unt phd counseling psychology

Center for Sport Psychology and Athlete Mental Health

• Graduate Education

PhD in Counseling Psychology

Through the UNT Department of Psychology's APA-accredited Counseling Psychology program, graduate students are able to pursue a Ph.D. in counseling psychology with a specialized elective cluster in sport and performance psychology. Through this doctoral program and elective cluster specialization, graduates obtain a broad education as a mental health professional while also receiving specific training in working with athletes, coaches, and sport teams. Upon completion of their pre-doctoral clinical internship, graduates will be able to pursue licensure as a psychologist in any state in the U.S. and seek Certification as a Mental Performance Counsultant through the Association of Applied Sport Psychology. This training model, a sport psychology specialization embedded in an APA-accredited counseling psychology program, is unique and one of the many reasons that students from all over the U.S. and internationally come to UNT.

Ph.D. Counseling Psychology with an Emphasis in Sport Psychology A specialization in sport psychology is offered through an elective cluster within the Ph.D. program in Counseling Psychology . The Counseling Psychology program is fully accredited by the American Psychological Association, and this combined program trains students to be independent, licensed psychologists who also have the knowledge, skills, and experience to work with athletes, coaches, teams, and sport organizations. In addition, through the sport psychology elective cluster, students may elect to take additional coursework to meet the certification or requirements of the Association for Applied Sport Psychology to become a Certified Mental Performance Consultant.

A. Philosophy and Objectives - The counseling psychology program and sport psychology elective cluster provides training to graduate students within the broad context of the scientist-practitioner model. This training is accomplished through prescribed coursework in general psychology, counseling psychology, and sport psychology and the sport sciences. In addition, students gain applied experience through separate individual, group, and sport psychology practica that are done throughout their 4-6 years in the program.

It is very important for students to know that their training in counseling psychology is the primary focus of the program and is conducted by the program's faculty in the Psychology Department. If you are NOT fully invested in being trained as a counseling psychologist (in addition to the sport psychology specialization), then the UNT program would NOT be a good fit for you. Students' sport psychology training is conducted, in part, through the UNT Center for Sport Psychology and Athlete Mental Health, which is a multidisciplinary center devoted to offering sport psychology interventions, research, and training. Through the Center (and its associated practicum), students complete all their applied sport psychology training and conduct scientific research in the field. In addition, students have opportunities for professional development in sport psychology through attending and presenting at professional conferences, developing and leading workshops, developing and writing grant proposals, and writing articles for publication.

B. Admission Requirements - Doctoral applicants must meet the admission requirements of the UNT Toulouse School of Graduate Studies and be admitted to the Counseling Psychology Ph.D. program.

All students who meet the counseling psychology program's admission requirements and are selected by the admission committee (see the Counseling Psychology program for details) will enter the doctoral program affiliated with an elective cluster. For the Sport Psychology elective cluster, motivation, intelligence, discipline, enthusiasm, self-awareness, and interpersonal poise, as well as communication, research, and writing skills are highly valued. Furthermore, previous or current sport and exercise experience, although not required, is considered an asset.

In the admission application, individuals must provide all requested information. In the statement of goals, applicants should describe their interest in seeking a doctoral degree in counseling psychology, career aspirations, previous academic and practical experiences, and their fit with the UNT Counseling Psychology program. In this statement, applicants also should address their interests in the sport psychology elective cluster training they can receive at UNT. However, applicants must clearly communicate to the admission committee why becoming a licensed Counseling Psychologist is their primary goal. The Admission Committee's goal is to match the applicant's interests and qualifications to the resources and objectives of the program. Information and application forms for the Counseling Psychology Program may be obtained through the Psychology Department (940-565-2671) or the Department's website.

C . Degree Requirements - This program requires a serious commitment on the part of the applicant. The general counseling psychology program requires over 100 semester hours beyond the bachelor's degree, and a one-year supervised pre-doctoral internship at a location that is likely to be in a state other than Texas. For those pursuing the sport psychology elective cluster the number of semester hours will be higher, though the exact number will depend on previous graduate coursework taken and the number of additional courses needed to meet other professsional organization's certification requirements. In general, if you enter the program with a master's degree and transfer a number of graduate hours, you may be able to complete the counseling psychology program (with sport psychology elective cluster) in 5 years (which includes the one-year predoctoral internship). If you are entering the program with only an undergraduate degree, you should expect to finish in 6 years (again, including the pre-doctoral internship).

In addition to the general psychology and counseling psychology core requirements, students in the sport psychology elective cluster will engage in the following activities:

1. Coursework - students must take:

KINE 5185 or PSYC/KINE 6185 Applied Sport Psychology II* - 3 credit hours

PSYC 6200 Theory and Practice of Sport & Performance Psychology - 3 credit hours

2. Sport Psychology Practicum - students are required to take Psyc/Kine 5850 (Sport Psychology Practicum) during at least the first three years they are in the program (and elective cluster); most students enroll in the sport psychology practicum for every year they are in the program. Students receive both individual and group supervision by Center faculty for each sport psychology practicum experience.

3. AASP Certification - pursuit of this certification is not required for the elective cluster, though students are encouraged to satisfy AASP requirements so they may become certified once they have met all requirements and taken the certification exam. By completing the Counseling Psychology Ph.D. and the sport psychology elective cluster, students will have met the majority of the requirements for AASP certification. However, there are two areas in which additional coursework is needed to satisfy the certification criteria. These include:

a. Knowledge area K2 (Sport Psychology) - one additional course, in the required course area #3 (e.g., exercise osychology, psychology of injury, team dynamics, youth sport, and/ or psychology of coaching, etc.)

b. Knowledge area K3 (Sport Science)

Please check the AASP website for the most current certification requirements.

4. Research - it is recommended that students work with one of the Center Director as their research advisor. Students' professional development is fostered via presenting at conferences and publishing in refereed journals. Students are encouraged (but not required) to devote at least one of the student's two required research projects to issues within sport and/or performance psychology.

5. Internship - a full-time, one year internship is required prior to receipt of Counseling Psychology doctoral degree. The Center Director will discuss internship placements with you in the year prior to applying.

D. Financial Assistance - students may apply for departmentally funded assistantships as well as university-based fellowships. The department and Center strive to support all doctoral students throughout their tenure in the program. Upon acceptance of admission, you will be informed by the counseling psychology programs as to your funding package.

CSPAMH FACILITIES The Center offices are located in 235 Terrill Hall. The offices are designed around the missions of the Center and provide space for student research, center meetings, and individual consultations. Sport psychology consultants are welcome to use the Center's resources, including computers and video-technology, to enhance their educational experience and professional development. Although the Center's facilities are available for sport psychology interventions, most practica and consultation work is done outside of the offices within the Dallas, Ft. Worth, and Denton, TX area.

TO OBTAIN INFORMATION ON THE Ph.D. IN COUNSELING PSYCHOLOGY WITH THE SPORT PSYCHOLOGY ELECTIVE CLUSTER, click here .

YOU ALSO CAN CONTACT US DIRECTLY IF YOU HAVE SPECIFIC QUESTIONS ABOUT THE ELECTIVE CLUSTER. WE CAN BE REACHED AT 940-369-7767 OR [email protected]

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Main Office Matthews Hall, Room 117 940-565-2235 Fax: 940-565-4415

Web site: www.coe.unt.edu

Student Advising Office  

Matthews Hall, Room 105 940-565-2736

Mailing Address: 1155 Union Circle #311337 Denton, TX 76203-5017

Ruthanne Thompson Interim Dean

Amanda Vickery, Associate Dean for Educator Preparation Programs

Brian McFarlin, Associate Dean for Research and Undergraduate Studies

Ruth Lowery, Associate Dean for Graduate Studies and Faculty Affairs

Faculty    

Developing professionals who help others reach their full potential through powerful learning, social-emotional wellness, physical health and civic engagement.

The Metroplex, Texas, the United States, and the world will pursue increasing numbers of our graduates as informed and thoughtful practitioners.

The people our students serve will become personally committed to the processes in which our students engage them, and client/student outcomes will inspire those who know them.

The work of those practitioners, and the policies needed to support them, will be understood by the general public and by policy makers.

Our faculty research will be influential and useful to both practitioners and other researchers in their areas of inquiry; our researchers will be widely recognized for their expertise.

The College of Education will be recognized for its excellence – in rankings and in the quality of students and faculty who seek to join us.

The College of Education will be sought out for advice and partnership, across the university, and by international and community organizations.

Whole people – Though our particular specializations may focus on the body, on learning, or on emotional well-being, our research and practitioners serve individuals as whole people.

Wellness – Our research and practice with communities and individuals focuses on physical, emotional, and intellectual wellness across the lifespan and across domains of experience.

Lifelong learning – Formal learning experiences, like school or therapy, should prepare individuals to remain inquirers and learners across their lives.

Social connectedness – Individuals live, learn, and recreate in communities; our research and teaching should strengthen interpersonal bonds and social improvement.

Equity – People from all social groups should experience fairness, access, similar opportunities, and satisfactory outcomes in their quests for learning and health.

Innovation – We create worlds of innovators. Our research and teaching break with past practices to expand possibilities, the practitioners and researchers we prepare learn to innovate in their own work, and the people they serve, in turn, invent and advance new practices in their spheres of influence.

The college offers 12 master’s and 7 doctoral degree majors in four academic departments. These departments are Counseling and Higher Education; Educational Psychology; Kinesiology, Health Promotion and Recreation; and Teacher Education and Administration. This arrangement provides graduate students with opportunities for collaborative research and interdisciplinary course work.

Prospective graduate students must meet all admission requirements of the Toulouse Graduate School, the College of Education, and the selected graduate degree program within the college. Admission to the individual programs is done through a holistic review of the application portfolio of each candidate. Some financial support for graduate student teaching and research is available from the programs and from the College.

The College of Education is accredited by the Council for the Accreditation of Educator Preparation (1140 19th St. NW, Suite 400, Washington, DC 20036; 202-223-0077; http://caepnet.org/ ) and the Texas Education Agency State Board for Educator Certification ( https://tea.texas.gov ). The program in counselor education is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) (5999 Stevenson Avenue, 4th Floor; Alexandria, VA 22304; 703-823-4800, ext. 301; https://www.cacrep.org/ ). The program in recreation and leisure studies is accredited by the National Recreation and Park Association/American Association of Leisure and Recreation Council on Accreditation (22377 Belmont Ridge Road, Ashburn, VA 20148; 703-858-0784).

Programs of study

Counseling and higher education.

• Elementary school counseling
• Secondary school counseling
• Community college leadership
• General administration
• Student affairs
• Clinical mental health counseling
• Doctor of Philosophy with a major in counseling
• Doctor of Education with a major in higher education
• Doctor of Philosophy with a major in higher education

Educational Psychology

• Autism intervention
• Educational diagnostician
• High incidence disabilities
• Family policy and program administration
• Learning and development
• Research and evaluation
• Gifted and talented
• Developmental Disabilities and Autism
• Learning Disabilities and Behavior Disorders
• Human development and family science
• Psychosocial aspects of sports and exercise
• Sport pedagogy
• Research, measurement and statistics
• Learning Sciences

Kinesiology, Health Promotion and Recreation

• Master of Science with a major in kinesiology
• Program management
• Sport management
• Biology-Exercise physiology
• Educational Psychology-Psychological aspects of sport and exercise
• Educational Psychology-Sport pedagogy

Teacher Education and Administration

• Master of Education with a major in curriculum and instruction
• Master of Education with a major in educational leadership
• Master of Science with a major in early childhood studies
• EC-6 ESL generalist
• EC-6 bilingual generalist
• 4-8 mathematics
• 4-8 science
• Secondary education
• Doctor of Education with a major in educational leadership
• Doctor of Philosophy with a major in educational leadership
• Curriculum studies
• Early childhood studies
• Language and literacy studies

Time-to-degree completion

Graduate students in the College of Education are expected to complete their degrees in a timely manner. In the following table, part-time students are those who, for most semesters, take fewer than 9 hours each long semester; full-time students take 9 or more hours each long semester. (Note that this is not the definition of full-time students used for financial aid qualifications.) Students are not required to take courses in the summer semesters, but should still finish in the expected time period for their degree.

All degrees are expected to be completed in the time frames outlined in these procedures. Failure to complete the degree in the designated time limit may result in dismissal from the program.

Occasionally, students have legitimate reasons for needing more time to complete their degrees. Students who exceed the COE Expected Time-to-Completion may request an extension of up to one year. The student submits this request in writing to one’s major professor or program advisor. The recipient of the request, in consultation with the student’s advisory or dissertation committee or, if no committee is designated, with one other faculty member, decides whether or not to endorse the request. If the request is endorsed, the request is forwarded to the chair of the department for endorsement and on to the COE Dean for Academic Affairs for approval. Students for whom exigent circumstances arise during their degree programs are expected to take a leave of absence rather than just discontinuing course work. Both the COE and the Graduate School time-to-degree limits begin with the student’s first semester of enrollment; no student may exceed the Graduate School degree limit including time on leaves of absence.

Filing a degree plan

Each graduate degree student must file a degree plan no later than completion of the 21st semester credit hour for doctoral students and the 15th hour for master’s degree students. All hours taken after admission to the degree count towards this requirement. A continuing student who does not submit a degree plan within the hours required will be blocked from enrollment the following semester. A student who has not filed a degree plan after their one blocked semester will be dismissed from the program.

Continuous enrollment

Continuous enrollment refers to enrollment in at least 1 semester credit hour of course work each long (fall and spring) semester.

Doctoral students

A continuing doctoral student must be in continuous enrollment in the long semesters between the semester of the first course applicable to the degree and the completion of the degree. A continuing student who does not maintain continuous enrollment will be warned in writing of the need for continuous enrollment and, if circumstances warrant, recommended they apply for a leave of absence. If the same student continues with this pattern of non-enrollment and has a second long semester in which one is neither on a leave of absence nor taking classes, the student will be dismissed from the program.

Master’s students

A continuing master’s degree student is encouraged, but not required to maintain continuous enrollment from the point of admission.

Leave of absence

A continuing student who is experiencing exigent circumstances that temporarily prevent progress on the degree may request a leave of absence for up to one year. The student must make the request for a leave in writing to the major professor or advisor. If no major professor has been assigned, the student submits the request to the program coordinator.

If a leave is granted, the major professor/advisor notifies the program coordinator who notifies the Graduate School. Doctoral candidates—those who have passed the qualifying exam and who are required to enroll continuously in dissertation during each subsequent long semester—must also request directly from the Graduate School a waiver of continuous enrollment in dissertation. During an approved leave, the COE continuous enrollment requirements are suspended and the duration of the leave is added to the COE time limit for degree completion.

A student who needs more time may request one or more additional leaves from the college. Approved college leave does not extend the Graduate School’s limit for total time to degree completion.

Graduate advising

For general information, contact the Toulouse Graduate School . For specific requirements for graduate degrees, contact the appropriate department chair or graduate advisor.

At least once a year, the graduate student’s advisor/major professor reviews the student’s progress toward degree with regard to submitting the degree plan, best course selections for the next semesters, continuous enrollment, time to degree completion, thesis, capstone, dissertation work, etc.

Student Advising Office

The Student Advising Office (SAO) and the TExES Advising Office (TAO) assist undergraduate students in the development of their academic plans. Advising staff partner with students to support a productive succession from the beginning of their College of Education experience through the successful completion of their programs, graduation and/or teacher certification. In addition to answering most questions about COE undergraduate programs and policies and procedures, the SAO and TAO staff serve graduate students in the following areas:

• Admission to the teacher education program for those seeking initial and some advanced educator certification via graduate programs
• Teacher certification plans for post-baccalaureate initial certification
• Teacher certification processing

Graduate students needing admission to the teacher education program or other services of the SAO should make an appointment with a graduate advisor early in their graduate career. Normally, these meetings are by appointment only, but limited walk-in advising is available during the regular registration period of the fall and spring semesters. Questions about educator certification are answered by the TAO. The SAO is located in Matthews Hall, Room 105 and the TAO in Matthews Hall, Room 119. To schedule an appointment, call 940-565-2736 or stop at the information desk in Matthews Hall, Room 105. Additionally, students can find information on the services of the SAO and the TAO at www.coe.unt.edu/SAO or www.coe.unt.edu/TExES .

Degree programs

Prerequisites for the master’s degree.

Requirements for full graduate standing are substantially the same as those established for the university, as described in the Admission section of this catalog. Admission to a program is based on a holistic review of the application portfolio. Preregistration and registration are blocked for a second term/semester of enrollment unless formally admitted to a program.

Contact the department chair or graduate program coordinator for the portfolio components required for admission.

Master of Science

This degree prepares qualified students for further graduate work and for leadership positions in education, government, or community and human services agencies, and business and industry.

Degree requirements

• The candidate must earn a minimum of 30 semester hours of graduate credit (see individual degrees for exact number). A minor outside the major is required. All hours must be taken at the master’s level or higher (courses numbered 5000 or above if taken at UNT).
• A checklist of the process for master’s students is available in the Student Advising Office, Room 105, Matthews Hall, or at www.coe.unt.edu/sao .
• Each program requires the completion of a core of courses that depends upon the major field.
• For students not writing a thesis, a comprehensive examination covering the candidate’s field of specialization or a project in lieu of thesis is required, typically during the final term/semester in residence. The examination may be oral, written or both.
• For detailed degree requirements, candidates should consult the appropriate program coordinator and the program web site.

Master of Education

The Master of Education is designed to emphasize professional competence and to prepare leaders in certain fields of educational practice, service and inquiry. For professional and other certificates, consult “ Graduate Teacher Certification Programs ” in this section.

• The candidate must earn a minimum of 36 semester hours of graduate credit. Some programs require more than 36 hours. All hours must be taken at the master’s level or higher (courses numbered 5000 or above if taken at UNT).
• A checklist of the process for master’s students is available in the Student Advising Office, Matthews Hall, Room 105 or at www.coe.unt.edu/sao .
• For detailed degree requirements, candidates should consult the appropriate graduate program coordinator and the program web site.
• Ordinarily the requirements for the professional certificate can be met in the master’s degree program. When planning the program, students must designate any certificate they seek so appropriate courses are included.

Master’s Degree in Interdisciplinary Studies

College of Education faculty members are involved in the master’s degree with a major in interdisciplinary studies offered by the Toulouse Graduate School. This course of study is unrelated to the undergraduate major in interdisciplinary studies leading to initial teacher certification in grades EC–6 or 4–8. For further information about the degree, consult the “ Toulouse Graduate School   ”    section of this catalog.

Doctor of Philosophy and Doctor of Education

Note: Each program may have additional requirements that take precedence over the general requirements. See each program area for specific program requirements.

General requirements

• A minimum of 90 semester hours beyond the bachelor’s degree, or 60 hours beyond the master’s degree, is required (see individual degrees for exact number). Course work beyond the 60-hour minimum ordinarily is required if the student changes the field of specialization when beginning doctoral study.
• A checklist for all doctoral students is available in the Student Advising Office, Matthews Hall, Room 105 or in the Graduate Student section of www.coe.unt.edu/sao .
• A maximum of 24 hours beyond the master’s degree may be transferred from other institutions; all such credit must be earned in residence at institutions that offer the doctoral degree. Transfer credit is evaluated for quality and appropriateness for the selected major. All transfer credit must be approved by the candidate’s advisory committee and by the dean of graduate studies.
• The mere accumulation of credits does not prepare one for the doctoral degree. Emphasis is placed on the ability of the candidate to demonstrate proficiency in the major field. Leadership, overall scholastic attainment, research ability and formal examinations also are important factors in evaluating competency.
• Candidates for doctoral degrees ordinarily are required to select a minor field. A minor is defined as graduate work completed outside the student’s major department or school; however, minors may not be required on certain graduate degrees. Consult subsequent sections of this publication for specific program regulations governing the degree sought.
• PhD programs prepare candidates for positions in universities and for community and corporate environments. EdD programs prepare candidates for leadership positions in fields of educational practice and service. Consult the doctoral programs listed within each department for specific definitions and requirements.

Admission requirements

• Requirements for full graduate standing are substantially the same as those established for the university, described in the Admission section of this catalog. Admission to the individual program is done through a holistic review of the application portfolio of each candidate.
• For degrees with an admission exam, apply for the admission examination prior to completion of 12 semester hours. All applications are available at the departmental web sites.
• Complete other program requirements of the major area department.
• Meet with the appropriate graduate program coordinator to request an advisory committee, subject to approval by the College of Education and the dean of graduate studies.
• Prepare and follow a degree plan with the aid of the advisory committee, to be approved by the advisory committee and dean of graduate studies.

See “Residence requirement” in the Doctoral Degree requirements  section.

Qualifying examinations

• Written qualifying examination . During the final term/semester of course work and upon completion of all the previously stated requirements, most doctoral students must pass a written qualifying examination. The examination covers the major, minor, educational research and statistics, and related fields. Students must have completed EPSY 6010    and EPSY 6020    or equivalent prior to taking the examination.
• Oral qualifying examination . The primary purpose is to ensure an adequate evaluation of the student’s knowledge in the major and minor fields. This examination is conducted by the advisory committee.

Students who pass the qualifying examinations are eligible to continue as candidates for the doctoral degree. Less than satisfactory performance on any one or more phases of the qualifying examinations may result in modification of the degree program, repetition of one or more portions of the examinations, or termination of candidacy for the doctoral degree.

Admission to candidacy

Admission to candidacy is granted by the dean of the Toulouse Graduate School after satisfactory completion of all the above listed requirements.

Dissertation proposal and defense

Upon admission to candidacy and with approval of the advisory committee and at least 10 days after completion of the oral examination, the candidate presents the dissertation proposal to the committee. The application and procedures for scheduling the defense are available in the Student Advising Office, Matthews Hall, Room 105 and in the Graduate Student section of www.coe.unt.edu/sao .

Approval of data collection methods

Prior to initiating collection of any data, the candidate is required to obtain the necessary approval(s) of the appropriate university committee(s) regarding the use of human subjects and/or use of university computing services. Candidates may obtain the necessary forms to request approval from their departmental office or major professor.

Dissertation

Students are strongly encouraged to create a journal-formatted dissertation. Upon completion of the dissertation and with the approval of the advisory committee, a final oral comprehensive examination of the dissertation is arranged by the major professor, and the complete form is forwarded to the Student Advising Office.

Post-baccalaureate teacher certification programs

The State Board for Educator Certification (SBEC) awards teaching certificates in Texas. Initial certification for educators is divided into categories of early childhood–grade 6, grades 4–8, grades 7–12, or EC-12 grade levels. Advanced and supplemental certificates are available in some teaching, administrative or support areas. To obtain initial, advanced or supplemental educator certification, a student must complete all requirements of the certification program to which they were admitted, pass the required state tests (if any), apply for teacher certification with SBEC, and obtain approval from SBEC.

Students who hold a baccalaureate degree but are not certified educators may pursue initial teacher certification alone or in conjunction with an advanced degree. No prior teaching experience is required for enrollment in the post-baccalaureate initial teacher certification options at UNT. Students seeking initial teacher certification in conjunction with a master’s degree must also be admitted to the respective degree program. Some programs have other options and certifications available through use of deficiency plans, which include undergraduate and graduate courses.

Certification areas available at the graduate level

• Art (EC-12)
• Bilingual Education Supplemental-Spanish (Grades NA) 
• Business and Finance (Grades 6-12) 
• Chemistry (Grades 7-12) 
• Computer Science (Grades 8-12) 
• Core Subjects (Grades EC-6) 
• Dance (Grades 6-12) 
• Educational Diagnostician (Grades EC-12) 
• English Language Arts and Reading (Grades 4-8) 
• English Language Arts and Reading (Grades 7-12) 
• English as a Second Language Supplemental (Grades NA) 
• Family and Consumer Sciences (Grades 6-12) 
• Health Science (Grades 6-12) 
• History (Grades 7-12) 
• Hospitality, Nutrition and Food Sciences (Grades 8-12) 
• Human Development and Family Studies (Grades 8-12) 
• Journalism (Grades 7-12) 
• Languages Other Than English - French (Grades EC-12) 
• Languages Other Than English - German (Grades EC-12) 
• Languages Other Than English - Spanish (Grades EC-12) 
• Life Science (Grades 7-12) 
• Marketing (Grades 6-12) 
• Mathematics (Grades 4-8) 
• Mathematics (Grades 7-12) 
• Music (Grades EC-12) 
• Physical Education (Grades EC-12) 
• Physical Science (Grades 6-12) 
• Physics/Mathematics (Grades 7-12) 
• Principal (Grades EC-12) 
• School Counselor (Grades EC-12) 
• School Librarian (Grades EC-12) 
• Science (Grades 4-8) 
• Science (Grades 7-12) 
• Social Studies (Grades 4-8) 
• Social Studies (Grades 7-12) 
• Special Education (Grades EC-12) 
• Speech (Grades 7-12) 
• Superintendent (Grades EC-12) 
• Theatre (Grades EC-12) 
• Trade and Industrial Education (Grades 6-12)

Students can obtain certain initial, advanced, and supplemental educator certificates while earning a graduate degree. The department, program and certifications available are listed below. The specific requirements for each degree and certification are found in their individual program sections.

Initial certification

• EDSP – Special Education
• Generalist Elementary Education EC–6, Bilingual Generalist EC–6, ESL Generalist EC–6
• Generalist Elementary Education 4–8, Bilingual Generalist 4–8, ESL Generalist 4–8
• Secondary Education   : all areas offered at UNT except music and art—these are offered in these colleges, not through Teacher Education and Administration

Graduate academic certificates

In cooperation with the Toulouse Graduate School, the College of Education offers graduate academic certificates for students who hold a baccalaureate degree and meet non-degree seeking graduate admission requirements. Completion of a graduate academic certificate is not the same as the State Board for Educator Certification for teacher certification. Some or all of the courses taken in the academic certificates may count toward an advanced degree; see the specific program areas for more information.

Teacher Certification

• •  Administration certification, Principal as Instructional Leader
• •  Administration certification, Superintendent
• •  All-Level Special Education (Project IMPACT) certification
• •  EC-6 Generalist Bilingual teacher certification
• •  EC-6 Generalist English as a Second Language teacher certification
• •  Educational Diagnostician (all-level) administration certification
• •  Mathematics Education 4–8 (initial certification without an advanced degree)
• •  Probationary Principal certification
• •  School Counseling (elementary or secondary) teacher certification
• •  Science Education 4–8 (initial teacher certification without an advanced degree)
• •  Secondary Education teacher certification

Other Courses

Department of Counseling and Higher Education

Master’s Degree

• •  Counseling, MEd
• •  Counseling, MS
• •  Higher Education, MEd
• •  Counselor Education and Supervision, PhD
• •  Higher Education, EdD
• •  Higher Education, PhD

Graduate Academic Certificate

• •  Community College Leadership certificate

Department of Educational Psychology

• •  Educational Psychology, MS
• •  Special Education, MEd
• •  Educational Psychology with a concentration in Learning Sciences, PhD
• •  Educational Psychology, PhD
• •  Special Education, PhD
• •  Autism Intervention certificate

Graduate Minor

• •  Research, measurement and statistics minor

Department of Kinesiology, Health Promotion and Recreation

• •  Kinesiology, MS
• •  Recreation, Event and Sport Management, MS
• •  Human Performance and Movement Science, PhD

Department of Teacher Education and Administration

• •  Curriculum and Instruction, MEd
• •  Early Childhood Education, MS
• •  Educational Leadership, MEd
• •  Teaching, MEd
• •  Curriculum and Instruction, PhD
• •  Educational Leadership, EdD
• •  Educational Leadership, PhD
• •  Principal Leadership Preparation certificate

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Psychology Degree

Want more info.

We're so glad you're interested in UNT! Let us know if you'd like more information and we'll get you everything you need.

Why Earn a Psychology Degree?

Undergraduate courses are taught by faculty and graduate students accomplished in both theoretical and empirical research. Our goal is to educate undergraduates in the scientific basis of psychological knowledge and expose students to the many ways that knowledge is applied in everyday life.

You'll learn the many ways knowledge is applied to everyday life through the scientific study of emotions, thinking and behavior. The rigorous curriculum examines:

• The history of psychology, the behavior of certain groups while learning the basic experimental procedures and techniques for interacting with patients or clients
• Human relationships
• Learning and memory
• Mental illness
• People's adjustment to different environments
• Personality development
• Critical thinking
• Oral and written communication
• Empirical analyses
• Multi-cultural competencies

Psychology Degree Highlights

What can you do with a psychology degree.

A Bachelor of Arts or Bachelor of Science degree in Psychology from the University of North Texas can prepare you for an entry-level position in:

• Community mental health facilities
• Consumer advertising
• Market research analysis
• Personnel management
• Public relations for large corporations

The degree can also prepare you to enter the medical profession, law or a seminary. To become a practicing psychologist, you'll need to earn a master's or doctoral degree. Some of our alumni with advanced degrees work:

• As researchers studying psychological conditions associated with health and illness
• As school psychologists, industrial or organizational psychologists for large corporations, or experimental psychologists
• In behavioral medicine, helping people improve their health
• In clinics, hospitals, community mental health agencies, universities or private practices

Psychology Degree Courses You Could Take

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Human Development and Family Science Degree

Applied Behavior Analysis Degree

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Department of Psychology

Course Offerings

Most psychology departments have requirements to help prepare their undergraduate majors for graduate school or employment upon graduation. It is also wise to select undergraduate courses to give you breadth in the overall field of psychology, so that you are knowledgeable about several of the fundamental areas of psychology (cognitive, developmental, personality, physiological, and social). Students who are aiming for more practical experience should plan to become involved in research early in their undergraduate career. This is essential skill building for graduate study in psychology and can add a practical skill set for students seeking to enter the workforce. Undergraduates may also gain course credit through PSY 2900, 4900, or 4910: Special Problems, in which they work with a faculty member one-on-one to address a specific problem of interest. Working with our faculty on research will helps students gain more knowledge about research design and statistics, which looks amazing on a graduate application or resume. For more information regarding undergraduate research opportunities please visit our Research Opportunities page.

• PSYC 1500 - Mythbusting: Distinguishing Fact from Fallacy in Psychology and Everyday Life
• PSYC 1630 - General Psychology I
• PSYC 1650 - Biological Psychology
• PSYC 2317 - Quantitative Methods
• PSYC 2480 - Psychosocial Adjustment
• PSYC 2580 - Health Psychology
• PSYC 2600 - Interpersonal Behavior
• PSYC 2900 - Special Problems*
• PSYC 2996 - Honors College Mentored Research Experience
• PSYC 3000 - Positive Psychology
• PSYC 3100 - Social Psychology
• PSYC 3317 - Statistics Lab
• PSYC 3480 - Adult Development and Aging
• PSYC 3490 - Psychology of Women and Gender
• PSYC 3520 - Introduction to Industrial Organizational Psychology
• PSYC 3530 - Forensic Psychology
• PSYC 3620 - Developmental Psychology
• PSYC 3630 - Research in Psychological Measurement
• PSYC 3640 - Intimate Partnerships and Caregiving
• PSYC 3650 - Experimental Methods
• PSYC 3700 - Ecological Psychology
• PSYC 3996 - Honors College Mentored Research Experience
• PSYC 4000 - Abuse in Adult Relationships
• PSYC 4020 - Psychology of Death and Dying
• PSYC 4030 - Multicultural Psychology
• PSYC 4040 - Psychology of Race in the U.S.
• PSYC 4110 - Interviewing for Paraprofessionals in Psychology
• PSYC 4300 - Biopsychosocial Challenges Related to Sexually Transmitted Infections
• PSYC 4470 - Sexual Behavior
• PSYC 4480 - New Directions in Psychology
• PSYC 4510 - Practicum*
• PSYC 4520 - Personality
• PSYC 4600 - History and Systems
• PSYC 4610 - Psychopathology
• PSYC 4620 - Child Psychopathology
• PSYC 4640 - Psychophysiology
• PSYC 4670 - Behavioral and Biopsychosocial Challenges within LGBTQIA+ Communities
• PSYC 4690 - Introduction to Learning and Memory
• PSYC 4700 - Psychobiology of Stress: The Mind-Body Connection
• PSYC 4820 - Sensation and Perception
• PSYC 4830 - Cognitive Psychology
• PSYC 4849 - Topics in Psychology
• PSYC 4850 - Research in Psychology
• PSYC 4900 - Special Problems*
• PSYC 4910 - Special Problems*
• PSYC 4950 - Psychology Thesis*
• PSYC 4951 - Honors College Capstone Thesis*

*If you want to be involved in PSYC 2900, 4510, 4900, 4910, 4950, or PSYC 4951 you must complete a Special Registration Form . You must also receive approval from a psychology department professor. For PSYC 4950 and 4951 you must find a faculty mentor that agreed to assist with your thesis before registering.

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