bc phd counseling psychology

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Doctor of Philosophy (Ph.D.) in Counseling Psychology

Counseling, Developmental, and Educational Psychology

Students emerge from our program with training experiences that make them highly competitive to attain positions in academia, mental health organizations, and other related occupations across community contexts.

Program History & Vision

This program began when a handful of visionaries decided to leverage the enormous strengths of Boston College and the vibrant Boston psychological community to train Counseling Psychologists equipped to advocate for social justice through their clinical work, research, teaching, leadership, and outreach. They succeeded.

We aspire to cultivate the highest level of competence in our students to conduct rigorous and cutting-edge research, to refine their clinical skills based in multiple theoretical orientations, and to ensure that all students have opportunities to advocate for social justice through their research, clinical work, teaching, and outreach. Our aim is to produce the next generation of counseling psychologists who are poised to make critical advances in our field that expand beyond traditional disciplinary boundaries and clinical settings.

At a Glance

This program consists of 24 courses.

You'll need a minimum of five years of full-time study. Students entering without a master's degree in counseling or a related field often need longer.

You can begin the program only in the fall semester.

By the Numbers

licensure percentage

median number of years to complete the program

The program is designed to qualify candidates for membership in the American Psychological Association (APA) and its Division 17 (Counseling Psychology), and to provide the pre-doctoral educational requirements for licensure as a psychologist in the Commonwealth of Massachusetts and for inclusion in the National Register of Health Care Providers. 

Requirements

• Courses: 24
• Credits: 54
• Comprehensive Exam

Program of Study

Program Aims & Learning Outcomes

1. Students demonstrate foundational knowledge, and identification with, the field of psychology, generally and counseling psychology, specifically.

• Consistent with the APA training model, students take courses in each of the core domains of psychology: biological, cognitive/affective, and social aspects of behavior, history and systems of psychology, psychological measurement, research methodology, and techniques of data analysis. Additional coursework allows students to learn about the counseling psychology specialty. Taken together, these two bodies of foundational knowledge create a platform for the development of skills in practice and research. Throughout the foundational training, students are provided with multiple opportunities to develop a counseling psychology identity and to expand upon this identity.

2. Students demonstrate competency as theorists, researchers, and scholars, who are knowledgeable of the ways in which practice influences science.

• This content knowledge from the core coursework provides the substantive context for the identification of problems that frame students’ research agendas. Training in research skills, which takes place in courses, research assistantships, the research qualifying paper, and dissertation research, provides students with an increasingly more sophisticated set of tools, encompassing multiple methodologies and perspectives. Another major venue for research training is student assistantships, which provide a carefully supervised apprenticeship, with skill development encompassing a broad spectrum of activities within the research enterprise. These streams of research training are linked in our program by a focus on the interface of research and practice. 

3. Students demonstrate competency as practitioners and are knowledgeable of the ways in which science influences practice.

• The development of practice skills is integrated throughout the program. Students learn foundational theories and research in psychotherapy, career counseling, and assessment in their first two years of coursework, including in the First Year Experience, which provides training in a diverse array of non-therapy roles in practice contexts. The practicum, begining in the second year, is also crucial to student's development Throughout their practicum work, students integrate science and research into their work via theory-driven and evidencebased case conceptualizations. Each year, the practicum increases in levels of complexity and responsibility. 

4. Students demonstrate social justice practices in their professional work.

• Most of the content courses in counseling psychology provide explicit opportunities to consider social and political issues, thereby fostering an integration of social justice ideas in relation to specific foci within psychological practice and research. Students begin their training in promoting social justice in their professional work in their first year through a required course, Counseling Psychology in Context, and the First Year Experience, where they engage in nontraditional roles in a community program or context over the course of one year. Students also are required to take a course entitled Critical Perspectives on the Psychology of Race, Class, and Gender, which provides an opportunity for integration and application of knowledge about social justice to a wide array of issues and challenges in counseling psychology.  In addition, students have opportunities to further develop their social justice skills via their work with master’s students in the skills training lab. Doctoral students typically attend the Diversity Challenge (the annual diversity conference held at Boston College) wherein they learn about how others in the field are infusing social justice ideas and practices in research and practice.

Program & Accreditation Information

The Counseling Psychology Ph.D. program at Boston College has been accredited by the Commission on Accreditation of the American Psychological Association (APA) since 1982 when it received full accreditation. The program has been continuously accredited since that time.  For more information, contact the American Psychological Association.

As part of this accreditation, the program is required to disclose specific educational/training outcomes and other information to prospective doctoral students.

Our APA accredited program achieves its mission and aims by remaining steadfastly committed to providing outstanding training in the scientist-practitioner model, which emphasizes a developmental contextual perspective with attention to the intersectionality of multiple forms of diversity, and a firm commitment to social justice and community-based practice. Our degree candidates have access to a breadth of top-notch practice opportunities in diverse mental health settings, including universities, schools, hospitals, and outpatient community mental health facilities. They are closely mentored by our internationally recognized counseling psychology faculty, who are applying their cutting-edge and purposeful research to address some of the most complex and challenging questions facing our society. Students are exposed to areas of research spanning school, workplace, community, and international concerns, including immigration, trauma resiliency and recovery, domestic violence, the psychology of working, bias-based bullying, culture, race, and gender issues, youth mentoring, and positive youth development. 

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 / E-mail:  apaaccred@apa.org Web:  www.apa.org/ed/accreditation

Contact APA Accreditation

Doctoral Student Handbook

Professional Associations

Info for Direct Admits

Direct admit students will be required to take 2-3 courses (3 credits each) in addition to those listed in the program of study. (They may also need to take 1-2 prerequisites courses depending on their background.) At the end of their second year and the successful completion of the master's comprehensive exam, they will receive their master's degrees. Additionally, direct admit students will be required to complete three years of practicum training. Students will work individually with their advisor and the Program Director to determine their specific plan of study. 

Core: 6 Courses

Student will choose one of the following courses (or an equivalent):

Statistics and Research: 7 Courses

Students will take the below 7 courses will choose 1 (3 credit) advanced course in statistics and research. 

Psychological Measurement: 1 Course

Psychological foundations: 5 courses, practicum: 3 courses.

Throughout doctoral training, students have an exciting assortment of opportunities for practice in the field of Counseling Psychology. Incoming students participate in the First Year Experience (FYE), which provides training in an array of non-traditional practice roles. Students learn to integrate a social justice approach to intervention at individual, community, and policy levels. Second and third year students engage in Advanced Practicum, which entails working 2-3 days per week in a field site, under the supervision of a licensed psychologist, as well as attending a doctoral practicum seminar on campus. Some students even choose to continue their practicum training into their fourth year with increasing levels of responsibility. In addition to training in psychotherapy, students gain supervised experience in assessment in at least one practicum. Science and research are integrated in the practice of therapy via theory-driven and evidence-based case conceptualizations.

We are fortunate that our students have access to a wide variety of high quality clinical training sites in universities, schools, hospitals, and outpatient community mental health settings. Being situated in the Boston area, we have developed excellent relationships with a number of these sites that frequently select our students for training. We also take pride in the fact that our doctoral students are considered highly sought after candidates for practicum training sites. In fact, our students are accepted to sites that are considered to be among the most competitive in the nation for practicum and internship training.

Examples of sites where students match:

• Cambridge Hospital/ Harvard Medical School
• University of Maryland Counseling Center
• University of Pennsylvania Counseling Center 
• Edith Nourse Rogers Memorial Veterans Administration Medical Center
• Emory University/ Grady Health System 
• Walter Read Medical Center
• Massachusetts General Hospital/ Harvard Medical School 

Internship in Counseling Psychology: 1 Course

Doctoral comprehensive exam.

Throughout doctoral training, students learn to integrate a social justice approach to intervention at individual, community, and policy levels. Our students are accepted to some of the most competitive practicum and internship training locations in the nation.

More About the Practicum

“ We are proud to be leaders in shaping the dialogue about how professional psychology can enhance its impact to be truly inclusive and transformative for people and communities ”

• Psychology Professor
• Dean of the College of Education
• Psychologist

Organizations

• Lesley University
• University of Missouri, Kansas City
• Albert Einstein College of Medicine
• Veterans Administration Medical Center
• University of Michigan
• Simmons College Counseling Center

Hear From Our Students

Why Did You Choose BC?

Choosing a doctoral program that is right for you is extremely important. In this video, current doctoral students share why they chose to come to Boston College and apply the to Counseling Psychology program.

Financial Aid

Education should level the playing field. we feel the same way about financial aid..

The Lynch School of Education and Human Development provides more than $10.8 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable. 

More About Financial Aid

Application Eligibility & Timeline

Successful applicants typically demonstrate evidence of their preparation for doctoral study, commitment to the scientist-practitioner training model, and commitment to the social justice mission of the program via their academic work, curricular and extra-curricular activities, and research experience. 

To be eligible for the doctoral program, it is highly recommended that applicants already hold a master's degree although some students are admitted without one. Please see below for more information on the different admission pathways.  

Doctoral applications are reviewed by faculty in January, and a small number of applicants are selected to attend a one-day interview in mid February. A final cohort of between five and seven students are offered acceptance to the program. 

Master's Applicants

Ideally, successful applicants to the doctoral program should have completed as undergraduates or as graduate students the following courses:

• Principles and Techniques of Counseling
• Introductory Statistics
• Psychopathology
• Psychological Testing
• Group Counseling or Family Therapy

An applicants master's degree in counseling or a related field should include a 400-hour supervised counseling practicum. The master's level prerequisite courses for the doctoral program include the classes listed above; however, students without these specific prerequisites should still apply as some of our admitted students have not completed all of these master's level courses. Students who have not completed all of these prerequisites will complete them prior to or during their doctoral studies in our program at their own expense.

Direct Admits

Our advice for talented students without a master's degree is that it is worthwhile to apply for a doctoral degree if that is your clear, long-term goal. The successful direct admit candidate generally has substantive post-undergraduate experience and relevant work experience that conveys commitment to and skills in scholarship and direct services to client populations. This applicant presents with outstanding credentials and clear evidence of preparation for doctoral study, a commitment to the scientist-practitioner model, and a focus on social justice.

We offer the option of enrolling in our master's degree to those qualified applicants who are not admitted to the doctoral program. It is important to note, however, that there is no guaranteed admission to the doctoral program from the master's program although approximately half of our doctoral admits usually come from our master's students.

Prerequisite Undergraduate Courses:

• Introductory Psychology
• Developmental or Life-Span Psychology
• Personality Theory

Application & Deadlines

A non-refundable application fee of $75 is required. The fee is waived for select applicants .

• Deadline: December 1 This program does not offer rolling admission after the deadline.

To be uploaded to your online application. In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.

Personal Statement

To be uploaded to your online application. In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.

Letters of Recommendation

Three letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice. Academic letters are a better indicator of your qualifications for doctoral work as compared to professional letters. Ideally, academic letters should be as recent as possible, and from faculty who are in related fields. 

Transcripts

Transcripts from all college/university study are required. Applicants who have received degrees from institutions outside the United States should view the ""International Students"" section for additional credential evaluation requirements. Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found  within the application . In order to ensure your transcript reaches our office, it is important to review and follow the instructions.

Standardized Tests

GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.

Please view the "International Students" section for information on English Proficiency test requirements.

Writing Sample

To be uploaded to your online application. All applicants to this program are required to submit one piece of work that demonstrates graduate-level writing ability. This document may be an academic term paper, a published work in which you are the primary author, a training manual or curriculum that you have created, a clinical case formulation, or another representative sample of your writing. The document should be approximately 15-25 pages.

International Students

Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES) . Submission of falsified documents is grounds for denial of admission or dismissal from the University. Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement. Please click the link below for full details on these requirements. Requirements for International Students

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CNPS Graduate Programs

Counselling Psychology (CNPS) offers a Master of Arts Program and Master of Education Program that is accredited by the Council for the Accreditation of Counsellor Education Programs (CACEP), an affiliate of the Canadian Counselling and Psychotherapy Association. Our Doctoral Program is designed to train counselling psychologists as research scholars, practitioners, and educators. We are accredited from the Canadian Psychological Association.

Potential Career Opportunities

Cnps m.a. – community & agency counselling.

The Community and Agency Counselling area of focus prepares M.A. students for counselling individuals, couples, and families. Effective and developmental needs of individual and families are studied in content and practicum courses. Skills are developed through group and individual counselling instruction.

Students graduating from this specialty area are employed as counsellors in a range of governmental, industrial, and agency settings.

The School Counselling area of focus is offered for both elementary and secondary school levels. Our comprehensive curriculum prepares M.A. students to develop knowledge and skills for school counselling, and child and adolescent counselling in non-school settings – with emphasis on individual and group counselling, consultation, child and adolescent development, and assessment. To be admitted to the school counselling focus, applicants must have a teaching certificate at the time of application from a Canadian province or territory.

Students who complete courses in school counselling are employed by school districts as counsellors. Child and youth counsellors are employed in mental health, hospitals, community care teams, and schools.

CNPS M.A. – School Counselling

The Community and Agency Counselling area of focus prepares M.Ed. students for counselling individuals, couples, and families. Effective and developmental needs of individual and families are studied in content and practicum courses. Skills are developed through group and individual counselling instruction.

CNPS M.Ed. – Community & Agency Counselling

The School Counselling area of focus is offered for both elementary and secondary school levels. Our comprehensive curriculum prepares M.Ed. students to develop knowledge and skills for school counselling, and child and adolescent counselling in non-school settings – with emphasis on individual and group counselling, consultation, child and adolescent development, and assessment. To be admitted to the school counselling focus, applicants must have a teaching certificate at the time of application from a Canadian province or territory.

CNPS M.Ed. – School Counselling

Our Doctoral Program is designed to train counselling psychologists as research scholars, practitioners, and educators. We have accreditation from the Canadian Psychological Association.

Graduate students are prepared for careers as researchers, practitioners, and educators in a wide variety of settings including academic, clinical, community, business, private practice, and research.

To be admitted to the school counselling focus, applicants must have a teaching certificate at the time of application from a Canadian province or territory.

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Ranked among the world’s top psychology departments, UBC Psychology is a leader in research and scholarship at the graduate and postgraduate level.

Graduate students form an integral part of the department’s research and teaching activities, representing the future of psychology research and discovery.

The strength of our graduate program lies in the highly productive research faculty, well-organized programs of study, extensive opportunities for student-faculty interaction, and rich offerings of research specializations.

UBC Psychology follows an apprenticeship model of graduate training, where each graduate student collaborates with a faculty member. Our department is strongly research-oriented and graduate students are expected to engage in research from the start of their studies. Prospective applicants are therefore advised to review research interests of our faculty members and identify the best match(es) in potential supervisors. The primary aim of the program is to provide students with the skills necessary to conduct psychological research that is publishable in leading journals.

Our graduate program is a unitized MA-PhD program, only admitting applicants who intend to complete the PhD program. To be eligible for our PhD program, applicants must have completed a thesis-based MA/MSc degree in Psychology. Thesis-based MA/MSc degrees in related disciplines such as Neuroscience or Cognitive Science may be accepted at the discretion of the potential supervisor, Area Coordinator, and the Graduate Advisor. Applicants with only a BA/BSc in Psychology are not eligible for the PhD program and must apply to the MA program first.

The MA program is a 24-month program, which is typically followed by an average of four-five years to complete the PhD program. There is one intake per year (September) and our department typically accepts approximately 10-15 graduate students each year.

Programs not administered by our department:

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The Psychology program is very diverse and brings together many motivated and passionate researchers. I appreciate the collaborative nature of the department, where students are encouraged to present their research to their fellow graduate students and faculty, which provides a unique opportunity to receive feedback and expertise from others.

Student news, francis yuen receives 2023-2024 killam graduate teaching assistant award, congratulations to the 2024 purc award winners, ubc arts recognizes psychology student leaders in the class of 2024, psychology researchers awarded the ubc killam faculty research prizes, interested in why we behave, think and feel the way we do, study the rich and complex nature of human behaviour, thoughts and emotions and explore how you can help improve the lives of people in your community..

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Counselling Psychology

Programs of research reflect the core values and foci of the discipline of Counselling Psychology: career development, health and wellness, indigenous healing, gender and cultural diversity, disability, and social justice issues. Faculty members are involved in a wide range of research activities including intercultural counselling, First Nations counselling, career development and counselling, stress and coping, sexuality and reproductive health, disabilities, trauma, working with families and children in school settings, prevention of anxiety disorders, and empirically supported approaches utilizing both quantitative and qualitative methodologies.

Explore our Programs in Counselling Psychology

Master of arts, master of education, doctor of philosophy, faculty members in counselling psychology, student & alumni stories in counselling psychology.

Halina Deptuck

Cheryl Inkster

Katie McCloskey

Christine Yu

Sarah Panofsky

Alejandra Botia

Planning to do a research degree use our expert search to find a potential supervisor.

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PhD in Counseling Psychology & Applied Human Development

Degree details, degree type.

• Doctoral Programs

Minimum Requirements

• 81-97 Credits

Availability

The Doctor of Philosophy (PhD) program in Counseling Psychology & Applied Human Development (CPAHD) at Boston University Wheelock College of Education & Human Development prepares students to be leaders in the field of counseling psychology and the interdisciplinary field of applied human development. It focuses on the use of evidence-based practices to promote optimal development for children, youth, and young adults in diverse settings.

The PhD in Counseling Psychology & Applied Human Development is designed to be completed in four (AHD) to five (CP) academic years. All students enter during the fall semester only, and a minimum of one year of full-time residency is required. Boston University’s PhD in Counseling Psychology & Applied Human Development program prepares graduates to:

• Design, implement, and evaluate culturally responsive interventions and learning environments at multiple levels of the social ecology
• Produce the research upon which such interventions and learning environments are built
• Train and supervise future generations of culturally competent counseling psychologists and researchers in applied human development

Hear From Our Faculty

Successful applicants to the Counseling Psychology & Applied Human Development PhD program have strong academic records and significant research experience, training goals that fit those of our program, and research interests that align with one or more faculty members.

Dates & Deadlines

Fall 2024 semester, aug 15, 2023.

Application Open

Dec 1, 2023

Application Deadline

Deadline to Receive Priority Scholarship Consideration

Application Closes

Featured Faculty

For information about the PhD in Counseling Psychology & Applied Human Development at Boston University Wheelock College of Education & Human Development, including requirements for admission, contact Program Director Kimberly Howard.

Detris Adelabu

Clinical Professor

Janine Bempechat

Carly Block

Bobby Hiep Bui

Program Director, EdM in Counseling Senior Lecturer

Hardin Coleman

Professor & Dean Emeritus Director, Center for Character & Social Responsibility

Kathleen Corriveau

Associate Dean, Faculty Affairs Professor

Maria Teresa Coutinho

Clinical Associate Professor

Tina Durand

Edson Filho

Associate Professor

Jennifer Greif Green

Amie Grills

Associate Provost, Undergraduate Affairs Professor

Melissa K. Holt

Director, Kilachand Honors College Arvind and Chandan Nandlal Kilachand Professor Professor, Counseling Psychology

Kimberly A. S. Howard

Program Director, Counseling Psychology & Applied Human Development (PhD) Professor

Grace S. Kim

Clinical Associate Professor Chair, Counseling Psychology & Applied Human Development

John McCarthy

Clinical Associate Professor Director, Institute for Athletic Coach Education

Michael A. Medina

Assistant Professor

V. Scott Solberg

Paul Thayer

Jonathan F. Zaff

Research Professor Director, CERES Institute for Children & Youth

Related Information

Academics & training.

Get an overview of the PhD in Counseling Psychology & Applied Human Development and learn more about research and training, and the goals of the program.

For questions about everything from our faculty to our research, check out this list of frequently asked questions about the PhD in Counseling Psychology & Applied Human Development.

Graduate Admissions

Start your application today or get information about costs & tuition, scholarships, application requirements, deadlines, and more.

Additional Information about the PhD in Counseling Psychology & Applied Human Development

Student Admissions, Outcomes, and Other Data

Accreditation & Licensing Disclosure The Counseling Psychology track of the PhD program in Counseling Psychology and Applied Human Development is accredited as a program in counseling psychology by the American Psychological Association (APA). For more information, contact the APA Office of Program Consultation and Accreditation .

Questions related to the program’s accredited status should be directed to: 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 For information about this BU Wheelock state-approved program and how the educational requirements compare with those in other states, read the BU Wheelock Doctor of Philosophy in Counseling Psychology Program Licensing Disclosure . Doctoral counseling psychology students should review this disclosure and contact their program faculty with questions.

Area of Study

• Counseling & Human Services

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• Counseling Psychology & Applied Human Development

PhD in Counseling Psychology & Applied Human Development

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Master of Arts, Master of Education

Application & Tuition

Interested in becoming a counsellor? We designed the Counselling Psychology program to prepare you for a career as a professional counsellor in the community or an educational setting, such as a school or university.

On This Page ↓

Program Overview Program Design & Courses Locations Faculty Future Pathways Student Experiences Information Sessions Contact

PROGRAM OVERVIEW

Designed for.

Those wishing to pursue a career as a professional counsellor in community and educational settings.

Become a B.C. K-12 School Counsellor

All school counselors in the B.C. public school system are qualified teachers.  After achieving certification as a teacher and gaining experience in the classroom, the next step is to pursue a Master’s degree in counselling psychology. If you are already a teacher, see the  Admission Requirements  page.

Become a Certified Canadian Counsellor (CCC) or a Registered Clinical Counsellor (RCC)

Our graduates successfully seek certification by the  Canadian Counselling and Psychotherapy Association  as Certified Canadian Counsellors or by the  B.C. Association of Clinical Counsellors  as a Registered Clinical Counsellors.  More information about certification by these professional associations can be found on their websites.

Program Structure

• Complete an MEd or an MA (with faculty approval)
• In-person classes typically held at the Surrey or Burnaby campus
• Clinic-based courses at the SFU Surrey Counselling Centre
• Designed for working professionals with classes held in the late afternoon/early evening

Intake Schedule

This program typically accepts applications on an annual basis.

Next Start Terms Fall 2023 (applications closed) Fall 2024

PROGRAM DESIGN & COURSES

Program design.

The Counselling Psychology MA and MEd programs are highly sequenced, with almost all courses offered only once per year.  The program structure and sequence is guided by two key principles:

• Effective counselling practice is guided by coherent theoretical frameworks, a working knowledge of assessment procedures, and a keen awareness of ethical principles and issues. 
• Counselling skills and strategies are best learned through a series of structured experiences that allow students to refine their skills while becoming increasingly independent and confident in their clinical skills and judgment.  

Graduates find rewarding careers providing counselling services (individual, group, personal, and career counselling and psycho-educational services) to adults and children in a variety of settings (e.g., public schools, university and college counselling centres, community-organizations). Graduates are eligible to register with the  Canadian Counselling and Psychotherapy Association (CCPA) , and/or the  British Columbia Association of Clinical Counsellors (BCACC) .

Both our Master of Arts (MA) and Master of Education (MEd) degrees are suitable for students who wish to practice counselling in various professional settings.

Our MA is suited for those who wish to conduct original research (in the form of a thesis) as part of their graduate studies. Students who are interested in pursuing a PhD in Counselling Psychology should consider the MA degree because most doctoral programs include a dissertation and accept applicants who have completed a thesis at the Masters level. In order to support a student's research for their thesis, an additional course in research is required. Students in the MA program may complete their Counselling Practicum in a wide range of professional settings.

Our MEd degree requires the completion of a comprehensive examination covering professional practice and ethics in counselling and a required course on counselling in educational settings. Students in the MEd program may also complete their Counselling Practicum in a wide range of professional settings.

Note: In order to be a school counsellor within the B.C. K-12 system, you must have a B.C. teaching qualification.

Employers typically make no distinction between the MA and the MEd when hiring counsellors.   The MA and the MEd require the same time to complete and require the same amount of work on the part of students. Students in the MA and MEd take similar courses from the same instructors, and classes are often blended with both groups of students.

Key features of MEd and MA programs

Both the MA and the MEd provide the same amount and quality of clinical training.  Students in both programs complete their first supervised counselling experience (the Supervised Clinic courses) together at the   SFU Surrey Counselling Centre (SCC) . 

The  SFU SCC  is the training centre associated with the program.  While at the centre, students provide counselling, under close supervision by program faculty, to a small number of clients (ranging from elementary school aged children through adults, depending on students’ interests and experience). Upon successful completion of the two terms of clinics, students in both versions of the program then complete two terms of counselling practicum. 

During the practicum terms ,  MA and MEd students spend 2-3 days per week at a practicum site (e.g., community counselling agency, public school, college or university counselling centre) and attend a weekly evening seminar together on campus.

Schedule & Courses

You can complete the program in two calendar years and two terms (a minimum of eight terms).

The program begins with courses which help students to develop in-depth understandings of theories of counselling and become familiar with assessment procedures. This is followed by a practical component of Counselling Psychology training ( EDUC 874) in which students learn and practice advanced counselling skills with peers while receiving detailed feedback from program faculty.  Students also usually take a course in ethics, and may take other required or elective courses.

Year 1: Fall

Educ 862-3 individual assessment in counselling.

Assessment procedures used in educational and community counselling settings, including intake assessment, case conceptualization, observational procedures, diagnostic categories, ethics, bias and multicultural and diversity issues. Prerequisite: Acceptance to the MA/MEd counselling psychology program or permission of instructor. Students must successfully complete a Criminal Record Check.

EDUC 870-3 THEORIES OF COUNSELLING

Students examine analytic, phenomenological, existential, behavioral and cognitive approaches to counselling, and the philosophical and personality theories upon which they are based. Prerequisite: Acceptance to the MA/MEd counselling psychology program or permission of instructor. Students must successfully complete a Criminal Record Check.

Year 1: Spring

Educ 874-5 counselling skills and strategies.

Counselling skills and strategies are analysed, practiced, and critically examined. Counsellor decision-making, counselling effectiveness, and professionalism in counselling are also considered. Prerequisite: EDUC 870.

EDUC 872-3 ETHICS IN COUNSELLING PSYCHOLOGY

Issues related to foundational ethical principles and systems, professional and legal standards for counselling psychology, review of ethics codes, ethical decision-making, and other topics including professional boundaries, competence, service across cultures, social justice, consulting and private practice, and ethical guidelines around evaluation, assessment, supervision, and research.

Year 1: Summer

Educ 877-4 contemporary school counselling.

An examination of contemporary approaches to school counselling. Program development, consultation skills, counselling interventions in school counselling are considered.

This is a core course for MEd students.

MA students are encouraged to begin exploring thesis ideas and meeting with their senior supervisor to discuss research ideas as early as possible in the program.

Students usually complete two supervised counselling clinics ( EDUC 799 and EDUC 800 ) at the SFU Surrey Counselling Centre , where they participate in their first supervised clinical experience. While at the Centre, students see a small number of clients under very close supervision. Supervisors are able to watch students conduct counselling sessions, join students in their sessions with clients, and review recordings of students’ counselling sessions. In addition to the Supervised Clinic courses, students also complete other required or elective courses.

Year 2: Fall

Educ 799-3 supervised counselling clinic i.

An initial clinical course where students develop their basic and beginning counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 870, 874. Students must successfully complete a Criminal Record Check.

EDUC 864-5 RESEARCH DESIGNS IN EDUCATION

Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit. Equivalent Courses: EDUC 814. EDUC 864 is sometimes offered in other terms and may be completed in a different term or year if this works with program requirements and the student's schedule.

EDUC 873-3* CAREER COUNSELLING MA/MED STUDENTS COMPLETE ONE OF EDUC 871 OR EDUC 873.

An examination of contemporary approaches to career counselling. * This elective availability may change from year to year.

Year 2: Spring

Educ 800-3 supervised counselling clinic ii.

An advanced clinical courses where students further develop their counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 799. Students must successfully complete a Criminal Record Check.

EDUC 878-5 GROUP COUNSELLING

An examination of contemporary approaches to group counselling. Students with credit for EDUC 720 may not take this course for further credit. Prerequisite: EDUC 874.

Year 2: Summer

Educ 871-3* family counselling ma, med students complete one of educ 871 or educ 873.

Students discuss models of family dynamics and instructional interventions applicable by school personnel in family counselling interactions. Concepts and techniques will be explicated through discussion and simulation. Prerequisite: EDUC 870. * This elective availablility may change from year to year.

MA students: Continued discussions with your thesis supervisor; completion of thesis proposal; ethics approval for thesis research. Data collection usually begins before the end of 2nd year.

In Year 2, MA and MEd students secure practicum placements for the fall & spring of Year 3. Placements begin in January and are completed in June. The first practicum will begin in September, and the second in January the following year.

All MA and MEd students complete their culminating supervised clinical experience: 2 practicum terms (September through April). During the practicums, students are placed in a community-based social service agency, a public school, or a university or college counselling centre where they see clients under the supervision of an on-site supervisor. The on-site supervisor is a fully qualified counsellor who works at the practicum site. Supervision during the practicum is based on supervisors and students reviewing recordings of the students’ counselling sessions and discussing sessions and cases. Students also attend an on-campus seminar (led by a faculty member from the program) with other students in the practicum. The seminar includes group supervision and case consultation. In addition, MEd students are required to register in the comprehensive exam course (EDUC 883) in their final term. Typically students complete all remaining degree requirements (course work, comprehensive examination, thesis examination) during this period.

Year 3: Fall

Educ 801-1.5 counselling practicum i.

Supervised clinical experience for students enrolled in the MEd or MA Counselling Psychology Program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 800. Students must successfully complete a Criminal Record Check.

Year 3: Spring

Educ 802-1.5 counselling practicum ii.

Advanced supervised clinical experience for students enrolled in the MEd or MA Counselling Psychology Program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 801. Students must successfully complete a Criminal Record Check.

EDUC 883-5 MED COMPREHENSIVE EXAM

The examination is graded on a satisfactory/unsatisfactory basis.

Year 3: Summer

Educ 898-10 master's thesis.

The thesis is a research investigation designed to generate and/or examine critically new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three terms. Graded on a satisfactory/unsatisfactory basis.

MEd students prepare for and complete the Comprehensive Examination in the final term.

MA students continue to work on their thesis throughout Year 3. Upon completion of the thesis to the satisfaction of the supervisory committee (8th term or later), MA students proceed to a Thesis Examination .

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

Our Surrey campus is a vibrant community hub in the heart of one of Canada’s fastest-growing cities. With easy access to transit, the modern campus is conveniently situated between Metro Vancouver and communities south of the Fraser River.

Simon Fraser University respectfully acknowledges the unceded traditional territories, including the Semiahmoo, Katzie, kʷikʷəƛ̓əm (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.

SFU Surrey Community Counselling Centre

All counselling is provided by Counsellor Trainees in the SFU Master's program in Counselling Psychology under the close supervision of the program’s instructional team.

Learn more about the SFU Surrey Community Counselling Centre

Faculty members are recognized for their work in developing, advancing and enacting knowledge that makes a difference in public education. We follow a rigorous research program to investigate theory and provide innovative leadership in issues of educational pedagogy.

Counselling Psychology Faculty

• Sharalyn Jordan
• Masahiro Minami
• Patricia Nitkin
• Gillian Diane Smith
• Krista Socholotiuk

Faculty who also provide senior supervision for MA thesis work in Counselling Psychology:

• Heesoon Bai
• Elina Birmingham

FUTURE PATHWAYS

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.

Occupations

Graduates find rewarding careers providing individual, group, personal, and career counselling and psycho-educational counselling services to adults and children in a variety of settings, including:

• Public schools
• University and college counselling centres
• Community-organizations

STUDENT EXPERIENCES

Meet some Counselling Psychology MEd/MA students and alumni.

May 11, 2023

August 31, 2022

The newly designed Surrey Community Counselling location at SFU's Surrey Campus is enabling the dedicated staff, faculty, and students to reach even more lives through accessible, free, and clinically sound mental health care.

"My time at the Faculty of Education changed my life, partly by facilitating my recognition of new competencies and interests within myself."

"I chose the Counseling Psychology Program within the Faculty of Education at SFU because of the high quality of instruction and training I would receive."

Cheryl Inkster , 2017 Graduate

LEARN MORE ABOUT THIS PROGRAM

Curious to know more about the program?

Learn more about counselling psychology

View pre-requisites

UPCOMING INFORMATION SESSIONS

View all information sessions

Previous Information Sessions

2024 Winona Commencement information and livestream First year students deposit here

• Find My Program
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Master’s or Doctorate: Which Degree Fits My Counseling and Psychology Career Path?

April 26, 2024

School of HHS

Assess Your Goals When Considering an Advanced Counseling and Psychology Degree

Completing your bachelor’s degree opens many new paths on your way to a career in counseling and psychology. With so many options, it’s important to assess your goals when selecting which program of study is the best fit. Consider your career aspirations, academic interests, and lifestyle needs as you embark on this journey toward finding an education that will set you up for success in this fascinating field.

Saint Mary’s University of Minnesota offers outstanding programs to help you earn an M.A. in Counseling and Psychological Services  or a Doctor of Psychology (Psy.D.) in Counseling Psychology  degree. Below, we discuss several options for those looking to advance in their counseling and psychology education and career.

What Can I Do With an M.A. in Counseling and Psychological Services?

A M.A. in Counseling and Psychological Services provides students with the knowledge, skills, and experiences needed to become licensed practitioners, such as a Licensed Professional Counselor (LPC) or Licensed Professional Clinical Counselor (LPCC). Licensed graduates can provide mental health services, including individual counseling, and work in a variety of healthcare and human service settings. This type of work requires patience, empathy, and compassion as well as technical expertise. Mental health counselors are labeled as a “bright outlook” job by the U.S. Department of Labor and are in high demand.

What Can I Do With a Doctor of Psychology (Psy.D.) in Counseling Psychology Degree

Pursuing a Doctor of Psychology (Psy.D.) in Counseling Psychology degree offers graduates the educational requirements and opportunity to make an impact as licensed psychologists. Licensed psychologists often work in clinical practice settings, such as community mental health centers or private practices, where they provide psychotherapeutic services to individuals or families. This type of work is both challenging and rewarding. It is also highly sought-after due to its potential for long-term growth and professional development opportunities.

Earning this degree can also open students up to a wide range of opportunities. Students gain many transferable skills that apply in different practice settings, including advocacy, consultation, critical thinking, and leadership.

Counseling and Psychology Graduate Degrees at St. Mary’s University of Minnesota

At Saint Mary’s University of Minnesota, we are proud to offer two state-of-the-art graduate degrees in counseling and psychology.

• A. in Counseling and Psychological Services
• Doctor of Psychology (Psy.D.) in Counseling Psychology

The M.A. in Counseling and Psychological Services program  offers a unique opportunity to apply for early entry to the Doctor of Psychology (Psy.D.) program  which allows for an accelerated pathway for earning both your master’s and doctoral degree. This accelerated pathway allows you to achieve your academic goals faster by allowing for simultaneous completion of your master’s degree while beginning your Psy.D. coursework.

Our Psy.D. curriculum emphasizes evidence-based practices in psychological assessment and diagnosis, treatment, interdisciplinary collaboration, and supervision. It is accredited by the American Psychological Association (APA) and prepares students for licensure as health service psychologists.

Get Started on Your Advanced Counseling and Psychology Degree

Both graduate degree programs in Counseling and Psychology provide students with theoretical knowledge and practical application strategies that prepare them for success wherever they go.

Whether you’re interested in becoming a licensed counselor, working as a licensed psychologist,      in clinical practice settings, or pursuing research opportunities, we’re confident a degree from Saint Mary’s University of Minnesota will be beneficial to your long-term goals. Serving students throughout Minnesota and beyond, we provide person-centered education with a commitment to the principles of the Catholic Lasallian tradition .

Reach out to us to learn more  or start your application  today.

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Lehigh Doctoral Student Receives Two Graduate Student Awards

Maddie Tschauner, a third-year doctoral student in the Counseling Psychology program, will pursue a career that brings together science and advocacy.

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Maddie Tschauner

Maddie Tschauner recently received two Lehigh Graduate Student Awards—the Graduate Student Leadership & Service Award and the Graduate Life Leadership Award. A third-year doctoral student in the Counseling Psychology program, the awards recognize her role in creating programs and resources for College of Education (COE) graduate students and reflect her commitment to civic life and social justice.

Her efforts have ranged from organizing a field trip to celebrate the Lunar New Year to leading student town hall sessions and co-managing the COE’s food pantry. Tschauner also serves on the Diversity Committee and as the graduate assistant for the Multicultural Resource Center.

Her leadership extends through her involvement with Lehigh’s Graduate Student Senate, where she has been an active participant for three years.

A native of Nebraska, Tschauner enrolled in the University of Redlands in Southern California for her undergraduate coursework. There, she was part of a program called the Johnson Center for integrative studies that “brings together bright, creative, independent and active students with a genuine interest in academic and civic pursuits.” After graduation, Tschauner knew she wanted to pursue a career in counseling psychology and her undergraduate advisor recommended Lehigh for her graduate degree.

Maddie Tschauner received the Graduate Student Leadership & Service Award and the Graduate Life Leadership Award.

“At Lehigh, our counseling psychology courses are all so thoughtfully designed to help us develop our counseling psychologist identity,” she says. That identity is part scientist, part practitioner and part advocate.

“To me, that’s what differentiates a counseling psychologist from a clinical psychologist,” she explained. “There's a commitment to social justice and looking at things from systems-level issues—taking into account the way people are experiencing their identity and their social locations and how that informs the problems they encounter and how change occurs.”

In a few weeks, Tschauner will head back to Southern California ,where she will intern in a clinical and forensic psychological services clinic.

“I really enjoy forensic psychology,” she said.

Forensic psychologists practice where the legal system and psychology intersect; for instance, using scientific methods and knowledge to inform court decisions, such as evaluating the likelihood of recidivism or need for various interventions.

“My advisor, Dr. Nic Johnson, believes assessment is an act of social justice, and I really believe it is. Often a system is asking questions about a person, and we have the opportunity as psychologists to advocate for them and provide treatment recommendations so that the person can receive the resources they need, whether it's individual or group therapy, substance use treatment, housing resources, etc.,” she said.

Long term, Tschauner sees herself working in a rehabilitative setting, such as a prison or the Veterans Administration and continuing research on how plant medicines, such as psychedelics alongside therapy, can support survivors of sexual assault.

Story by Beth Blew

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Royal Counseling Center

LPC Intern , PhD , MA , LPC-A (she, her)

Practice at a Glance

Richardson, TX 75080

3132 Matlock Road

Arlington, TX 76015

• Individual Sessions $90
• Couple Sessions $135
• Sliding scale: apply if you may be eligible
• Pay by ACH Bank transfer, Cash, Check, Mastercard, Paypal, Venmo, Visa, Zelle
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• personal injury insurance

Qualifications

• Verified by Psychology Today Prelicense by State of Texas / 90966 Supervised by Erin James (Texas / 63911) T Beasley
• In Practice for 10 Years
• Certificate from Our lady of the lake
• Attended Walden University , Ph.D psychology , Graduated 2014

Specialties and Expertise

• Career Counseling
• Coping Skills
• Developmental Disorders
• Domestic Violence
• Dual Diagnosis
• Intellectual Disability
• Personality Disorders
• Self Esteem
• Teen Violence
• Traumatic Brain Injury (TBI)

Endorsement

Client Focus

Participants, communities, treatment approach, types of therapy.

• Cognitive Behavioral (CBT)
• Emotionally Focused
• Forensic Psychology
• Integrative
• Motivational Interviewing
• Psychological Testing and Evaluation
• Solution Focused Brief (SFBT)

intervention and prevention group

Intervention and prevention programs are designed to address a variety of issues faced by individuals and communities. These programs aim to prevent or mitigate the effects of various social, economic, and health-related issues. Mental Health America provides a range of prevention and early intervention programs that address risk factors and increase protective factors in order to promote the prevention and intervention of mental health.

Session Cost

1475 Richardson Drive

Primary Location

Additional location, nearby areas.

• Arlington, TX
• Richardson, TX

Neighborhoods

• Northeast Dallas