchers and/or consultants, or work in other positions requiring expertise in human relations.

Counselor education and supervision graduates are prepared to teach the knowledge and skills required of professional counselors and to supervise beginning and advanced counselors, perform counseling interventions with individuals and groups, and teach human relations skills in colleges or universities. They provide professional consultation with counseling practitioners, educators, and policymakers about counseling program development and evaluation. They also may perform research that contributes to knowledge about counseling, supervision, and counselor education.

The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The American Counseling Association (ACA) and the Association for Counselor Education and Supervision (ACES) are the professional organizations most related to program activities.

The curriculum includes required courses in counseling, in research tools and applications, and a dissertation.

Most students complete their coursework in three years and take a fourth year to complete the dissertation. Students who have not completed a master's degree program approved by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) may need to remedy deficiencies by taking appropriate coursework at the master's degree level.

The PhD in counselor education with a counselor education and supervision subprogram requires the following work.

Required Courses

Required Research Courses

Students must complete a specific sequence of research courses including distributed coursework in both qualitative and quantitative areas. In consultation with the academic advisor, they select from basic and advanced doctoral research courses listed under  CES Doctoral Research Requirements on the Department of Counselor Education website.

Elective Minor Area

Students can elect to take a series of courses, typically a minimum of three, outside the Department of Counselor Education (in consultation with a major and minor advisor) to enhance and support their teaching and research interests.

Master's Thesis Project or Equivalent

Students are required to submit a previously conducted master's thesis for faculty review and approval or to complete a new supervised experiential research project before taking comprehensive exams. Students without an approved MA or MS thesis enroll in the following.

Comprehensive Examination

The comprehensive examination consists of an oral defense of a student's portfolio, which covers six professional competency domains in counselor education, and an exam on the minor area. The examination may be taken during a student's final semester of coursework.

Dissertation

The major research project culminating in the doctoral thesis may be on any topic related to counseling and counselor education. The thesis advisor and the examining committee approve the topic and procedures at a formal prospectus meeting. The final oral examination on the thesis is conducted by the examining committee. Students usually earn 10 s.h. for dissertation work, but in some instances they may earn up to 15 s.h. The dissertation committee must include at least two counselor education and supervision faculty members.

Applicants must meet the department's general admission requirements. In addition, applicants must provide evidence of successful experience in counseling or a closely related profession. Applicants without experience may be admitted if their credentials indicate exceptional strengths.

Applicants also must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations on the Graduate College website. Applicants must meet the department's general admission requirements.

Sample Plan of Study

Sample plans represent one way to complete a program of study. Actual course selection and sequence will vary and should be discussed with an academic advisor. For additional sample plans, see MyUI .

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

Download Overview (PDF)

The PDF will include content on the Overview tab only.

Download Requirements (PDF)

The PDF will include content on the Requirements tab only.

Download Admission (PDF)

The PDF will include content on the Admission tab only.

Download Academic Plans (PDF)

The PDF will include content on the Academic Plans tab only.

• Interesting for you
• My settings

Counseling Psychology

The Counseling Psychology PhD program at The University of Iowa is committed to training psychologists who are competent in counseling and psychological services informed by the integration of diverse community engaged practice and scholarship.

The University of Iowa Multiple locations Iowa City , Iowa , United States Not ranked Studyportals University Meta Ranking 4.3 Read 14 reviews

Accredited by the American Psychological Association since 1980, our Counseling Psychology program at The University of Iowa strives to produce counseling psychologists who promote psychology as both a profession and a science and who apply acquired skills to the advancement of the human condition across local, national and global communities. 

Features 

• Graduates find positions in a variety of settings, including higher education, counseling centers, clinics, private practice settings, and hospitals.

Programme Structure

• Students complete course work in each of the following areas: research, basic psychology, counseling psychology core competencies, and electives. 
• Additional training is obtained through a practicum sequence, research team membership, completion of a dissertation, and a full-year predoctoral internship. 
• The program requires a minimum of 103 semester hours that includes 12 dissertation semester hours to complete. The program requires full-time study.

Key information

• 60 months

Start dates & application deadlines

• Starting 2025-08-21 00:00:00 Application deadline not specified.

Disciplines

Academic requirements, english requirements, student insurance.

Make sure to cover your health, travel, and stay while studying abroad. Even global coverages can miss important items, so make sure your student insurance ticks all the following:

• Additional medical costs (i.e. dental)
• Repatriation, if something happens to you or your family
• Home contents and baggage

We partnered with Aon to provide you with the best affordable student insurance, for a carefree experience away from home.

Starting from €0.53/day, free cancellation any time.

Remember, countries and universities may have specific insurance requirements. To learn more about how student insurance work at The University of Iowa and/or in United States, please visit Student Insurance Portal .

Other requirements

General requirements.

• A bachelor’s degree from a Regionally Accredited American College or University, or an equivalent degree from another country as determined by the Office of Admissions
• Undergraduate grade-point average (GPA) of 3.00 or better on a four-point scale
• Graduate GPA or 3.50 or better on a four-point scale
• The GRE requirement* is optional. Preferred Graduate Record Exam (GRE) scores (the score indicated or higher): Verbal = 152, Quantitative = 151, and Analytical Writing = 3.5

Tuition Fee

International, living costs for iowa city.

The living costs include the total expenses per month, covering accommodation, public transportation, utilities (electricity, internet), books and groceries.

In order for us to give you accurate scholarship information, we ask that you please confirm a few details and create an account with us.

Scholarships Information

Below you will find PhD's scholarship opportunities for Counseling Psychology.

Available Scholarships

You are eligible to apply for these scholarships but a selection process will still be applied by the provider.

Read more about eligibility

• missing or incomplete ?"> Missing or incomplete content
• wrong or outdated ?"> Wrong or outdated content

Other interesting programmes for you

Our partners.

Go to your profile page to get personalised recommendations!

School of Social Work

The School of Social Work is home to the state's highest-ranked Master of Social Work.

A clear path to a fulfilling career

You’re already making a difference in the lives of others. The Iowa Master of Social Work will give you the skills and versatility needed to advance your career as a therapist or as an organizational or community leader. 

Make helping others a calling and a career with Iowa's top-ranked MSW program. Gain the skills and credentials you need for roles in clinical social work, counseling, school-based therapy, health care, advocacy, and more. Study online or in person in Iowa City, Des Moines, or Sioux City. This flexible program will equip you to improve lives and strengthen communities, wherever you go.

Questions? Let's connect.

The Iowa MSW can be earned entirely online or in-person at any of these three locations. Please select the option that's right for you.

A flexible way to earn your MSW.

Pursue your MSW on the University of Iowa campus.

A three-year, part-time program designed for working professionals in the Siouxland region.

A full or part-time program with day and evening classes, conveniently located in the heart of Iowa's capital city. 

Why earn your MSW at the University of Iowa?

The research university advantage.

You’ll benefit from the broad expertise and training opportunities you can only find at a top-tier research university and teaching hospital.

An education that opens doors

The Iowa MSW is a trusted credential from the most established social work program in the state. Join and tap into our large network of alumni throughout Iowa and surrounding states to help with practicum placement and job opportunities.

Designed to fit your life

With three locations in Iowa and an online option, the Iowa MSW is within reach no matter where you are. You can work and learn at the pace that suits you—and no GRE is required. 

Outstanding value

All resident MSW students, as well as all Sioux City and online MSW students—even those living out-of-state in states that border Iowa—pay in-state tuition.

"At the UI School of Social Work, I had to stand up and speak in front of a lot of people, defend papers. I think it prepared me to be able to teach others to stand up, and be able to advocate for disenfranchised people, and try to improve the services that I can offer to them." - Larry Cranston, MSW ‘02

The state's flagship MSW program

The University of Iowa MSW program has been continuously accredited by the Council on Social Work Education since 1951.

Review accreditation

Licensure pass rate

vs. 73% national average

Ready to learn more?

College of Education

Rehabilitation Counseling

Our Rehabilitation Counseling MA program will prepare you to be a professional counselor and provide assistance with psychological wellness through flexible, consumer-oriented therapy to individuals experiencing various problems in living, including mental disorders and substance abuse.

Rehabilitation Counseling Program (U.S. News & World Report)

No. 3 ranked Rehabilitation Counseling program in U.S.  

Program Overview

Graduates of our program learn to integrate their counseling skills with the psychosocial, medical, vocational, and multicultural aspects of disability. They develop ethically sound case management skills that allow them to provide services that address employment, including career development and placement, independent living, including disability management, transition and vocational assessment and community integration.

Program Requirements

Field experience.

The curriculum blends academic work with supervised clinical experiences. You will complete one semester of practicum concurrently with courses and one semester in a full-time internship placement.

Employment Opportunities

The MA in Rehabilitation Counseling prepares professional counselors to assist persons with psychiatric disabilities with their psychological wellness, employment, independent living, and personal or economic development. The following list are some examples of potential employment opportunities:

• State Rehabilitation Agencies
• Veterans Administration
• Substance Abuse Treatment Programs
• K-12 Schools with Transition Programs
• Independent Living Centers
• Insurance Companies
• Private Agencies or Practice

Financial Support

Interdisciplinary training in rehabilitation counseling and special education (i-crest).

Project I-CREST is a federally funded project that provides tuition support and stipends for scholars who are interested in working with students with disabilities during the critical time in which they are looking for postsecondary opportunities in work and education.

Rehabilitation Service Administration Scholars Program (RSA)

The RSA Training Grants provide students with tuition waivers and stipends in order to support their training in graduate rehabilitation counseling programs.

Assistantships

Graduate Assistantships at the University of Iowa are designed to provide students with work experience and a means to finance their education while providing the University with the benefit of an innovative work force. Some assistantships are closely related to specific departments or fields, and all require specific skills or aptitudes. An assistantship in any office on campus could provide valuable experience, open new career paths, and help finance your graduate education. In addition to a monthly salary, assistantships frequently provide a tuition scholarship. Positions vary from quarter-time (10 hours per week) to half-time (20 hours per week).

The majority of  graduate assistantships  at the University of Iowa are in the bargaining unit of the graduate student union. Offices that have recently employed students include (but are not limited to):  Belin-Blank Center for Gifted Education, Orientation Services, Division of Student Life, Pomerantz Career Center, Admissions, Student Health, Honors Program, Student Disabilities Services.  You may also check the  Handshake website  for student employment at the University of Iowa (search term = graduate).

Iowa Testing Program Fellowships

Each year, the Iowa Testing Programs award a limited number of fellowships to students with outstanding academic credentials in the College of Education. Students of color with strong credentials may be eligible for Graduate College Graduate Opportunity Fellowships.

Diversity, Equity and Inclusion

We are particularly interested in encouraging applications from those traditionally underrepresented in the field. The Division of Diversity, Equity and Inclusion offers programs and activities to support historically marginalized, first-generation students and students from low socioeconomic backgrounds to thrive and succeed at the University of Iowa.

Faculty and Research

To see associated faculty, please:  Visit Faculty Listing

Admissions and Application

Priority will be given to students who apply by March 15, with applications being reviewed as they are received until the cohort is filled.

Admission Requirements

• A bachelor’s degree from a Regionally Accredited American College or University , or an equivalent degree from another country as determined by the Office of Admissions
• Undergraduate grade-point average (GPA) of 3.00 or better on a four-point scale
• English Proficiency Requirements (international applicants)
• A personal interview (in person or by telephone) with the faculty

Required Supplemental Material

• Official transcripts from all post-secondary institutions
• Official TOEFL scores may be required for some non-native speakers of English
• Current Resume
• A statement of purpose, including a statement of your personal career objectives.
• Three letters of recommendation. You will be asked to give the contact information of your recommenders, including their email, on your Admissions Profile. The recommender will then get an email with instructions on how to upload the recommendation letter and/or form.

Please review the required supplemental documents above before starting the general graduate application.

Request More Information

College of Education launches new undergraduate counseling major

College of Education graduate programs receive high marks in latest national rankings

Faculty, Staff and Student 2022-23 Awards

Program resources.

Counselor Education Department Resources

Program Mission, Vision, and Overview

Program vision and values.

To be the premier graduate rehabilitation counseling education program recognized for its diversity, and known for excellence in teaching, learning and research. We value:

• Belief in the dignity and worth of all people
• Commitment to a sense of equal justice based on a model of accommodation to provide and equalize the opportunities
• Holistic perspective of the individual
• Belief in self-responsibility and wellness

Program Mission

The mission of the Graduate Program in Rehabilitation Counseling at The University of Iowa is to increase opportunities for participation and choices of people served through education, training, research, leadership, and community engagement.

Graduate Program in Rehabilitation Counseling

The University of Iowa’s rehabilitation counseling program has contributed numerous practitioners, educators, researchers, and administrators to the profession of rehabilitation counseling. The programs have achieved national recognition through many faculty and student awards and publications. The master's program is accredited by the   Council on Accreditation on Counseling and Related Education Programs (CACREP)   and it is in good standing.

The Graduate Program in Rehabilitation Counseling is part of the College of Education as well as the Department Counselor Education. In addition to rehabilitation counseling, the Department provides accredited M.A. programs in school counseling and clinical mental health counseling. At the doctoral level, the Department offers the counselor education and supervision degree. The close coordination and support among the Department's programs provide students access to a wide range of faculty and courses.

Professional Organizations related to Rehabilitation Counseling

• American Rehabilitation Counseling Association
• National Association of Rehabilitation and Multicultural Concerns
• American Counseling Association
• National Rehabilitation Association
• Psychiatric Rehabilitation Association
• International Association of Rehabilitation Professionals

Rehabilitation Service Administration (RSA) Scholars Program

The Graduate Programs in Rehabilitation received a RSA Scholars Long-term Training Grant from U.S. Department of Education. The goal is to increase the supply of qualified M.A. students by recruiting, educating, graduating, and placing competent and diverse rehabilitation counselor to work in the state Vocational Rehabilitation Agency and related agencies. Contact   [email protected]   for more information. 

Rehabilitation as a Profession

Rehabilitation counseling began as an occupation almost 80 years ago, serving the needs of veterans returning from World War I and workers injured in industry. Major strides in the growth and definition of the profession occurred after 1954 with the recognition of rehabilitation counseling in federal legislation and the allocation of training funds for the education of rehabilitation counseling professionals. Today, there are more than 13,000 Certified Rehabilitation Counselors (CRCs) practicing in the United States, addressing the vocational, psychosocial, and independent living needs of the estimated 49 million persons with physical, cognitive, emotional, social, and developmental disabilities.

Rehabilitation counselors work in a variety of settings including public agencies such as state vocational rehabilitation organizations and Veteran's Administration vocational rehabilitation programs; private non-profit rehabilitation centers and supported employment programs; and private for-profit worker's compensation and insurance rehabilitation agencies.

Many new and exciting types of settings and services are emerging in rehabilitation counselor practice. Rehabilitation counselors may be found in such diverse areas as disability management programs in industry, schools, hospitals and clinics, residential and independent living agencies, university student support services, corrections facilities, and employment agencies, as well as employee assistance programs. Rehabilitation counselors provide interventions that are designed to assist persons with disabilities in adapting to the demands of the environment and that prepare the environment to accommodate the needs of the individual and enhance the full participation of persons with disabilities in society. The median expected salary for a typical Vocational Rehabilitation Counselor in the United States is $59,593 (Source:   www.salary.com ).

National professional standards require that the qualified rehabilitation counseling professional has (a) completed a master's degree in rehabilitation counseling or a closely related program (e.g., counseling); (b) achieved national certification; and (c) attained the appropriate state licensure in those states that require this level of credential for counseling practice and that allow for the licensing of counselors with a rehabilitation counseling background. 

Rehabilitation Counseling: Scope of Practice

Rehabilitation counseling is a systematic process that assists persons with physical, mental, developmental, cognitive, and emotional disabilities to achieve their personal, career, and independent living goals in the most integrated setting possible through the application of the counseling process. The counseling process involves communication, goal setting, and beneficial growth or change through self-advocacy and psychological, vocational, social, and behavioral interventions. The specific techniques and modalities utilized within this rehabilitation counseling process may include, but are not limited to:

• Assessment and appraisal.
• Diagnosis and treatment planning.
• Career (vocational) counseling.
• Individual and group counseling treatment interventions focused on facilitating adjustment to the medical and psychosocial impact of disability.
• Case management, referral, and service coordination.
• Program evaluation and research.
• Interventions to remove environmental, employment, and attitudinal barriers.
• Consultation services among multiple parties and regulatory systems.
• Job analysis, job development, and placement services, including assistance with employment and job accommodations.
• The provision of consultation about, and access to, rehabilitation technology.

Program Coordinator

Allison Levine Assistant Professor N370 Lindquist Center 319-467-4355 [email protected]

Application questions can be directed to: Anne Sparks : 319-335-2146 or  [email protected] .

We look forward to receiving your application!

General Catalog

Psychological and quantitative foundations, phd.

This is the first version of the 2024–25 General Catalog. Please check back regularly for changes. The final edition and the historical PDF will be published during the fall semester.

Learning Outcomes

Graduate students will:

• gain course-specific knowledge and skills as required to perform well in their specialties (as demonstrated by completing their required courses in their specialty/major area with a grade-point average of 3.00 or higher);
• demonstrate integrated substantive knowledge and skills that can be applied to solve novel professional-level problems (as demonstrated by completing their comprehensive examinations satisfactorily and by completing their thesis proposals with committee approval);
• demonstrate required clinical practice skills and researcher autonomy (as demonstrated by satisfactory completion of all required practicums and/or internships, and required thesis defenses/article submissions as appropriate for their degrees);
• demonstrate initial engagement with, and commitment to, professional ethics, professional development, lifelong learning, and service to the profession (as demonstrated by participation and engagement in the appropriate state, regional, and national organizations as appropriate for their degrees);
• demonstrate entry-level professional qualifications (as demonstrated by being qualified to take any licensing exams that are required for practice and/or employment); and
• be qualified for suitable employment or postdoctoral appointments upon graduation (as reported on annual Qualtrics surveys).

The Doctor of Philosophy program in psychological and quantitative foundations with a counseling psychology subprogram requires a minimum of 100 s.h. of graduate credit. The program requires full-time study. Students are expected to maintain a UI cumulative grade-point average (GPA) of at least 3.00.

The goal of the program is to prepare counseling psychologists who will promote psychology as a science and contribute to the advancement of the profession. The faculty endorses a scientist/practitioner model of training and expects students to become competent researchers and proficient practitioners. Graduates find positions in a variety of settings, including higher education, counseling centers, clinics, private practice settings, and hospitals.

The program is fully accredited by the American Psychological Association . Students must show appropriate levels of emotional balance and interpersonal skills and act within the American Psychological Association's Ethical Principles of Psychologists . For more information, contact the program director.

The PhD in psychological and quantitative foundations with a counseling psychology subprogram requires the following work.

Research Requirements

Four research courses are required; students must take at least two quantitative courses, one qualitative course, and six semesters of the supervised research course as follows.

Qualitative and quantitative methodology is discussed in PSQF:7394 Supervised Research in Counseling Psychology , which is directed each semester by faculty advisors. Research from each student is discussed and evaluated, critiqued, and supported.

Basic Psychology

All students are required to have a thorough grounding in the basic discipline of psychology. This may be achieved through a minimum of 3 s.h. of credit in each of the following four areas: biological bases of behavior, cognitive-affective bases of behavior, social bases of behavior, and history and systems. Students complete an additional 6 s.h. in the area of individual differences.

Counseling Psychology Core

Students must enroll in practica to reach a specified level of client contact, supervision, and additional experience hours. Practicum placements must have prior approval of the counseling psychology faculty. Students must successfully complete one semester of PSQF:7434 Practicum in Counseling Psychology  before enrolling in PSQF:7453 Advanced Practicum in Counseling Psychology .

Elective courses are determined in collaboration with the major advisor.

Students spend a calendar year in an internship setting approved by the counseling psychology faculty. The faculty determines student readiness to apply for the internship based on completion of all required coursework, successful defense of comprehensive exams, and successful completion of practicum requirements. Internships usually require geographic relocation.

Comprehensive Exam and Dissertation

The comprehensive examination consists of an oral and a written component. The exam includes research and practice elements. For more information, contact the program coordinator.

The dissertation research study is planned in collaboration with the student's major advisor. Dissertation credit ranges from 12 to 15 s.h.

Applicants must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations on the Graduate College website. Preference is given to applicants who have an undergraduate GPA above 3.00 and a graduate GPA above 3.50; an undergraduate major, minor, or substantial coursework in psychology; and previous research and counseling experience.

The faculty encourages applicants from a wide range of backgrounds and identities. Applicants with a BA or a more advanced degree are eligible to apply.

The Doctor of Philosophy program in psychological and quantitative foundations with an educational measurement and statistics subprogram requires a minimum of 90 s.h. of graduate credit. Students are expected to maintain a UI cumulative grade-point average of at least 3.00.

The program prepares students for senior professional positions in educational measurement, evaluation, and statistical methods. Graduates find employment in colleges and universities, state and federal agencies, large public and private school systems, test publishing firms, and research centers.

During the first year of graduate study, a student and the advisor plan a program of study that is appropriate for the student's interests and vocational objectives. The typical program involves advanced work in educational measurement, data analysis methods, research methodology, and educational psychology. Work in other University of Iowa departments is encouraged.

Students who concentrate in statistics and intend to teach at the college level take courses in the mathematical theory of statistics. Those who concentrate in educational measurement and evaluation take appropriate courses in curriculum, counseling, or higher education. All students are required to develop familiarity with computer programming techniques and equipment.

Students who enter the program without completing an MA thesis must complete a substitute project before taking the PhD comprehensive examinations.

After completing most of their coursework, students take the comprehensive examination, which typically consists of three 3-hour written examinations on educational measurement, applied statistics, and program evaluation or approved substitute areas, such as educational psychology or mathematical statistics, in which a student has completed at least 9 s.h. of coursework. In place of one written examination, the student's committee may assign a project involving analytical and evaluative skills, or research creativity. The written examinations are followed by an oral examination in which the committee seeks further evidence of the student's command of the three fields. A single decision is made on all aspects of the comprehensive examination.

Work for the PhD concludes with the dissertation, which is included in the 90 s.h. required for the degree.

Research Requirement

Quantitative Requirements

Qualitative Requirements

Applicants must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations on the Graduate College website. They must have a combined verbal and quantitative score of at least 300 on the Graduate Record Examination (GRE) General Test and must hold an MA from an accredited institution. Applicants who do not hold an MA degree are automatically considered for admission to the MA program. At least one year of professional experience in teaching, research, or a related field is desirable. Applicants who expect to concentrate in statistics should have training in college mathematics through differential and integral calculus. Applicants who do not meet these requirements but who show offsetting evidence of superior ability may be granted conditional admission.

The Doctor of Philosophy program in psychological and quantitative foundations with a learning sciences and educational psychology subprogram requires a minimum of 72 s.h. of graduate credit. Students are expected to maintain a UI cumulative grade-point average of at least 3.00.

The subprogram synthesizes core content and methods of educational psychology with training in the learning sciences. Educational psychology is characterized by empirical research and theory typical of the social and behavioral sciences. The learning sciences reflect an outgrowth of cognitive science. The field offers a multidisciplinary approach to understanding when, how, and why people learn in social and material contexts that include but are not limited to classrooms. The learning sciences blend theories and methods from several disciplines, such as cognitive psychology, anthropology, instructional design, and more. Students will acquire the depth of knowledge and methodological sophistication necessary for original research that contributes to educational psychology and the learning sciences. They will develop and demonstrate their knowledge of learning theory and design principles in the context of research and design projects.

Students work closely with their advisor to develop a plan of study and define a program that matches their goals and interests. Those who begin the program after earning a master's degree or with coursework from another program may be able to waive some of the PhD program requirements.

The program of study includes substantive areas within the learning sciences and educational psychology, including courses in cognition, development, learning theory, and the design of instruction, learning environments, and learning technologies. Other learning opportunities include a design project in the second year, a precandidacy independent research project in which students design and carry out original research, a slate of research courses that meet the College of Education’s research requirements, a minor area of a student’s choice, and a dissertation in the student’s area of interest.

The heart of the learning sciences and educational psychology as fields of inquiry is the creation, dissemination, and use of rigorous research to better understand and address educational issues. While many of the required courses address various aspects of the guiding principles set out by the National Research Council, students engage in the following coursework and research-related activities.

Research Project

Prior to candidacy and in consultation with a faculty member, students design, implement, and present an original research project. This experience provides the opportunity to conduct a pilot study that will strengthen their thesis in terms of methods, instruments, theoretical grounding, or focus of research question. Student presentations of their research are open to the public. Students are encouraged to submit their study results for broader dissemination at a local, regional, or national conference.

For students who have received approval to omit this requirement because of an empirical thesis that is acceptable to the learning sciences and educational psychology faculty, an additional research course may be required.

Required Courses

Core Courses

The selection of core courses depends on a student's area of specialization. Students choose at least 9 s.h.; they should contact their advisor for additional approved courses.

Cognition, Learning, and Development

Learning in the Disciplines

Technology and Media

Students may take up to 6 s.h. of elective coursework. Students can take PSQF:6217 Seminar in College Teaching and/or additional research courses. Other courses may be included in consultation with their advisor.

Students must complete a minimum of 12 s.h. that constitute a coherent program of coursework outside educational psychology and beyond the courses previously listed. The minor area may be from a foundation discipline such as mathematics education, educational philosophy, or program evaluation. Courses must be numbered 5000 or above, can span across departments and colleges, and must be consistent with a plan approved by a student's advisor.

Comprehensive Examination

The PhD comprehensive examination emphasizes competence and depth in one or more narrowly defined areas of research and theory. Students choose from three options in consultation with their advisor and with the approval of their examining committee which is composed of four faculty members. It does not necessarily include the same faculty members as the dissertation committee.

The options are a traditional comprehensive examination that includes foundational content in educational psychology and learning sciences, the student's minor area, and a specialty area of the student's choice; a review article; or an extended research activity. For details of each option's requirements, contact the Department of Psychological and Quantitative Foundations.

Applicants must meet the admission requirements of the Graduate College , including the minimum grade-point average; see the Manual of Rules and Regulations on the Graduate College website.

Applicants who do not meet all admission requirements may be granted conditional admission on the basis of other evidence, such as high grade-point average, strong academic preparation, and highly supportive recommendations. Conditional admission is rare.

Following an initial review of the application, applicants may be asked to participate in a virtual interview with one or more faculty members. No preparation is required for this interview, it provides faculty members an opportunity to better understand the applicant's graduate school goals and provides applicants with an opportunity to ask questions about the program.  

Applicants who accept admission or financial aid and do not relinquish either one on or before April 15 may not solicit or accept another offer. Offers made by the program after April 15 include the provision that the offer is void if the applicant has accepted and continues to hold a previous offer from another program listed in the American Psychological Association publication Graduate Study in Psychology and Associated Fields . This policy is consistent with standards set by the association's Board of Educational Affairs.

The Doctor of Philosophy program in psychological and quantitative foundations with a school psychology subprogram requires a minimum of 108 s.h. of graduate credit. Students are expected to maintain a UI cumulative grade-point average (GPA) of at least 3.00.

The primary mission of the school psychology program is to train health service psychologists to be outstanding ethical and multiculturally competent scientist-practitioners who promote psychology as a profession and science for the betterment of the human condition. As such, the program places high emphasis on instilling attitudes and skills that are necessary for becoming critical consumers of research, active disseminators of research, and valuable contributors to the scientific foundations of the field. Students must show appropriate levels of emotional balance and interpersonal skills, and act within the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct .

Graduates from the school psychology program obtain positions as school service providers, private practitioners, faculty members, and psychologists in community mental health agencies, residential settings, and pediatric and psychiatric settings.

The APA Commission on Accreditation (APA-CoA) approved the school psychology program's intent to apply application and voted to provide public notice of the program's intent to seek accreditation effective April 2, 2022. Although currently not APA accredited, the doctoral program has developed its course offerings, sequence, research, and practical experiences to be in line with standards that are set forth by the Standards of Accreditation for Health Service Psychology . The doctoral-level school psychology program has applied for accreditation on contingency as of September 2023.

Students develop a plan of study in consultation with their academic advisors. Successful completion of the PRAXIS II—School Psychology subject test 5403 is required for program completion.

The PhD in psychological and quantitative foundations with a school psychology subprogram requires the following.

To receive credit for additional courses, students must obtain prior approval from their advisor and the school psychology program.

Students are required to have a thorough grounding in the basic discipline of psychology, which may be achieved through earning a minimum of 3 s.h. in each of the following six areas: history and systems; and affective, biological, cognitive, developmental, and social bases of behavior. Students complete additional courses in individual differences and other course areas consistent with accreditation.

Students must enroll in practicums to reach a specified level of client contact, supervision, and additional experience hours. Placements must have prior approval of the school psychology faculty. Students must successfully complete one semester of PSQF:7237 Beginning Practicum in School Psychological Service before enrolling in PSQF:7337 Advanced Practicum in School Psychology . Students must adhere to the most recent ethical principles and standards of the American Psychological Association.

Elective Courses

Students earn a minimum of 6 s.h. in elective courses. These courses are determined in collaboration with the major advisor and could include the following courses.

Yearly and Comprehensive Portfolios

Students are required to complete yearly portfolio reviews, which include oral examinations. The comprehensive portfolio consists of an oral and a written component that includes research and practice elements. For more information, contact the program coordinator.

Students spend a calendar year in an internship setting approved by the school psychology faculty. The faculty determines student readiness to apply for the internship based on completion of all required coursework and successful completion of practicum and program requirements. Internships may require geographic relocation.

Dissertation

Students complete a doctoral dissertation. The program has adopted a two-article format: Article 1 ( PSQF:7342 ) is completed by the end of the third year of the program. Students register for a total of 6 s.h. of dissertation credit (Article 2, PSQF:7493 ) following the successful defense of Article 1. All dissertation research studies are planned in collaboration with a student's major research advisor. Students may register for additional dissertation credits until completion.

Applicants must meet the admission requirements of the Graduate College ; see the Manual of Rules and Regulations on the Graduate College website. Preference is given to applicants with an undergraduate major in psychology, education, or a related field; have an undergraduate GPA of 3.00 or higher; a graduate GPA of 3.00 or higher; related research experience; and an interest and experience working with children and adolescents in K–12 settings. Applicants are reviewed holistically.

The faculty encourages applicants from minoritized and other underrepresented groups to include persons from a wide range of backgrounds and academic preparation.

Sample Plans of Study

Sample plans represent one way to complete a program of study. Actual course selection and sequence will vary and should be discussed with an academic advisor. For additional sample plans, see MyUI .

Counseling Psychology Subprogram

Educational measurement and statistics subprogram, learning sciences and educational psychology subprogram, school psychology subprogram.

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

Download Overview (PDF)

The PDF will include content on the Overview tab only.

Download Counseling Psychology (PDF)

The PDF will include content on the Counseling Psychology tab only.

Download Educational Measurement and Statistics (PDF)

The PDF will include content on the Educational Measurement and Statistics tab only.

Download Learning Sciences and Educational Psychology (PDF)

The PDF will include content on the Learning Sciences and Educational Psychology tab only.

Download School Psychology (PDF)

The PDF will include content on the School Psychology tab only.

Download Academic Plans (PDF)

The PDF will include content on the Academic Plans tab only.

Graduate Admissions

Clinical Mental Health Counseling (MA)

The MA in Clinical Mental Health Counseling prepares professional counselors to assist persons with psychiatric disabilities and mental health conditions by coordinating resources and providing services.

Applicants must meet the  Admission Requirements of the Graduate College  and the department offering the degree program (review the department's web site or the General Catalog for departmental requirements).

Tuition and fees vary by degree program and the type of student you are.

Priority will be given to students applying by January 15th. After this date, applications will be reviewed as they are received until the student cohort has been finalized.

Interviews will begin mid-February and continue through mid-March.

Applicants can expect admissions decisions to be sent between March and April.

The graduate application process has two steps:

• You must first submit the online application to the Graduate College and pay the $60 application fee by credit card ($100 for international applicants).
• Once you have submitted your application, you will receive an email instructing you on how to upload your supporting documents and submit letters of recommendation. A few programs require materials to be sent directly to them. However, almost all supplemental material can and should be uploaded from your Admissions Profile in MyUI , our online service center for applicants and students. You can only access this AFTER you have submitted your application.

GRE scores are not required for this program.

Degree Program Supplemental Materials:

• A statement of purpose, including a statement of your personal career objectives
• A current resume

Recommendations:

The application requirement section of your Profile includes an electronic letter of recommendation feature. If your program of study requires letters of recommendation, you will be asked to give the contact information of your recommenders including their email on your Admissions Profile. The recommender will then get an email giving them instructions on how to upload the recommendation letter and/or form.

• Three letters of recommendation

Materials to send to Admissions:

• A set of your unofficial academic records/transcripts uploaded on your Admissions Profile. If you are admitted, official transcripts will be required before your enrollment. For international records, all records should bear the original stamp or seal of the institution and the signature of a school official.  Documents not in English must be accompanied by a complete, literal, English translation, certified by the issuing institution.
• International students may also be required to submit TOEFL, IELTS, or DuoLingo scores to comply with the university's English Language Proficiency Requirements .
• Once recommended for admission, international students must send a  Financial Statement .

Apply Online , the $60 application fee ($100 for international students) is payable by Discover, MasterCard, or Visa.

College of Education The University of Iowa N310 Lindquist Center Iowa City, IA 52242  [email protected] 1-319-335-5359

Enrollment Management The University of Iowa 2900 University Capitol Centre 201 S. Clinton St. Iowa City, IA 52242 [email protected] 1-319-335-1523