mental health therapist phd

Search NYU Steinhardt

Doctor of Philosophy Clinical/Counseling Psychology

The principles underlying our Clinical/Counseling Psychology doctorate are a combination and integration of models traditionally associated with clinical psychology–including health, wellness, and psychological science–and models traditionally associated with counseling psychology–including strength- and asset-based, social justice-oriented, and multicultural perspectives.

Degree Details

Official degree title.

PhD in Clinical/Counseling Psychology

About the Program 

The program follows the basic pattern of a scientist-practitioner model. The major components of the Clinical/Counseling Psychology doctorate are course work, clinical training (practica, externships, internship), and research training (including dissertation). Solid training in teaching and mentoring, giving students the professional background toward a career in academics, is another key feature of our program. Across all components, attention is given to the integration of practice, theory, and research. The program prepares students to engage in empirically-informed and social justice-oriented clinical practice as well as clinically-informed research. Special attention is paid to honoring the individual differences and cultures of those students with whom they work (in clinical work and in research), as well as understanding the structural and systemic forces that impact their well-being.

Licensure and Accreditation

The PhD in Clinical/Counseling Psychology was first registered with the New York State Department of Education for the professional preparation of psychologists in 1971. Graduates of the program become fully qualified psychologists with specialized training in counseling and are eligible for licensure by the state. Learn more about licensure requirements in those states in which students are doing learning placements.

The Clinical/Counseling Psychology program has been fully accredited since 1981 by the American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington DC 20002-4242 (202-336-5979). Questions related to the program's accreditation status may be directed to this office.

The program is currently accredited by the APA as Counseling Psychology program, with a reaccreditation visit scheduled for 2025 to become officially accredited as a combined Clinical/Counseling Psychology program.

Center for Counseling and Community Wellbeing

The Center is part of the teaching and training program in Clinical/Counseling Psychology and provides services to meet the local community's social, emotional, and behavioral health needs. We provide a range of services to children, adolescents, adults, and families.  Learn more about the Center , an important part of the Department of Applied Psychology at NYU Steinhardt.

Admissions Information

Careers and outcomes.

CNPS Student Handbook

Clinical/Counseling Psychology Doctoral Program Online Info Session

Individuals interested in learning about and applying for the Doctoral Program in Counseling Psychology in the Department of Applied Psychology at New York University will have the opportunity to hear from the Chair of the Admission Committee, Dr. Anil Chacko, about the process. This will include information about the mission of the program, requirements for applying, and what makes for a successful candidate/application. There will also be an opportunity for Questions and Answers.

Registration Required. 

GRE Requirements: 

The GRE (both the general test and the GRE subject test) is not a requirement for applications to the Clinical/Counseling Psychology PhD program. Even if GREs are submitted, they will not be considered.

Research Mentors:

The doctoral program in Clinical/Counseling Psychology at NYU is a small, individualized scientist-practitioner training program; thus, we pay close attention to the match between the candidate and the program’s faculty and resources. In particular, we seek to admit students whose professional interests align with the program as a whole and whose research interests are well-matched with those of one or more faculty member. Each new student will be matched with a primary research mentor and will also be supported by secondary faculty mentors in other research and clinical roles.

The faculty who are available to serve as primary research mentors for the Fall 2025 admissions cycle are:

• Anil Chacko
• Shabnam Javdani
• William Tsai
• Jordan Wright  

Other faculty are potentially available to serve as secondary mentors, so we encourage you to write about your interests and experiences that demonstrate that you are a good match with the program as a whole as well as with your potential primary mentor.

Questions: 

If you have questions regarding admission requirements, please review our How to Apply  page.

If you have any additional questions that are not addressed on the "How to Apply" page, please contact us at  [email protected] .

NYU Steinhardt offers a competitive funding package for PhD students who study full time.   Learn more about Steinhardt's funding opportunities .

Our program will prepare you for diverse roles in academia, social research, and clinical practice. In the academic arena, our students can go on to jobs in schools of psychology, public health, and public policy. In the area of social research, students are prepared to obtain positions in research, advocacy, and social service organizations. 

Additionally, our students are well-positioned for jobs in private-practice and healthcare organizations. Indeed, there is increasing demand for evidence-based strategies in health and social service organizations and our students are qualified to contribute to the design and implementation of such strategies, and the delivery of evidence-based interventions.

Learn more about Students Admissions, Outcomes, and Other Data .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

Enter a Search Term

Mental health counseling, phd.

• Westchester

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)

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

In The News

A Toolkit for Healthier Population

Critical Need in Tracking Young Students’ Progress

PhD Candidate Wins Prestigious Fellowship

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

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

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

• 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
• 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
• Masters degree in psychology or related field
• Transcripts from all institutions attended (All international applicants will need to provide a transcript evaluation from WES, ECE, or Scholaro.)
• 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)
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English
• Strong academic record (3.5 GPA and above preferred)
• Demonstrated interest in and commitment to counseling psychology
• Official GRE General is optional

Application Deadline: December 6th

• 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); 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 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 supports 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.

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. 

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. This program supports pre- and post-doctoral trainees.

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. Dr. Elizabeth Stuart ( [email protected] ) is the training program 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.

For more details see this webpage .

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 analysis is required entailing one additional course credit.  PH.330.840 Special Studies and Research Mental Health  listing Dr. Volk 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 JHSPH  (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]. Once per week, 1st term.
• PH.306.665 Research Ethics and integrity  [3 credits]. 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 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: December 6

Official TOEFL or IELTS* required

Please Note: PhD students in the Bouvé College of Health Sciences may not request enrollment deferrals. If you are admitted for a given term but wish to be considered for a future term instead, you must re-apply to the program in order to be considered for admission and funding. 

If you have questions or concerns regarding professional licensure, please contact program managers Laurie Kramer and Robin Codding .

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

TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English

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 6)

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

Got questions?

Laurie Kramer, PhD Program Director 617-373-2333

Or contact our Graduate Enrollment team.

Applicants who have taken or are planning to take the GRE (General Test of the Graduate Record Exam) 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.

Connect with us

Have more questions about Bouvé? We’re here to help.

Want to take the next step and start your journey at Bouvé?

Request more information

Interested in learning more about what Bouvé has to offer?

• Associate’s
• Certificate
• Marriage & Family
• Mental Health

School Counseling

• Rehabilitation
• Substance Abuse
• Pennsylvania
• School Counselor
• All Careers

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.

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: ( Not interviewing new Ph.D. students to enroll in Fall 2025) 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: (Interviewing new Ph.D. students to enroll in Fall 2025) 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: (I nterviewing new Ph.D. students to enroll in Fall 2025) 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. 
• Marie L. Miville: (I nterviewing new Ph.D. students to enroll in Fall 2025) Multicultural counseling; universal-diverse orientation; Latina/o psychology; LGBT issues; women's issues; intersections of identities; supervision and training. Link to website.  
• Laura Smith: (I nterviewing new Ph.D. students to enroll in Fall 2025)
• 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 ) [Not i nterviewing new Ph.D. students to enroll in Fall 2025]
• 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 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall
• Enrollment Formats: Full-Time

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

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.

• View Other Degrees

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

Graduate School

Counseling psychology (ph.d.), counseling psychology (ph.d.) | graduate.

We train counseling psychologists based on the scientist/practitioner model of psychology. We integrate counseling and psychological theory, scientific inquiry, and supervised practice to facilitate the optimal development of individuals and groups in diverse settings, including counseling centers, school-based mental health, state and federal agencies, and universities.

The Ph.D. program in Counseling Psychology at Howard prepares students for careers as counseling psychologists who facilitate the optimal development of individuals and groups in a variety of settings, including but not limited to counseling centers, school-based mental health, state and federal agencies, community mental health centers, and universities. Our program is based on the scientist/practitioner model of professional psychology and integrates counseling and psychological theory, scientific inquiry, and supervised practice. A major emphasis of the program is the biological, affective, cognitive, racial-cultural, and social bases of behavior and training in diagnoses, assessment, and evidence-based clinical intervention. The program also emphasizes the prevention of psychological problems, teaching practical coping skills (to prevent problems), and developing effective problem-solving skills to remediate negative coping behaviors. You will benefit from the close mentorship of graduate faculty whose research work on mental health disparities, cross-cultural resilience factors in the process of recovery from traumatic injury; counseling and therapy with youth; multicultural counseling; co-occurring disorders; and psychometric assessment, has shaped the counseling profession. Our students have numerous opportunities to present their research findings at key meetings in and outside of the Washington, D.C. area including at meetings of the American Psychological Association, the Association of Black Psychologists, and the Annual Winter Roundtable at Teachers College-Columbia University.

Program Snapshot

      ❱  108 credit hours        ❱  Full-time       ❱  On-campus format       ❱  Degree: Ph.D.       ❱  Advanced certification: Graduates are eligible for licensure to practice psychology.

Application Deadlines

Spring 2024 entry:         ❱  No spring entry 

Fall 2024 entry:         ❱  Dec. 1, 2023  (final deadline)    

Applicants should submit their applications as early as possible for earlier consideration of departmental funding opportunities. Applicants have until the final deadline to apply. However, applications will be reviewed on a rolling basis throughout the admissions cycle. 

Dr. Shareefah Al'Uqdah

Dr. kyndra middleton, dr. angela ferguson, shadonna whitten, program details.

• Degree Classification: Graduate
• Related Degrees: Ph.D.

Admission Requirements

Application for admission .

• Online PSYCAS application
• Statement of purpose/ Statement of academic interest ( 500-1,000 words )
• GRE scores required
• Official transcripts sent to PSYCAS
• 3 letters of recommendation
• Bachelor's degree from an accredited college or university or the international equivalent 
• Resume or Curriculum Vitae
• Autobiographical statement ( 500-750 words ; May  include background information that may be related to your desire to seek a doctoral degree in Counseling Psychology)
• Interview (Qualified applicants)

GRE Required?

Gre preferred minimums.

• GRE Verbal Reasoning: N/A
• GRE Quantitative Reasoning: N/A
• GRE Analytical Writing: N/A

GPA Required Minimums

• Overall GPA minimum: N/A
• Undergrad GPA minimum: N/A

Reference Requirements

Evaluator type accepted:

• Professor (Required)
• Supervisor/Manager

Evaluator type not accepted:

• Family Member

Personal Statement Guidance

Statement of purpose/academic interest should highlight why you wish to pursue a career in counseling psychology and address the following:

• Describe your academic and research interests, identifying a specific faculty member with whom you want to work.
• Describe your personal, professional, and educational goals related to the Ph.D. in Counseling Psychology.
• How will obtaining your Ph.D. in Counseling Psychology enhance you in your   current position and/or future career?

Letter of Recommendation Guidance

Provide three (3) letters of recommendation from individuals who are familiar with your ability and/or potential for rigorous graduate study, clinical work, and/or research. Whenever possible, Howard University recommends seeking recommendations from faculty members in psychology or practicing professionals in psychology or other mental health disciplines. Letters of recommendation should be submitted through the PSYCAS system. 

Counseling Psychology

The Counseling Psychology program at the University of Minnesota seeks to fully understand the changing demographics in society, the increasing globalization of the world in which we live, and the need for both relevant research and mental health services to address these shifts. We respect and understand the value of cultural and individual diversity in society including, but not limited to, diversity related to age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socioeconomic status. As a graduate training program, we are committed to promoting equity and diversity in the recruitment, retention, education, and professional development of Counseling Psychology students with the hope that they will work toward addressing the multicultural concerns of people around the world.

Accreditation

Additional Program Information

• Student Admissions, Outcomes, and Other Data
• APA Commission on Accreditation (CoA)
• Public Licensure Disclosure

The Counseling Psychology program has been accredited by the American Psychological Association (APA) since 1952 (for more information please see accreditation ). APA accreditation allows Counseling Psychology graduates to be eligible for the licensure exam (Examination for Professional Practice in Psychology, EPPP) upon completion of their degree, though licensure eligibility varies by state. Please see the Public Licensure Disclosure for additional information. As part of our APA accreditation process, we also provide information (e.g., costs, time to completion) on student admissions, outcomes, and other data .

Students are expected to be actively involved in research throughout their graduate training, beginning with a first-year research project and culminating in an empirical dissertation. Counseling Psychology faculty are engaged in a variety of research projects and work closely with graduate students, as well as undergraduate students, to develop independent and collaborative research. Please visit faculty lab websites to learn more about their ongoing research ( FamiLee Lab , iWell Lab , STRIPE Lab , and Stress and Trauma Lab ).

Funding Opportunities

The Department of Psychology offers a variety of funding opportunities to graduate students. For more information, please see the Funding Opportunities webpage. In addition to departmental funding, the counseling psychology program has endowed scholarships available to graduate students active in the program and in good academic standing.

Please visit the Graduate Education Catalog: Psychology for curriculum and graduation requirements specific to the Counseling Psychology program.

The aims of the Counseling Psychology program are to educate students to become (a) scholars who can evaluate and conduct research in counseling psychology, (b) practitioners who integrate counseling psychology and general psychological research with the practice of counseling psychology, and (c) educators who communicate effectively about psychology in the classroom and other settings. Graduate study in the Counseling Psychology program is designed to prepare students for academic, research, and practice careers at the Ph.D. level. Our training philosophy is based upon the scientist-practitioner training model which emphasizes broad training in research and practice for a full understanding of the field. Consistent with this philosophy, students are educated in (a) the basic science of psychology and its methods and (b) the specific science and practice of counseling psychology. Students receive a strong foundation in the science of psychology and an empirical research viewpoint toward counseling psychology.

Sample curriculum plans for future students: Odd Year Admits, 2023-2029 Even Year Admits, 2024-2030

Counseling Program Handbook: Graduate Student Handbook

The Department of Psychology provides courses for a broad background in general psychology and social science methodology. The Counseling Psychology program includes substantive coursework that demonstrates the application of psychological theories, principles, and methods to counseling-related research and practice. Similarly, courses in theory, intervention, and assessment provide students with extensive practice training experiences. Through structured practice experiences, students apply the science of psychology to counseling. The practice experiences subsequently inform the types of research conducted by students and faculty. Close working relationships with faculty provide students with opportunities for research experiences and professional development activities. Graduate funding options also provide the opportunity to obtain teaching experiences, develop and conduct independent lines of research, and attend professional conferences.

Training in Counseling Practice

In addition to coursework that provides students with formal training in the science of psychology, the Counseling Psychology program offers applied training through practica and internships. Typically, students complete the beginning practicum at the Student Counseling Services and continue with an additional 600–800 hours of advanced practicum at various sites in the Twin Cities area. Practica/Advanced Practica training integrates supervised counseling and assessment practice with readings and case conceptualization based on theory and empirical literature. All practicum trainees are required to follow the American Psychological Association’s Guidelines for Practitioners .

The predoctoral internship is one academic year, full-time. For purposes of licensure as a professional psychologist, internships with an APA-approved site are strongly recommended.

Beginning Practicum

In the Student Counseling Services (SCS) Beginning Practicum, trainees provide career, academic and personal counseling to students at the University of Minnesota. Trainees complete the beginning practicum during the second year over 2 semesters. The practicum is 510 hours which consists of 17 hours per week of supervised practice and preparation (two half days of counseling clients and a 2-hour seminar). Supervision is provided by a psychologist and predoctoral interns using a live supervision model.

Advanced Practicum

The Twin Cities metropolitan area provides a wealth of advanced practicum opportunities for graduate students in the Counseling Psychology program. We currently have agreements with approximately 40 sites and new opportunities are added continuously. Advanced practicum settings include:

• VA Medical Centers
• mental health clinics
• small and large counseling centers 
• hospitals 
• consulting firms
• human resource programs
• private practices
• in-house career counseling and assessment clinic

Placements are competitive and practicum sites are eager to accept our students into their programs. Our students also give their practicum sites good marks for the training and supervision that they provide.

Internship Placement

Our students compete very well for internships. Over the last ten years, all students have been matched with internships with university counseling centers, VA Medical Centers, university medical centers, community mental health centers, and public and private hospitals.

Alumni Outcomes

Alumni and Program Outcomes

• Psychology Recent Graduates
• Graduate Career Placements from 2013-2023

The Counseling Psychology program measures alumni outcomes in a variety of ways (e.g., successful completion of a doctoral dissertation, licensure, and career placement). 

• The Department of Psychology maintains a list of recent graduates that includes their area of specialization, adviser, and dissertation title. Counseling graduate students typically finish their degree within six years of entering the program.
• Graduate training in the University of Minnesota Counseling Psychology program will prepare students to take the EPPP; however, requirements for sitting for the EPPP vary by state licensing boards so please review the Public Licensure Disclosure document for additional information.

Graduates of the Counseling Psychology program have accepted positions in a variety of career settings, such as colleges and universities, VA Healthcare Systems, and community and mental health/addiction clinics. Please visit our listing of Graduate Career Placements from 2013-2023 to discover the initial jobs our graduates held after graduation. Please also see the STRIPE Lab , Stress and Trauma Lab and FamiLee Lab for details on current jobs held by our graduates.

Core Faculty

Alex Ajayi , Assistant Professor Melissa Ertl ,   Assistant Professor Patricia A. Frazier ,  Distinguished McKnight University Professor and Area Co-Director Richard M. Lee ,  Distinguished McKnight University Professor, Area Co-Director, and Director of Asian American Studies

Affiliated Faculty

* Affiliated Faculty do NOT admit graduate students in the Counseling Psychology Program

Samantha Anders , Adjunct Faculty  and Practicum Coordinator, Department of Psychology Liza Meredith , Contract Assistant Professor, Department of Psychology Lovey Peissig , Adjunct Faculty,  Department of Psychology and Leadership Development Manager, Human Resources Moin Syed , Professor, Personality, Individual Differences, and Behavior Genetics David J. Weiss ,  Professor,   Quantitative-Psychometrics Methods

Emeritus Professors

René V. Dawis ,  Professor Jo-Ida C. Hansen ,  Professor

Online PhD & PsyD Programs in Counseling and Psychology – Doctoral Programs

Counseling schools search.

When you click on a sponsoring school or program advertised on our site, or fill out a form to request information from a sponsoring school, we may earn a commission. View our advertising disclosure for more details.

“Knowing my long-term goal helped me sift through the various programs to find the one with coursework that was a great match for me. It’s well worth your time to find a program where you’ll be engaged in learning what truly interests you, as this will pave the way for your career contribution.”

Sarah Budd, PsyD, Gambit Coaching & Consulting

Mental health issues are at an all-time high in the United States. Statistics from the National Alliance on Mental Health show that one in five U.S. adults experience mental illness. These numbers increased substantially due to isolation and job loss during the Covid-19 pandemic. 

In the wake of the global pandemic, the counseling field has seen an unprecedented surge in demand, highlighting the critical need for highly skilled practitioners. According to a report by the American Psychological Association (APA), psychologists have experienced a significant increase in workload since the onset of COVID-19, underscoring the urgent requirement for advanced expertise in mental health care. This data presents a compelling case for pursuing a PhD in counseling, as the current landscape not only offers an opportunity to impact society’s well-being profoundly but also promises a dynamic and rewarding career path for those equipped with the highest level of academic and practical proficiency in psychology.

While many mental health positions in counseling, social work, or other related fields require a bachelor’s or master’s degree, earning a doctoral degree in counseling or psychology can position someone to deepen their clinical and research experience or lead teams of mental health professionals to treat more patients.

A commonly asked question is: what is the difference between counseling and psychology? While the two fields share the purpose of helping individuals and families navigate difficult emotional situations or disorders, two significant differences between the two careers are the types of research performed and the types of patients seen. 

Psychologists with doctoral degrees are often trained in quantitative (objective and countable) research methods and are positioned to help people with serious mental illnesses. On the other hand, counselors with doctoral degrees are trained in qualitative (subjective and observable) research methods and often see patients with short- to long-term adjustment disorders. With a doctoral degree, both psychologists and counselors are positioned to teach in universities, lead cutting-edge research teams, and lead teams of mental health professionals. 

So what is required to apply for a doctoral degree in counseling or psychology? Master’s degree holders in two-year counseling or psychology can continue their studies through a doctoral program which typically takes three to seven years and requires extensive research, clinical work, and writing a dissertation. While there are several online doctoral degree programs available in counseling, a few online doctoral programs in psychology are available to serve the education needs of those who want to earn a degree while working full-time or attending to family responsibilities. 

To match pace with national mental health needs, the occupational outlook for doctoral degree holders in counseling and psychology is trending upward. According to the U.S. Bureau of Labor Statistics (BLS 2023), between 2022 and 2032, openings for psychologists are projected to grow by 6 percent nationally, a rate that is as fast as the national average for all occupations. In addition, the BLS shows the median annual salary for psychologists is $85,330 in 2023, which includes professionals with master’s and doctoral degrees.

Read on to learn more about online doctoral degree programs in counseling and psychology.

Meet the Expert: Sarah Budd, PsyD

Dr. Sarah Budd is an organizational psychologist specializing in helping teams and organizations increase their effectiveness. She is an executive and leadership coach (ICF PCC), certified in CliftonStrengths, Hogan Assessments, Kantor Structural Dynamics, and Whole Person Coaching. 

Dr. Budd holds a master’s in organizational psychology and a PsyD in leadership psychology. Her background is in management operations. She is a coach, facilitator, and principal for Gambit Coaching & Consulting and adjunct faculty for William James College. She has created and led numerous workshops from one hour to three days, emphasizing a collaborative, customized, action-oriented approach. She serves on the board of Oregon’s Organization Development Network. In the evenings and weekends, she enjoys spending time with her husband, four children, two chickens, and one dog.

CounselingSchools.com: How has earning a doctoral degree in counseling or psychology enhanced your career?

Dr. Budd: Earning a PsyD allowed me to expand the ways I help my clients. The degree significantly enhanced my ability to navigate the complex challenges that our leaders face in today’s world, equipped me with a wealth of practical tools, and fostered my personal growth. It’s given me a deep referral network in fellow students, supervisors, and professors. In short, earning this degree not only gave me the necessary knowledge but it also gave me the building blocks for my career.

CounselingSchools.com: What is one piece of advice you would give to a prospective doctoral student in counseling or psychology?

Dr. Budd: First, it’s important to find a program that aligns with your long-term goals. As a leadership psychologist, we spend time helping leaders identify their goals and chart out their course toward them. Your doctoral program is no different. Knowing my long-term goal helped me sift through the various programs to find the one with coursework that was a great match for me. It’s well worth your time to find a program where you’ll be engaged in learning what truly interests you, as this will pave the way for your career contribution.

Second, set yourself up for success. These programs are a major, major commitment. If you’re like me and completed your doctorate while working and raising a family, your time will be stretched very thin. Plan accordingly. For some of us, that means waiting for the timing to be right (whether that’s kids growing a little older or saving money first); for others, that means identifying what you need to keep in your life because it makes you feel like a balanced person, and what can wait for your degree to be complete before you pick it up again. These programs will require sacrifice on our part—allow yourself to be the one who chooses what the sacrifice will look like because you’ve planned for it.

Types of Doctoral Programs in Counseling and Psychology

When it comes to doctoral degrees, there are several programs in counseling. Aspiring psychologists searching for PhD programs should know there are two accrediting organizations. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredits master’s and doctoral degrees in counseling, and the American Psychological Association (APA) accredits doctoral, internship, and postdoctoral residency programs in psychology. 

To choose the best program, applicants are advised to consider their future career goals and interests. In general, PhD programs in counseling prepare graduates to focus on patient adjustment issues such as anxiety, depression, couples counseling, behavior disorders, and substance abuse. By comparison, PhD programs in psychology may also see patients or specialize in clinical research and administer psychological assessments measuring intelligence, emotional relation, or neurological capabilities.  

Here are two lists of PhD programs in counseling and psychology included in CACREP- and APA-accredited programs.

CACREP-accredited PhD Programs in Counseling

• EdD in Counselor Education and Supervision : This is a practical degree program focusing on applying solutions to mental health problems from an administrative or teaching role; a clinical internship may not be required.
• PhD in Counselor Education and Supervision : This is designed for those who want to work in theoretical, clinical, teaching, and leadership roles; a clinical internship is typically required.

It is worth noting that as of 2013, new university teaching faculty members in CACREP-accredited programs must have a doctoral degree from a CACREP-accredited program to be eligible for employment. Additionally, licensure requirements vary by position and state requirements, and earning a doctoral degree from a CACREP-accredited program prepares candidates for the National Counselor Examination for Licensure and Certification (NCE) to become a licensed counselor. 

APA-accredited PhD Programs in Psychology

• PhD in Counseling Psychology : This is a foundational degree that leads to various positions seeing patients in clinical practices, research, teaching, and supervisory roles in private or public healthcare facilities.
• PhD in Psychology : This is a general degree program that can be broad or specific in its focus and includes clinical and research components; a one-year internship may be required.
• PhD in School Psychology : This school counseling degree program prepares future school psychologists to work with youth and behavioral issues that interfere with learning and socialization.
• PsyD in Counseling Psychology : Students in PsyD programs focus on client interaction, assessment, diagnosis, and treatment and learn practical applications of research-based psychology practices; a one-year internship may be required.

Online Counseling and Psychology Doctoral Program Accreditation

As mentioned above, master’s and doctoral counseling degree programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). There are more than 900 CACREP-accredited programs in the United States. Programs demonstrate their academic rigor through a two-part process of self and peer assessment and must prove that their mission, curriculum, and teaching meet high standards of excellence. 

In addition, the Council for Higher Education Accreditation (CHEA) recognizes CACREP as an accrediting body, and nine of the 86 CACREP-accredited PhD programs in counseling are offered through online programs. 

As for psychology, the American Psychological Association (APA) currently does not accredit any online doctoral programs. Therefore, the APA urges students wishing to pursue an online doctoral degree in psychology to seek online PhD programs in psychology that hold regional or national accreditation through the U.S. Department of Education or an accrediting body approved by the Council for Higher Education Accreditation (CHEA). 

Typical Admissions Requirements for Doctoral Programs in Counseling and Psychology

Each doctoral program has its own unique admissions requirements. Here are some standard admissions requirements for online doctoral degree programs in counseling and psychology: 

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

Supervised Clinical Hour Requirements – Doctoral Programs in Counseling and Psychology

Counseling programs accredited by CACREP include a supervised clinical hours component to prepare students to work one-on-one with patients. CACREP requires students to complete skill development preparation before being eligible for supervised clinical experience. 

A minimum of 700 hours of supervised experience is required, and hours are divided into two categories: practicum and internship. Practicum hours must total 100, and at least 40 of those hours must be in direct service with clients. 

As for internship hours, the minimum requirement is 600 hours, of which students must spend 240 in direct service with clients. CACREP defines direct service hours as ”the supervised use of counseling, consultation, or related professional skills with actual clients (can be individuals, couples, families, or groups) to foster social, cognitive, behavioral, and affective change.” The organization does not count tasks in administration and observation as direct service hours.

As for APA-accredited doctoral programs in psychology, students are encouraged to keep well-documented records of their supervised clinical hours. Depending on the state where licensure is sought, a psychologist must earn 1,500 to 6,000 supervised clinical hours. 

Licensure requirements vary by state, and students are advised to carefully research the number of supervised hours required for each state listed on the Association of State and Provincial Psychology Boards (ASPPB) website.

Here are some examples of accredited online PhD programs in counseling and psychology.

Online Doctoral Programs in Counseling

Adams State University

Adams State University offers an online PhD in counselor education and supervision program. Accredited by CACREP in 2017, this program requires four one-week summer residencies. This program’s mission is to position counseling professionals in a diverse range of counseling positions and advance the knowledge base through scholarly inquiry. 

With a PhD in this field, graduates can find work as counselor educators, supervisors, researchers in academic settings. Students must write a dissertation or a comparable research project related to counseling or counselor education and supervision to complete the doctoral program. 

• Location : Alamosa, CO
• Duration : 66 semester hours; approximately four years
• Accreditation : CACREP

Amridge University (Hybrid) 

Located in Montgomery, Alabama, Amridge University offers a hybrid PhD program in professional counseling. This research-oriented program requires 60 semester-hours beyond the master’s degree, and additional courses may be necessary if a counselor wants to seek professional licensure. Students enrolled full-time can complete the program in four years, depending on the completion of dissertation requirements. 

Courses focus on counseling theories, human development, problems with abuse and addiction, cultural diversity, and research. Graduates from this program are experienced in qualitative and quantitative research methods, statistical skills, and theoretical and practical counseling knowledge. 

• Location : Montgomery, AL
• Duration : 60 semester hours; approximately four years
• Accreditation : Southern Association of Colleges and Schools Commissions on Colleges (SACSCOC)

Liberty University

Liberty University offers a fully online EdD in pastoral care and counseling. With rotating start dates, students can complete this 57-credit program in just three years and transfer up to 50 percent of the total degree credits. Students in this program take courses offered in eight-week terms. This program isn’t designed to meet state counseling licensure requirements but is open for licensed counselors and non-licensed counselors to pursue. 

This doctoral program is designed for pastors, licensed counselors, marriage and family therapists, and clinical social workers who want to incorporate biblical counseling skills into their work. Graduates from this program complete a dissertation and benefit from a practice-focused degree program solving real-world problems with advanced research. 

• Location : Lynchburg, VA
• Duration : 57 credit hours; approximately 2.5 years

Oregon State University (Hybrid) 

Located in Corvallis, Oregon, the College of Education at Oregon State University offers a hybrid PhD program in counseling. Students in this program are members of a multi-state cohort that has included participants from western states Oregon, Washington, California, Hawaii, and Alaska. The in-person classes take place on weekends twice each quarter in Portland, Oregon, making the courses accessible for students traveling from outside the area to attend these courses. 

This part-time program aims to develop a specialized area of professional counseling and requires a dissertation and an internship. Applicants must submit transcripts and be screened for personal and emotional suitability to apply for admission. Prior experience in counseling is encouraged, and a 3.0 GPA in the final 90 credits of undergraduate and graduate work count as favorable qualifications. New cohorts begin every summer quarter.

• Location : Corvallis, OR
• Duration : 94 quarter-credits; approximately three to five years

Shippensburg University  

For more than 50 years, Shippensburg University has offered master’s-level counseling programs and currently provides a part-time EdD in counselor education and supervision. The mission of this hybrid program is to develop students’ expertise in advanced practice and clinical supervision. Students can complete this program part-time or full-time and take their courses in a cohort model over three years. 

Graduates from this program are prepared for a full range of leadership roles, including educational, clinical, and administrative roles managing crisis and disaster response teams and trauma-informed care. 

Building upon theoretical and clinical concepts covered in the 60-credit master’s degree, EdD courses are offered online and on-campus on evenings and weekends. Students move through this cohort model for the first three years and require additional semesters to complete their dissertation defense requirements. 

• Location : Shippensburg, PA
• Duration : 60 credit hours; approximately three years

University of the Cumberlands

The University of the Cumberlands offers an online 66-credit PhD program in counselor education and supervision. With an emphasis on preparing students for careers in research and higher education, students in this program benefit from the convenience of pursuing an advanced degree without giving up full- or part-time work. Courses include advanced counseling theories and skills, leadership & advocacy in professional counseling, and neuroanatomy & behavioral medicine for professional counseling. 

This interdisciplinary program comprises faculty from the Department of Education and School of Counseling. Faculty from education teach students leadership courses, while the school of counseling education coursework, advising, clinical experiences, and dissertation research and writing. Graduates from this program pursue specialized careers as research and counseling psychologists specializing in addiction, advanced counseling, and leadership. 

• Location : Williamsburg, KY
• Duration : 66 credit hours; approximately three years

Online Doctoral Programs in Psychology

Northcentral University

Northcentral University in La Jolla, California, offers one of the few online PhD programs in psychology. Designed to meet the growing interest in and need for advanced educational opportunities in psychology, this program emphasizes critical thinking, theoretical, and practical skills. 

This program does not prepare students to become licensed psychologists. However, ten specializations are available, including industrial/organizational psychology, in which students can choose a non-clinical internship practicum experience. 

Graduates are prepared for many careers such as behavior analyst, clinical case manager, college professor, health information manager, behavioral counselor, and researcher. Courses begin every Monday, and students can choose from ten specializations: addictions, the psychology of gender and sexual fluidity, general psychology, gerontology, health psychology, industrial-organizational psychology, mental health policy and practice, trauma and disaster relief, and counseling psychology, with or without a California state licensure track. 

Northcentral University also offers an online doctorate of marriage and family therapy (DMFT) program.

• Location : La Jolla, CA
• Duration : 60 credits; approximately three years
• Accreditation : Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE)

Walden University  

Walden University offers an online PhD in psychology with a non-clinical/non-licensure focus. This program aims to prepare students for teaching, research, and consulting positions. Applicants to this program can transfer up to 55 credits. 

In addition, students can choose from six specializations to tailor their studies to future careers in educational psychology, health psychology, research in psychology, social psychology, teaching in psychology, or design a unique specialization.

To apply, students must have a bachelor’s or a master’s degree in a related field from an accredited school and meet general admission requirements. Once admitted, students can pursue a fast-track option, increasing their course load from two to three credits per term so long as they maintain a 3.0 GPA or higher. Students in this program are supported with online resources, faculty, and academic coaching services. 

• Location : Columbia, MD
• Duration : 65 quarter-credits; approximately three to eight years
• Accreditation : Higher Learning Commission

Jobs for PhDs & PsyDs in Counseling or Psychology 

With a PhD in counseling or psychology, graduates have expanded access to career opportunities in teaching, administration, and clinical settings. Here are three jobs for graduates of counseling and psychology doctoral programs. 

Become a Community Mental Health Counselor

After a community is impacted by trauma such as a natural disaster, terrorist attack, or war, a community mental health counselor steps in to help communities process their losses. 

Through speaking with individuals and groups after a disaster, community mental health counselors, also known as crisis counselors , serve as outreach personnel in community and civic organizations. In addition, a community mental health counselor can be a pivotal part of the reunification and future development of neighborhoods, families, and organizations by providing mental and emotional support to community members after a community disaster. 

Become a Forensic Psychologist

When a crime is committed, much attention is given to the perpetrator. The role of a forensic psychologist is to determine the motive of a specific or often-occurring crime. 

Forensic psychologists perform interdisciplinary work that spans criminal justice, law, and psychology. For example, forensic psychologists can be pivotal in crime prevention by analyzing criminal risk factors and serving in court-appointed rehabilitation roles for convicted criminals by questioning alleged criminals, interviewing crime-scene witnesses, and investigating actual crime scenes. 

Become a Military, Army, or Veteran Counselor

Returning military veterans often find reentry to civilian life difficult for various reasons. Veterans’ counselors help military vets mentally process their experiences, and services are available to veterans who have been honorably or generally discharged. 

The National Alliance on Mental Illness (NAMI 2020) estimates that one in four active-duty members experiences signs of mental illness, with the top three afflictions being post-traumatic stress disorder, depression, and traumatic brain injury. Veterans’ counselors can help military veterans develop coping skills at one of the 170 veteran affairs (VA) medical centers and outpatient clinics located throughout the United States. 

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.

Related Articles

• 2024 Guide to Counseling Scholarships 12/08/23 Matt Zbrog
• Telebehavioral Health During Covid-19 08/03/20 Nina Chamlou
• Interview with a Professor: Empowering Florida’s School Counselors 08/17/20 Matt Zbrog
• Interview with a Certified Sex Therapist – What to Know About This Growing Career 08/04/20 Becca Brewer, MEd
• Guide to Counselor Education Loan Forgiveness Programs 11/15/23 Vanessa Salvia

Related Careers

• 1 Child (Pediatric) Behavioral Therapist
• 2 Eating Disorder & Nutritional Counselor
• 3 End-of-Life & Palliative Counselor
• 4 Juvenile & Correctional Counselor
• 5 Rehabilitation Counselor
• 6 Applied Behavior Analyst (ABA)
• 7 Army, Veterans & Military (Family Life) Counselor

Related Programs

• 1 Online Doctorate in (Clinical) Psychology – PhD Programs
• 2 Online PhD Programs in Mental Health Counseling
• 3 Online Bachelor’s Degrees in Counseling and Psychology
• 4 Online Doctorate in Behavioral Health Leadership | PhD, PsyD, DBH
• 5 Online Doctorate in Educational Psychology – PhD Programs
• 6 Online Master’s Degrees in Addiction Counseling
• 7 Online Master’s Degrees in Child (Pediatric) Psychology

Home / Counseling Degree / Online Ph.D. Doctorate Degree in Counseling

Online Ph.D. Doctorate Degree in Counseling

A doctorate degree is known as a “terminal” qualification. That is, you cannot go higher than this – it’s the top qualification for experts in any field. It can take many years to complete, is research heavy (though there will be some degree of seminar discussions and teaching), and is student-led. Doctorate degrees are typically taken after a master’s degree, though some exceptional students can jump straight to a doctorate from a bachelor’s degree. To enter into the most prestigious counseling careers, completing a doctorate degree such as a Ph.D. in Counseling Psychology is an excellent pathway.

2024 - Best Ph.D. Doctorate Degree in Counseling Programs

What are the various doctorate degree in counseling specialties, can i get a ph.d. doctorate degree in counseling online, counseling degrees at every level, what can i expect in an online doctorate degree in counseling program, how much does a ph.d. doctorate degree in counseling cost, popular counseling specialties, list of counseling doctorate degree programs.

Researching and applying to online psychology doctorate degree programs can get pretty exhausting pretty fast. College websites aren’t always the easiest to scan for information, and even after reading about a particular program, you may still be left with many questions. Luckily, we’ve been doing this for a while and we’ve developed a few methods along the way that make researching programs a little easier. If you’re interested in the ways we accomplish our research, feel free to take a look at our Rankings Methodology page for more information.

Georgia State University

Learners seeking to teach in the counseling profession can obtain their Counselor Education and Practice Ph.D. from Georgia State University. The on-campus offering includes experiences in human growth and development, psychological assessment, and multicultural counseling.

University of the Cumberlands

Practicing counselors looking to teach or lead can transition careers with an Online PhD in Counselor Education & Supervision from the University of the Cumberlands. The research-heavy doctorate program includes clinical supervision and leadership components.

Florida Atlantic University

Experienced, licensed counselors seeking to advance to leadership roles within their larger profession can attain their PhD in Counseling from Florida Atlantic University. The degree has specialties in Leadership and Supervision, School Counseling, Children and Family, and more.

Ph.D. doctorate degrees in counseling come in several specialty areas. These include:

• Doctorate in Addiction Counseling
• Doctorate in Biblical Counseling
• Doctorate in Genetic Counseling
• Doctorate in Marriage & Family Therapy

You can complete a doctorate via distance learning. In fact, it's highly suited to attaining a terminal degree due to the level of self-guidance and research. Seminars and contact time with professors can be accomplished via the internet.

If you've worked in the field for many years and now have a family or full-time job that you wish to work the doctorate around, it's entirely possible. Again, with the flexibility of a counseling Ph.D. program, you can spread this over eight or many more years.

The main disadvantage, as with any other type of qualification, is the lack of contact time with peers and other doctorate students.

From entry-level to advanced, there's a counseling degree for your needs.

Learn more about the different online and campus-based counseling degrees available to you.

All Counseling Degrees

Doctorates (or doctoral degrees) are targeted to specific niche areas. They go even deeper than a master's degree to develop expert-level knowledge of niches. Doctorate research subjects are chosen by the student who has identified either a gap in the knowledge or a problem that they think they can research and answer.

Counseling Ph.D. programs don't follow the typical pattern of study through coursework – most of the work is self-guided with professors on hand. However, most will have group seminars and one-on-one guidance.

What Are the Doctorate Degree in Counseling Admission Requirements?

Doctoral programs expect applicants to have minimum entry requirements which differ slightly from other degree types:

• A master's degree ( bachelor’s degree in exceptional circumstances) in a relevant subject – counseling, psychology etc.
• Academic transcripts
• A GRE may be required in some cases
• Letter of recommendation for a Ph.D. from a university professor
• A statement of purpose detailing what you intend to research (and how) to obtain your doctorate
• You may be required to submit your MA dissertation and any other project work
• Applicants from outside the US will be required to provide proof of English proficiency ( TOEFL , IELTS , etc.) unless they come from an exempt country
• International students may also be asked to formally translate their qualifications to equivalents relevant to the U.S. education system

What Is the Length of a Doctorate Degree in Counseling?

A Ph.D. in counseling can take many years, though five or six years is fairly typical for doctoral candidates working at a regular pace. The most commonly cited term is seven to eight years. Due to its flexible nature, you may work around full-time employment and family commitments while your thesis progresses.

Doctorate programs are the highest level of qualification in any field. Due to their intensity and earning capability, they are therefore the most expensive programs you can study. Typically students pay per year, or a total amount spread out over the duration of the program.

Students can expect to pay anywhere from $35,000 to upwards of $100,000 for a counseling Ph.D. program, with most falling in the $50,000 range. Tuition costs fluctuate based on school, location, in-state or out-of-state residency, specialty/concentration, and many other factors. Military veterans may be eligible for discounted tuition rates.

There are many ways for doctoral students to pay for their counseling Ph.D. program. Most of the funding will come in the form of research grants and funding from the university. The figures are high, but you will rarely pay the total cost yourself – you may also "pay" in the form of your labor, working for the university in teaching support or as a research assistant.

There are also full scholarships that will essentially cover everything – living costs, research funding, and other necessary expenses for those who are eligible. Check your school of choice for scholarship and financial aid information.

Counseling careers are available in a range of specializations, whether you are interested in working with groups, individuals, couples, and more. The following are some popular specialties - visit our Counseling Careers page for more.

School Counselor

School Counselors provide academic, career, and personal counseling services to students in elementary, middle, and high schools. They also collaborate with teachers, parents, and administrators to promote student success and support their emotional and social well-being.

Couples Counselor

Couples Counselors help partners through difficult life periods such as infidelity, separation, divorce, and other relationship strains.

Substance Abuse Counselor

Those needing help with addictions to alcohol, drugs, and more can find help and support by working with a Substance Abuse/Addictions Counselor .

Find an online or campus-based Ph.D. doctorate degree program in Counseling today – our state-by-state listings make it easy to find a great program near you.

Jump to Your State Listings

Eastern university.

• PhD in Marriage and Family Therapy Online

Texas Wesleyan University

• Marriage and Family Therapy, Ph.D Campus

University of Minnesota.

• PhD in Couple & Family Therapy Specialization Campus

Virginia Polytechnic Institute and State Universit

• Marriage and Family Therapy Concentration Campus

Amridge University

• Doctor of Ministry in Family Therapy II Online
• Doctor of Ministry in Family Therapy I Online
• PhD in Professional Counseling Online

Huntingdon College

• Doctor of Occupational Therapy Campus

University of West Alabama

• Education Specialist (Non-Certification) Counseling Online

Fuller Theological Seminary

• Doctor of Marriage and Family Therapy Campus

Loma Linda University

• Systems, Families, and Couples (PhD) Campus

Atlantic Coast Seminary

• Doctor of Pastoral Counseling Campus

Colorado Theological Seminary

• PhD in Clinical Pastoral Counseling Online

Florida State University

• Marriage and Family Therapy Campus

Nova Southeastern University

• Serious Mental Illness Concentration Campus

University of Georgia

• Behavioral and Brain Sciences Doctoral Program-Health Psychology Concentration Campus

Atlantic International University

• Doctorate in Addiction Counseling Online

Chaminade University of Honolulu

• Doctor of Education in Educational Psychology - Mental Health Counseling Online

Boise State University

• Doctor of Philosophy in Counselor Education and Supervision Campus

Northern Illinois University

• Ph.D. in Counselor Education and Supervision Campus

The Chicago School of Professional Psychology at Chicago

• Ph.D. in Counselor Education and Supervision Online

Indiana State University

• Counselor Education & Supervision (Ph.D.) Campus

Iowa State University

• Counseling Psychology Campus

University of Iowa

• Couple and Family Therapy Campus

Murray State University

• EdD in P-20 and Community Leadership Online

University of Kentucky

University of louisville.

• Ph.D. in Counseling & Personnel Services (College Student Personnel) Campus
• Ph.D. in Counseling and Personnel Services: specialization Counselor Education and Supervision Campus
• Ph.D. in Counseling & Personnel Services (Educational Psychology, Measurement, and Evaluation) Campus
• Online Ph.D. in Counselor Education and Supervision Online

University of Louisiana at Monroe

• Doctorate of Philosophy degree in Marriage and Family Therapy with a concentration in Systemic Studies Online

Loyola University Maryland

• Pastoral Counseling, PhD Hybrid

Massachusetts

Lesley university.

• Counseling & Psychology: Transformative Leadership, Education, & Applied Research Campus

Capella University

• Doctor of Philosophy in Counselor Education and Supervision Online

The University of Montana

• Counselor Education & Counseling PhD Campus

Kean University

• Counseling and Supervision (Ph.D.) Campus

University of New Mexico-Main Campus

• Counselor Education, Ph.D. Campus

North Carolina

Gardner-webb university.

• Doctorate of Pastoral Care and Counseling Campus

North Carolina A & T State University

• Rehabilitation Counseling and Counselor Education Campus

North Carolina State University at Raleigh

• Ph.D. in Educational Leadership, Policy and Human Development with a-Concentration in Counseling and Counselor Education Campus

University of North Carolina at Charlotte

• Ph.D. in Counselor Education and Supervision i Campus

University of North Carolina at Greensboro

• Counseling and Counselor Education, Ph.D. Campus

Ohio State University-Main Campus

• Counselor Education, Doctor of Philosophy in Educational Studies Campus

University of Cincinnati-Main Campus

• Counselor Education PhD Campus

University of Toledo

• Counselor Education Program Campus

Oregon State University

• PhD in Counseling Campus

Pennsylvania

Indiana university of pennsylvania-main campus.

• Counselor Education and Supervision, PhD Campus

Shippensburg University of Pennsylvania

• Counselor Education and Supervision, EdD Campus

University of Pittsburgh

• PhD in Human Genetics with a focus in genetic counselingU Campus

University of Pittsburgh-Pittsburgh Campus

• Doctor of Philosophy in Clinical Mental Health Counseling Campus

South Carolina

University of south carolina-columbia, belmont university.

• Mental Health Counseling, Ph.D. Campus

Lee University

• Doctor of Philosophy, Marriage and Family Therapy Campus

Tennessee Technological University

• Counseling & Supervision Ph.D. Campus

Trevecca Nazarene University

• Clinical Counseling: Teaching and Supervision Online

University of Memphis

• Vocational Rehabilitation Counseling Campus

Christian Bible Institute and Seminary

Sam houston state university.

• Ph.D. program in Counselor Education Campus

Texas A & M University-Corpus Christi

• Counselor Education, PhD Campus

Texas Christian University

• Ph.D. in Counseling & Counselor Education Campus
• Educational Studies: Counseling and Counselor Education Ph.D. Campus

The University of Texas Rio Grande Valley

• Doctor of Philosophy in Rehabilitation Counseling Campus

The University of Texas at San Antonio

University of houston, brigham young university.

• Marriage, Family, & Human Development Campus
• Marriage & Family Therapy Campus

Hampton University

Liberty university.

• Counselor Education and Supervision Campus

Old Dominion University

• Ph.D. in Education - Counseling Concentration Campus

Regent University

• Ph.D. in Counseling & Psychological Studies – Addictions Counseling Online
• Ph.D. in Counseling & Psychological Studies - Biblical Counseling Online
• Ph.D. in Counseling & Psychological Studies - Pastoral Counseling Online
• Ph.D. in Counselor Education & Supervision Campus
• Ph.D. in Counseling & Psychological Studies – Marriage & Family Ministry Online

University of Virginia-Main Campus

• Community Psychology Campus

Virginia Polytechnic Institute and State University

• Counselor Education and Supervision Doctoral Program Campus

William & Mary

• Ph.D. - Counselor Education Campus

Antioch University-Seattle

• PhD in Counselor Education & Supervision Campus

Mount Mary University

University of wyoming.

Are we missing your school's program or need to update information listed? Please contact us so we can make the necessary changes.

• Recent Posts

Related Articles

• Couples in These U.S. States Have the Happiest Relationships
• The Nation's Most Needed Counseling Specialists
• Alternative Career Opportunities for MFT Graduates Who Don't Want to Enter Private Practice
• See all Articles

• Skip to main content
• Keyboard shortcuts for audio player

My Unsung Hero

When wil was struggling with depression, a therapist said just the right thing.

Laura Kwerel

Wil Davenport in 2015. Wil Davenport hide caption

The following story includes references to suicide.

This story is part of the My Unsung Hero series, from the Hidden Brain team. It features stories of people whose kindness left a lasting impression on someone else.

In the fall of 2014, Wil Davenport was in a dark place. He had just lost a job he loved, and his mental health began to unravel.

“I just remember feeling such self-destructive thoughts about how I must have done something terrible to lose that job. I must be terrible to have lost that job,” Davenport said.

'I got you, girl': A toll collector's unexpected reply to a driver's tears

By the end of December, he had attempted to take his life, and he admitted himself to an inpatient mental health program.

“I remember for days, even weeks, not feeling like any progress was happening,” Davenport said. “So in between our therapy sessions and whatever else we were doing, I would walk laps inside this locked unit.”

One day, as he was doing his usual circuit around the facility, he noticed one of his therapists walking toward the community room. He thinks her name was Yvette.

“With a wry smile on her face, she looked over at me and she said, ‘I bet I'll beat you to the community room,’” Davenport remembered. “And somehow, that small act triggered something inside of me. And I didn't want to be beaten.”

For the first time in months, Davenport felt he had a purpose. Walking as fast as he could, he raced her to the room — and won. He was surprised and, for the first time in a long time, full of hope.

“I remember sitting down in this therapy session that she was leading shortly thereafter and feeling like a spark of life had been ignited in me by her simple act,” Davenport said.

When an earthquake struck in 1989, Julia locked eyes with a stranger and embraced

His therapist helped him want to live again, Davenport said. And not just to live, but to thrive.

“For that small act and so many other things that she did, I'm just so grateful.”

Today, Davenport is the founder of a leadership consulting business that helps people remove psychological barriers to become more effective at work. Davenport says he has done years of work to improve his mental health, and now, he likes the person he has become.

If you or someone you know is in crisis, call or text the 988 Suicide & Crisis Lifeline at 988 for help.

My Unsung Hero is also a podcast — new episodes are released every Tuesday. To share the story of your unsung hero with the Hidden Brain team, record a voice memo on your phone and send it to [email protected].

• mental health
• mental health care

New AI apps promise mental health support at a student's fingertips. But can you trust a chatbot?

New apps can emulate a professional, but experts say they can't replace a real person.

Social Sharing

University of Waterloo student Rastin Rassoli's own struggles with his mental health inspired him to combine two of his passions — computer science and psychology — to help more young people access care and support. At an early co-op placement, for instance, he helped develop an app called Joyi, which delivers bite-sized psychology lessons to help teens manage stress and anxiety.

A new idea emerged, however, as he heard first-hand accounts about difficulties fellow students had accessing care on campus and began learning about the subclinical stage of mental health disorders in his classes. At the same time, he saw stunning leaps being made with large language model artificial intelligence systems like ChatGPT.

Those elements coalesced in Rassoli's latest creation: Doro, an app that aims to coach students in tackling their mental health concerns early on, before symptoms escalate.

"LLMs can make things very accessible. And in the mental health industry, we really have this problem of accessibility,'" he said.

About one in five Canadian youth who reported having "good," "very good" or "excellent" mental health in 2019 downgraded that status to "fair" or "poor" by 2023, Statistics Canada said this week. People aged 15 to 24 are already more likely to experience mental illness and/or substance use disorders than any other age group. 

As young people struggle to find care, a new wave of AI mental health and wellness apps have emerged of late, offering support at one's fingertips, 24/7. Yet experts warn that an app can't replace conventional treatment, especially in serious or emergency situations.

What kind of apps are out there? 

The general idea behind these apps is for users to type out messages sharing their concerns, as if "chatting" to a real-life therapist. 

The technology can draw from a database of knowledge, reference what a person has shared or discussed across multiple past sessions and deliver responses in a convincingly conversational way. An app might encourage further reflection, for instance, or lead a user through guided meditation. Another could prompt you with some cognitive behavioural therapy techniques.

A quick walk-through Doro, a chatbot mental wellness app

Rassoli envisions Doro as an early intervention tool for youth starting to experience challenges: maybe someone struggling with disrupted sleep, or a person anxious over an upcoming school presentation. Perhaps this student got waitlisted when seeking help on campus, or didn't reach out in the first place, fearing stigma. 

"We try to identify these specific things — the specific risk factors, behaviours and symptoms [shared by the user] — and focus on each of these," he said.

• Sask. auditor's report gives recommendations amid rising depression in high school students
• 'The land of nobody': Calgary researchers study gaps in mental health services for international students

Then, he says, Doro pulls from a variety of techniques to suggest how to manage those symptoms and offers small tasks for improvement, while also tracking each session. It might suggest journalling, for instance, or TIPP, a method for managing panic attacks. 

Can it replace a human therapist?

If a user's described symptoms cross a certain threshold into a crisis or emergency, however, Doro immediately refers them to a real person.

"For people with serious disorders, we immediately stop the chat. We ask them to please use the helpline or one of the available therapists in your region," he said.

A chatbot can feel easier than talking to a therapist. But it's not the same thing, says researcher

For those who've never seen a mental health professional before, an AI app might seem like an easy starting point, given that it's indeed tough to share mental health struggles, noted Rachel Katz, a PhD candidate researching ethical issues of using AI for psychotherapy.

"My concern though is that these [apps] don't actually effectively bridge that gap. It sort of reinforces the isolation of a mental health struggle," said Katz, who is based at the University of Toronto's Institute for the History and Philosophy of Science and Technology. 

"It reinforces this hyper-independence and kind of further entrenches people in this inability to reach out and actually talk to a person."

• CBC Investigates Teens cut off from longtime therapists amid changes at Hamilton mental health clinic: ex-staff

How could these apps benefit young people? 

According to the World Health Organization, close to one billion people worldwide — including 14 per cent of the world's adolescents — suffer from a mental disorder, with anxiety and depression among the most common. Most mental health professionals focus on adults; there aren't enough serving young people, according to Eduardo Bunge, a psychology professor at Palo Alto University in California, who first began exploring AI chatbots in the mental health space about six years ago.

Even if students do connect to support, help isn't available at all hours every day, added Bunge, who believes clinicians working alongside AI apps could help increase young people's access to care. 

Whether an app is 'making this human feel better' is what matters, says researcher

Mental health professionals can create and curate the knowledge bases feeding into these AI platforms and set limits for them, and should also conduct ongoing monitoring of the user interactions, he said, which could help ease many people's concerns.

A chatbot "is like a very good first line of treatment — that may not be sufficient [alone]… but it's better than doing nothing. And it could be a perfect segue, if we use it carefully, to lead them to have better outcomes."

Can you trust a chatbot?  

There's definite potential in the technology, says Dr. Michael Cheng from Ottawa children's hospital CHEO. A chatbot could be used to easily point a young person toward specific mental health resources or information, for instance. 

Still, he's concerned about issues of safety, privacy and confidentiality, use of patient data and an overall lack of regulation at the moment.

"It's a bit of a Wild West right now," said the child and adolescent psychiatrist. "Anyone can just [release] an app and say it does whatever." 

Cheng is also wary of young people turning to an app rather than building healthy human connections, which are necessary for mental wellness. 

"We are seeing an epidemic of children, youth and families who are disconnected from people.… They're spending excessive time in front of screens.

"The challenge with generative AI is that it can be used to create experiences which are even more addictive."

• New mental health program at 2 N.B. universities offers 24/7 support
• New mental health centre operated by Acadia counselling students to help rural populations

At this point, chatbots shouldn't be used without supervision by human therapists, believes Katz, the medical ethicist. She pointed to high-profile instances of chatbots delivering problematic or harmful suggestions, like the case where a chatbot replacing an eating disorder hotline suggested dieting and weight loss to users. 

What do students think? 

Jason Birdi, who studies biotechnology at Waterloo, has tried chatbots for generating ideas, but he draws the line at other uses, including anything health-related. 

"I don't trust the system. I don't know where that information is going," he said. 

Kaden Johnson, a University of Toronto Mississauga student, sees promise in them, since he knows some peers have a hard time opening up to another person and worry about being judged. 

• Students struggling in wake of pandemic, more mental health resources needed: Toronto board of health

Yet new tools like this should be an option and not a replacement for traditional services or professionals, said the second-year political science student. 

"Mental health specialists or [resources] where people can go to access those services shouldn't be cut back as we roll out AI. I think they should continue to increase."

With files from Deana Sumanac-Johnson and Nazima Walji

Related Stories

Add some “good” to your morning and evening.

A vital dose of the week's news in health and medicine, from CBC Health. Delivered to your inbox every Saturday morning.

This site is protected by reCAPTCHA and the Google Privacy Policy and Google Terms of Service apply.