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Best Ph.D. and PsyD in Counseling Psychology Degree Programs

2024 – best phd/psyd in counseling psychology, what will i learn in an online counseling psychology doctorate program, admissions requirements for a doctorate in counseling psychology, list of counseling psychology doctorate degree programs.

In most states, becoming a licensed clinical psychologist requires having a doctorate in a relevant psychological field, such as counseling psychology. This field is an excellent choice because its doctorate prepares you to provide counseling in various situations. Someone with a good education in counseling psychology can provide personal counseling or therapy, couples therapy, educational counseling, problem-specific counseling, and more.

CounselingPsychology.org is an invaluable resource for those looking to pursue a Doctorate Degree in Counseling Psychology. Our rankings are based on a comprehensive methodology that takes into account numerous factors - such as completion rate, cost of living, program diversity, faculty experience, and competitiveness of the institution - to ensure that students get the best education and experience possible. If you would like to learn more about our methodology, please click here .

Regent University

Regent University is a private Christian university located in Virginia Beach, VA. It is an established institution with over 8,000 students, and it offers a Doctorate Degree in Counseling Psychology. Regent is committed to developing leaders who will make an impact in their local communities and the world.

Loyola University Chicago

Loyola University Chicago is a private Jesuit university located in the heart of Chicago. With over 16,000 students, it offers over 80 undergraduate and 140 graduate programs, including a Doctorate Degree in Counseling Psychology. Loyola offers unique opportunities to explore the city and to learn in a diverse and collaborative environment.

University at Buffalo

The University at Buffalo (UB) is a public research university located in Buffalo, New York. It is the largest and most comprehensive campus in the State University of New York (SUNY) system, with over 29,000 students. UB offers a range of undergraduate and graduate degrees, including a doctoral degree in Counseling Psychology. UB is known for its diverse student population and faculty, and its commitment to excellence in research and teaching.

Virginia Commonwealth University

Virginia Commonwealth University is a public research university located in Richmond, Virginia. With more than 31,000 students, it is one of the largest universities in Virginia. VCU offers a wide range of degree programs, including a Doctorate Degree in Counseling Psychology. VCU is highly ranked for its academic programs and research initiatives."

University of Northern Colorado

The University of Northern Colorado offers a comprehensive Counseling Psychology PhD/PsyD program through its Department of Counseling and Human Services. Located on a picturesque campus in Greeley, Colorado, this program provides students with opportunities for hands-on clinical experience, rigorous coursework, and research opportunities. Graduates are equipped with the skills and knowledge to work as licensed psychologists in a variety of settings.

The curriculum can focus on advanced studies in human behavior or counselor education and supervision. The former is better for those who intend to remain in or enter clinical practice as counselors. Meanwhile, the emphasis on supervision is the best pick if you want to become a department head, clinic leader, or a teacher of other counselors. Note that schools with fine-grained degree tracks may use different names for their degrees than simply calling them “counseling psychology.”

Standard online counseling psychology programs have a predictable curriculum, though the names of the specific courses vary by school. You should expect classes along these lines:

• Performing Mental Assessments
• Helping with Relationships
• Conducting Group Therapy
• Assisting with Lifestyle and Career Development
• Program Research and Evaluation
• Individual Behavior and its Motivating Factors
• Changing Individual Behavior
• Counseling Theories
• Quantitative Analysis

You will also need to complete a dissertation or other capstone experience and obtain a set amount of practicum hours or internship time. The number of in-person practice hours will depend on the university and can vary widely.

In all cases, it’s essential to be sure that your doctorate program is accredited. Accreditation by bodies like CACREP or the APA ensures that your state’s licensing board will accept the credential for its educational requirements. Employers also want to see diplomas from accredited programs. This helps them be sure that your program has taught you everything you need to know at your level.

The credit hours needed to complete a Counseling Psychology doctorate program will vary depending on whether the student has already completed a master’s degree. Some programs, such as the Counseling Psychology Ph.D. through the University of North Texas , allow students with a bachelor’s degree to apply. The program consists of 42 credit hours for those with a master’s or 72 credit hours for those with a bachelor’s.

The difficulty in getting admitted to an online doctoral program in counseling psychology depends on which university is involved. The best programs have stringent GPA requirements and may require participation in whatever they consider the “right” extracurricular activities. Meanwhile, most schools are not as picky and will accept GPAs in the 3.0 range. One of the strongest predictors of this is the competitiveness of the doctoral program.

Some of the standard requirements for admission include:

• Your application
• A fee, if applicable
• A master’s or similar degree in this or a related subject
• Official transcripts
• A GPA at or greater than the university’s minimum
• Letter(s) of recommendation
• Essay on career goals

Your application process will be less stressful if you collect these things far in advance of actually applying. Then, you can tailor your application package to meet the documentation requirements of the universities that you apply to.

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

Jump to Your State Listings

Auburn university at montgomery.

• Counseling Psychology Ph.D. Campus

Arizona State University Campus Immersion

• Counseling Psychology, PhD Campus

University of Central Arkansas

• Future Students in the Doctoral Program in Counseling Psychology Campus

Pacifica Graduate Institute

• Psy.D. in Counseling Psychology Campus

Colorado State University-Fort Collins

• Counseling Psychology Campus

University of Denver

• Ph.D. Program in Counseling Psychology Campus

University of Miami

University of georgia.

• PhD in Counseling Psychology Campus

Ball State University

Purdue university-main campus.

• Ph.D. program in Counseling Psychology Campus

University of Iowa

University of kansas.

• Ph.D. in Counseling Psychology Campus

University of Kentucky

University of louisville.

• Ph.D. in Counseling & Personnel Services (Counseling Psychology) Campus

University of Maryland-College Park

• Counseling Psychology, Ph.D. Campus

Massachusetts

Boston college.

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

University of St Thomas

• Doctorate in Counseling Psychology (Psy.D.) Campus

Mississippi

University of southern mississippi.

• Counseling Psychology PhD Campus

University of Missouri-Columbia

• Counseling Psychology (PhD) Campus

University of Missouri-Kansas City

• Ph.D.: Counseling Psychology Campus

University of Nebraska-Lincoln

Seton hall university, new mexico state university-main campus.

• Counseling Psychology - Doctor of Philosophy Campus

Fordham University

• Counseling Psychology (Ph.D.) Campus

NYU Steinhardt

• Counseling Psychology and School Psychology, PhD Campus

North Dakota

University of north dakota, ohio state university-main campus, university of akron main campus, oklahoma state university-main campus.

• Doctorate in Counseling Psychology Campus

University of Oregon

• Counseling Psychology (CPSY) Program Campus

Pennsylvania

Holy family university.

• Doctor of Psychology in Counseling Psychology, Psy.D. Campus

Austin Peay State University

• Doctor of Psychology (PsyD) in Counseling Concentration in Serving Military Service Members, Veterans, and Their Families Campus
• Doctor of Psychology (PsyD) in Counseling Campus

Tennessee State University

• Ph.D. in Psychology Counseling Concentration Campus

The University of Tennessee-Knoxville

• Counseling Psychology Ph.D. Program Campus

Texas Tech University

Texas woman's university, university of north texas, university of utah, radford university.

• Counseling Psychology (Psy.D.) Campus
• Ph.D. in Counseling & Psychological Studies - Human Services for Student Affairs Online
• Ph.D. in Counseling & Psychological Studies - Human Services Counseling Online
• Ph.D. in Counseling & Psychological Studies - Grief Counseling Online
• Ph.D. in Counseling & Psychological Studies Online
• Ph.D. in Counseling & Psychological Studies - International Online
• Ph.D. in Counseling & Psychological Studies - Life Coaching Online
• Ph.D. in Counseling & Psychological Studies - Trauma & Crisis Counseling Online

West Virginia

West virginia university, marquette university, university of wisconsin-madison.

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

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Counseling Psychology

Doctoral Program

Department of Educational Psychology

The Counseling Psychology doctoral program is one of the longest continuously  APA accredited  Counseling Psychology programs in the country. Our scientist-practitioner-based program prepares Ph.D. psychologists to work with both specific and general problems of human behavior in the context of a range of social processes and systems.

Our faculty are committed to honoring cultural identities and promoting a culture of belonging. We respect and value all aspects of human experiences and backgrounds and other dimensions and intersections of individual and group identity and culture. Our intentional commitments to these values inform research and practice among faculty and students and facilitate our work to train effective practitioners and influential scholars for the future of our profession and society. 

All prospective students must apply via the Graduate School  by  December 1 . Counseling Psychology typically invites candidates for online interviews at the end of January.

The following faculty will be reviewing applications and planning to admit students in the 2025 application cycle: Rico Ainslie, Chris McCarthy and Afroze Shaikh.

Student selection is based on multiple factors including:

• undergraduate grades,
• letters of recommendation,
• relevant professional activities,
• demonstrated interest and productivity in research, and
• match between student and faculty interests.

Recommendation letters and personal statements that reflect intellectual curiosity, tenacity, open-mindedness, interpersonal sensitivity and integrity are also highly valued. 

The Counseling Psychology faculty subscribes to APA’s (2017) definition of mentoring as a dynamic and reciprocal, personal relationship. Each student accepted into the Counseling Psychology program is assigned a core member of the faculty as an advisor/mentor based on student and faculty interests. Ideally, the mentorship/advising process provides: 

• both career and psychosocial mentoring functions, 
• a safe – harbor for self-exploration, and 
• a transformation in the mentee’s professional identity. 

The faculty advisor is responsible for assisting and guiding the student through the program. It is expected that the faculty advisor and student mentee will meet as often as needed to discuss the student’s progress in the program and any questions or concerns. Although the advisors will be the students’ primary research mentors, students may also choose to pursue opportunities to work with other faculty in the program and department. 

Practicum Training

Practicum training is an essential component of the scientist-practitioner model and our program. It is a developmental process that is sequential and graded in complexity. The first year of practicum training (generally the second year of the doctoral program) will involve more direct training and support from program faculty and include basic training in assessment and intervention via the UT Counseling and Mental Health Center (CMHC) – Counseling Psychology Training Clinic. 

In the third year of practicum (generally the fourth year of the doctoral program), you may apply to receive training in a hospital, VA, or community mental health clinic where they are supervised by on-site licensed psychologists, as well as their course instructor. 

Counseling Psychology students also have the opportunity to be considered for the competitive  UT Integrated Behavioral Health Scholars Program . 

Program Aims

Four aims guide the program’s graduate training: 

• Prepare counseling psychologists who are sophisticated researchers and scholars, able to critically integrate research literature and to design and conduct methodologically rigorous empirical studies
• Prepare counseling psychologists who are competent and are well-prepared to enter applied practice
• Develop counseling psychologists who are socially responsible and ethical 
• Develop culturally competent counseling psychologists who are aware of their own attitudes, values, beliefs, and biases, and how they may impact their professional activities

All four aims of the program rest upon competence in broad and general knowledge of  psychology as a discipline .  Discipline-specific knowledge  is articulated in the  APA  Standards of Accreditation for Health Service Psychologists   (APA SOA) .  Discipline-specific knowledge serves as a foundation and cornerstone to identity as a psychologist. 

Program of Work

Please note required coursework may vary from year to year. Current students should always defer to their Program of Work for course requirements and consult with their faculty advisor / Graduate Advisor for any needed clarifications.

Discipline-Specific Knowledge Foundations

All four aims of the program rest upon competence in broad and general knowledge of psychology as a discipline. Discipline-specific knowledge is articulated in the APA Standards of Accreditation for Health Service Psychologists (APA SOA). Discipline-specific knowledge serves as a foundation and cornerstone to identity as a psychologist. All students in APA-accredited doctoral programs are required to demonstrate knowledge in the discipline of psychology, broadly construed. This discipline-specific knowledge base includes:

• the history and systems of psychology,
• basic content areas in scientific psychology;
• integrative knowledge in scientific psychology; and
• methods of inquiry and research.

This foundation is obtained through the following course requirements for the doctoral counseling psychology program, which are completed in the initial three years of graduate study prior to admission to candidacy.

Category I : History & Systems

EDP 382D.2 History & Systems of Psychology

Category II : Basic Content Areas in Scientific Psychology

• EDP 382D.4 Psychology of Learning or EDP 382D.5 Motivation & Emotion
• EDP 382F.3 Life Span Development (This course includes coverage of the affective bases of behavior DSK knowledge area.)
• EDP 382C.2 Social Psychology
• EDP 382E.2 Biological Bases of Behavior

Category III : Advanced Integrative Knowledge

Advanced Integrative Knowledge (AIK) reflects the integration of knowledge gained across the above requirements. Competency in AIK is demonstrated by submission of a paper that integrates two DSK areas in relation to a topic of interest. Students are required to complete this paper at two time points – during the spring semester of their 3rd year and during the spring semester of their 4th year, submitted to their practicum course instructor. The description of this assignment and a grading rubric is included in the student syllabus for their practicum course.

Category IV : Research Methods, Statistical Analysis, and Psychometrics

• EDP 380C.2 Fundamental Statistics
• EDP 480C.6 Statistical Analysis of Experimental Data
• EDP 480C.4 Correlation and Regression
• EDP 381C.2 Research Design and Methods for Education and Psychology
• EDP 380.D.4 Psychometric Theory and Methods

Counseling Psychology Professional Coursework

Program Aims 2 & 3 require knowledge and competence in the delivery of health services in the specialty of counseling psychology. (See Profession Wide Competencies). This knowledge and foundational competence are acquired in the following required courses and required clinical experiences (practicum and internship):

Required Professional Courses

• EDP 384C.2 Theories in Counseling
• EDP 383C.30 Developmental Psychopathology
• EDP 384C.6 Helping and Counseling Skills
• EDP 383C.12 Assessment in Counseling
• EDP 385C.5 Professional Orientation/Ethics in Counseling
• EDP 384C.18 Multicultural Counseling
• EDP 384C.24 Cognitive Behavioral Therapy with Adults
• EDP 382D.2 History and Systems of Psychology
• EDP 385C Advanced Consultation, Collaboration, Supervision
• EDP 194.16 Internship Colloquium

Research Competency Courses

EDP 395R Qualifying Process (2 semesters). Note: While the QP process is required, enrollment in this course is optional.

EDP 398R En-Route Master’s Report (1 semester required for all doctoral students who entered without a Master’s degree)

EDP 3/6/999W Dissertation (minimum 2 semesters)

Clinical Experience Courses

EDP 384Q Practicum in Counseling : At least 5 semesters of practicum is required, including one summer semester and 4 long semesters, as described below. Students are required to register in the course if they plan on doing any practicum work for the practicum training to be counted as a training experience. Students must attend at least 4 long semesters of the practicum course (e.g. register and attend the seminar class). After the attendance requirement is met, students must still register if they are doing practicum work, but class attendance is optional.

Practicum Sequence

• Summer between 1st and 2nd years: Assessment practicum (requires registration in EDP 384Q, attendance in the seminar class is not required)
• 2nd year Fall and Spring: 2nd year Counseling Practicum with In-House CMHC/CP Clinic (requires registration in EDP 384Q and attendance of the practicum course)
• 3rd year Fall and Spring: Practicum with the CMHC (requires registration in EDP384Q, and attendance in practicum course is required if student is not planning to complete a practicum in 4th year)
• 4th year: Practicum is optional but often necessary for internship preparation (if student completes practicum: requires registration in EDP 384Q, and attendance in practicum course is required if student did not complete attendance requirement in previous years)
• 5th year: Practicum is optional

EDP 1/393N Internship in Counseling Psychology (3 semesters required, APA accredited internship site, selected through application, interview and APPIC Match process)

Professional Interest Component Courses

Counseling Psychology students must complete two courses to meet the Professional Interest Component (PIC) course requirement. These courses are defined as counseling-related courses taught by faculty members in the program. Students are required to take Career Development or Group Counseling as one PIC course. Both courses may be taken to fulfill this requirement, or a second course that meets the definition of a PIC course. Examples are listed below:

• EDP 384C.6 Career Development
• EDP 384D Group Counseling
• EDP 384C.14 Addictions Counseling
• EDP 384C Motivational Interviewing

Out-of-Specialization Courses

Out-of-Program: EDP and the Graduate School require that students complete 9 credit hours of courses outside their program area of study. Within EDP the Graduate Studies Committee (GSC) imposes the following rules on this requirement:

• 3 credit hours may be met with the course, Biological Bases of Behavior;
• 3 credit hours may be met by a course outside the student’s program but within EDP;
• 3 credit hours must be taken outside the department.

Students may complete this requirement entirely with out-of-department courses if they prefer, and students who enter the doctoral program with a master’s degree in a related area may request a waiver of this requirement.

Dissertation

Dissertation : EDP 3/6/999W Dissertation, beginning the semester following advancement to candidacy. 6+ hours

Explores the intersection of psychology and culture through such topics as the psychological experience of immigration, ethnic conflicts and the impact of violence within communities, and the relationship between individual and collective identity. ...

Accepting new students

Research interests include mental health public policy, college student mental health and suicide prevention, collaborative care models of behavioral health in primary care, and the intersection of mental health and academic success.

Supports the clinical training of doctoral students, teaches clinically-focused courses and prepares students for psychology internship training. Jane Gray does not serve as a research mentor for students in the School Psychology nor Counseling ...

My Coping and Stress in Education Lab conducts research at the intersection of health, psychology, and education. The focus of our work generally is on promoting wellness and optimal functioning in educational settings. Current work includes studie...

Research focuses on men and traditional masculinity, with a particular emphasis on men's mental health, depression, help-seeking patterns, and their underutilization of counseling services. Note: Dr. Rochlen will not be taking new students for t...

Focuses on suicide, healthcare access, mental health service use, and aging

Accreditation Information

Accreditation

The Counseling Psychology doctoral program at the University of Texas has been continuously accredited by the  American Psychological Association  (APA) since 1953; the program’s next re-accreditation site visit will be in 2033. Accreditation status may be confirmed by APA via:

Education Directorate  Office of Program Consultation and Accreditation 750 First St. NE  Washington, DC 20002-4242  Phone: (202) 336-5979 

TDD/TTY: (202) 336-6123 Fax: (202) 336-5978 Email:  [email protected]

Student Admissions, Outcomes, Other Data

Affiliated Lab

Coping and Stress in Education Research Team

Explores the intersection of health, psychology, and education by researching how to promote wellness and productivity in educational settings.

Additional Information

See also 

• General  FAQs
• Counseling Psychology Doctoral Student Handbook
• Certification and Licensing Requirements for Working in Other States  

At a Glance

Program Starts : Fall

Deadline to Apply : December 1

Schedule : Full-time enrollment required until admitted to candidacy

Credit Hours Required : 98

Program Location : On Campus

GRE Required? No

Area Chair Chris McCarthy

Find out information about the admission process and application requirements.

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Start your application today to take the next steps toward your future as a Longhorn.

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Educational Psychology News

Discover the exciting research and work being done by faculty and students in the Department of Educational Psychology. 

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Doctor of Philosophy Clinical/Counseling Psychology

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

Degree Details

Official degree title.

PhD in Clinical/Counseling Psychology

About the Program 

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

Licensure and Accreditation

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

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

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

Center for Counseling and Community Wellbeing

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

Admissions Information

Careers and outcomes.

CNPS Student Handbook

Clinical/Counseling Psychology Doctoral Program Online Info Session

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

Registration Required. 

GRE Requirements: 

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

Research Mentors:

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

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

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

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

Questions: 

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

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

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

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

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

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

Take the Next Step

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

Counseling Psychology PhD

Doctor of philosophy in counseling psychology.

The Ph.D. Program in Counseling Psychology is dedicated to the preparation of counseling psychologists who facilitate the optimal development of individuals, groups, and organizations that is culturally relevant and psychologically appropriate across the lifespan. Our students are taught to use strategies of prevention, intervention, and remediation to assist others in developing effective coping skills and responses to their environments.

The program prepares students to meet the following profession wide competencies:

Individuals who successfully complete programs accredited in health service psychology (HSP) must demonstrate knowledge, skills, and competence sufficient to produce new knowledge, to critically evaluate and use existing knowledge to solve problems, and to disseminate research. This area of competence requires substantial knowledge of scientific methods, procedures, and practices.

Doctoral students are expected to: 

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

Doctoral students are expected to demonstrate competency in each of the following areas:

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

Trainees must demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities who embody a variety of cultural and personal background and characteristics. The Commission on Accreditation defines cultural and individual differences and diversity as including, but not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socioeconomic status. 

Doctoral students are expected to demonstrate: 

• An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service. 
• The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.
• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others. 
• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness. 
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training. 

Communication and interpersonal skills are foundational to education, training, and practice in psychology. These skills are essential for any service delivery/activity/interaction and are evident across the program’s expected competencies. 

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

Trainees should demonstrate competence in conducting evidence-based assessment consistent with the scope of HSP. 

Doctoral students are expected to demonstrate the following competencies: 

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

Trainees should demonstrate competence in evidence-based interventions consistent with the scope of HSP. Intervention is being defined broadly to include but not be limited to psychotherapy.  Interventions may be derived from a variety of theoretical orientations or approaches. The level of intervention includes those directed at an individual, a family, a group, an organization, a community, a population, or other systems. 

Doctoral students are expected to demonstrate the ability to: 

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

Supervision involves the mentoring and monitoring of trainees and others in the development of competence and skill in professional practice and the effective evaluation of those skills. Supervisors act as role models and maintain responsibility for the activities they oversee. Doctoral students are expected to demonstrate knowledge of supervision models and practices. 

Consultation and interprofessional/interdisciplinary skills are reflected in the intentional collaboration of professionals in health service psychology with other individuals or groups to address a problem, seek or share knowledge, or promote effectiveness in professional activities. 

Doctoral students are expected to demonstrate knowledge and respect for the roles and perspectives of other professions, as well as knowledge of consultation models and practices.

Strengths and highlights of our training program include:

In-depth infusion of racial-cultural and social justice emphases throughout program components. Although our curriculum features certain courses with words like "multicultural" in the titles, our multicultural-social justice instruction does not just reside in those courses. Rather, we conceptualize every course and program experience within the context of a social justice and racial-cultural framework. Not only is this orientation consonant with our belief that socially-just practice is ethical, effective practice, it also allows us to align our work with broader movement toward social equity.

Research exposure and opportunities.  At Teachers College, you have the opportunity to get first-rate practitioner preparation in the context of first-rate scholarship. Our faculty includes researchers whose work has shaped the counseling profession, and every faculty member maintains ongoing research teams to which students at any level of training may apply. To find out more about our faculty's research interests, please consult their individual pages on the TC website.

A commitment to the crucial role of experiential training and self-awareness within psychotherapist preparation.  As a counselor or therapist, the instrument that you use to enact your professional work is you -- so the more aware you are of your own interpersonal style, skills, and biases, the more effectively you can use your instrument. Many students find that some of the most important, challenging, and transformational aspects of their TC training results from courses like Foundations, Group Counseling, and Racial-Cultural Counseling Lab, where students learn about themselves as they learn about the practice of psychology.

TC's program of study leading to the doctorate in Counseling Psychology is guided by criteria adopted by the  American Psychological Association  for accredited programs in professional psychology.

The course of study includes:

• Scientific and professional ethics and standards
• Psychological measurement, statistics, and research design and methodology
• Knowledge and understanding of a) history and systems of psychology b) the biological basis of behavior c) the cognitive-affective bases of behavior d) the social bases of behavior (e.g., social psychology) and e) individual behavior (e.g., personality theory, human development)
• Intervention strategies and methods of inquiry; and
• Preparation to undertake a doctoral dissertation.

In developing the necessary mastery of these areas, students are expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the vocational guidance movement, and the mental health movement. Similarly, they are expected to be prepared for the probable future of counseling psychology in the areas of expertise represented by the faculty, especially the influence of social and cultural systems (home, family, workplace, and environment) on human development and change.

Mentorship model.  Students are advised by the faculty mentor with whom they selected during the application process. The advisor serves the important roles of orienting students to the program and helps them to develop their curriculum plans. Students receive mentorship in research by serving on the research teams of their advisors and ordinarily do research practicum on their mentor’s research team.  The doctoral mentors are:

• Melanie E. Brewster: ( Not interviewing new Ph.D. students to enroll in Fall 2025) Mental and physical health correlates of marginalization and/or objectification; atheism and nonreligious identities; collective action and well-being; instrument development and psychometric evaluation. Co-directs the Sexuality, Women, and Gender Project, which offers a graduate certificate. Link to website . 
• Whitney J. Erby: (Interviewing new Ph.D. students to enroll in Fall 2025) The relationship between the experience of racism, racial identity, and well-being; career development; Black women’s mental health; couple’s therapy; psychological assessment.
• George V. Gushue: (I nterviewing new Ph.D. students to enroll in Fall 2025) The influence of racial/cultural attitudes, beliefs, and values on social cognition (e.g., perception, judgment, memory, and attribution) in the areas of client evaluation and counseling practice, career development, and health; group and family counseling; psychosocial dimensions of HIV/AIDS. Link to website. 
• Marie L. Miville: (I nterviewing new Ph.D. students to enroll in Fall 2025) Multicultural counseling; universal-diverse orientation; Latina/o psychology; LGBT issues; women's issues; intersections of identities; supervision and training. Link to website.  
• Laura Smith: (I nterviewing new Ph.D. students to enroll in Fall 2025)
• Social inclusion/exclusion and wellbeing; psychological dimensions of social class, poverty, and classism; intersections of race and class; Whiteness and antiracism; participatory action research; community-based psychological interventions.  Link to website.
• Derald Wing Sue : Multicultural counseling and therapy, cultural competency, multicultural consultation and organizational development, psychopathology, racism and antiracism, law and ethics.  Link to website.
• Brandon L.  Velez (Director of Clinical Training ) [Not i nterviewing new Ph.D. students to enroll in Fall 2025]
• The associations of discrimination and identity-related attitudes with mental health and career outcomes among sexual, gender, and racial/ethnic minority individuals, as well as populations with multiple minority identities. Link to website. 

For detailed information about the program and its requirements, please see the Doctoral Student Handbook available for download below.

The Ph.D. program also offers a  Bilingual Latinx Mental Health Concentration .

Questions related to the program's accredited status should be directed to the Commission on Accreditation: 

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002 Phone: (202) 336-5979 / Email: [email protected] Web:  www.apa.org/ed/accreditation

Admission Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

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

Application Deadlines

Entry Term Available	Priority Deadlines	Final Deadlines	Extended Deadlines
Spring	N/A	N/A	N/A
Summer	N/A	N/A	N/A
Fall	December 1, 2024	December 1, 2024	N/A

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

Application Requirements

	Requirement
	, including Statement of Purpose and Resume
	Results from an accepted (if applicable)
	$75 Application Fee
	Two (2) Letters of Recommendation
	Academic Writing Sample

For admission-related inquiries, please contact [email protected] .

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The program of study that follows is described in terms of full-time study. Some of the courses may be taken on a part-time basis. However, full-time study after the first 30 applicable credits is required unless the student can present persuasive evidence that his or her living and working circumstances have not prevented, and will not prevent, him/her from taking full advantage of the College’s resources. Certain essential subjects and practica are offered only in the morning and early afternoon hours.

The doctorate degree is granted after successful completion of a minimum of 90 points of planned, sequential study beyond the bachelor’s degree, of which at least 60 points must be taken at Teachers College. The doctoral program is accredited by the American Psychological Association and requires at least five years, including the equivalent of four years of academic study beyond the bachelor’s degree and one calendar year of internship.

Please note that upon admission to the Ph.D. program in Counseling Psychology, students will receive a Doctoral Student Handbook for the Ph.D. program in Counseling Psychology which will provide updated policy, program features, and requirements. (The most recent handbook is available on the Program website). The program of study leading to the Doctorate in Counseling Psychology is guided by criteria adopted by the American Psychological Association for accredited programs in professional psychology.

The course of studies includes: scientific and professional ethics and standards; psychological measurement, statistics, and research design and methodology; knowledge and understanding of: (a) history and systems of psychology, (b) the biological basis of behavior, (c) the cognitive-affective bases of behavior, (d) the social bases of behavior (e.g., social psychology), and (e) individual behavior (e.g., personality theory and human development), intervention strategies and methods of inquiry; and preparation to undertake a doctoral dissertation.

In developing the necessary mastery of these areas, the student is expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the vocational guidance movement and the mental health movement. Similarly, she or he is expected to be prepared for the probable future of counseling psychology in the areas of expertise represented by the faculty, especially the influence of social and cultural systems (home, family, workplace, and environment) on human development and change.

In addition to core requirements, courses in specific and specialized areas of counseling psychology are available. Courses in the department are supplemented by appropriate offerings in other Programs and Departments at Teachers College, and Columbia University.

Please note that satisfactory performance in the degree program is defined as no incomplete grades and no courses in which the grade earned is lower than B. Academic dishonesty and unethical behavior may be grounds for immediate dismissal from the program (master’s or doctoral). Specific information regarding curriculum requirements are contained in the Doctoral Student Handbook. In addition to coursework, a number of other academic experiences are required.

Doctoral Certification

Candidacy as a doctoral student expires after a certain number of years. Ph.D. candidates must complete all degree requirements within seven years of first entering the program (six years if they have an applicable master’s degree or 30 points of advanced standing prior to doctoral admission).

Counseling Psychology students do not become official candidates for the degree of Doctor of Philosophy until they have passed: 1) a College-Wide Psychology Research Methods Exam, and 2) a Program Comprehensive exam which includes both a written exam and the submission of a Research Competence project paper. The written exam covers several areas in Counseling Psychology, including: (1) theoretical concepts; (2) core psychology course work; (3) clinical interventions; (4) assessment in career work and personal/social counseling; (5) professional issues such as ethics, professional trends, and developments in counseling psychology. Cultural issues will be infused into the content questions in the exam. In addition, they must satisfy all other requirements for certification prescribed by the Office of Doctoral Studies (ODS). Students who fail to take the certification examination at the appropriate point in their studies are subject to certain penalties. Also there are evaluations done annually to facilitate students’ timely completion of the Ph.D. degree (See Doctoral Student Handbook for more information).

Practicum and Externship

Practicum placements are available both on-campus and off-campus. The Dean Hope Center for Educational and Psychological Services (CEPS) is an in-house training clinic located at 657 528 Building. Students may petition program faculty to complete practicum placements off-campus and should contact the Fieldwork Coordinator for further information. A year-long externship placement may be required of students who do not obtain sufficient clinical hours during their practicum rotations.

For doctoral students only: Supervised experience in approved and appropriate agencies, institutions, and establishments. Students are required to petition faculty for internship training and must be approved to apply for an internship. Students must have completed all coursework during the academic year in which they are applying for an internship. Students must have passed all certification and comprehensive examinations as well as have an approved dissertation proposal.

The Dissertation

For most doctoral students, the completion of course requirements presents few problems. Successful completion of a dissertation is usually less easily managed. Unless carefully planned in advance, it can prove a difficult hurdle. Accordingly, the degree program has several built-in features designed to facilitate the formulation and successful execution of an acceptable dissertation proposal and assistance in completing the dissertation. These include the completion of a research competence project, the Dissertation Seminar course, and a Review of Research course.

• View Other Degrees

Teachers College, Columbia University 428 Horace Mann

Contact Person: Jacob Holober

Phone: (212) 678-3397 Fax: (212) 678-3397

Email: jsh2239@tc.columbia.edu Admissions Inquiries: CCPadmission@tc.columbia.edu

Counseling Psychology

Doctor of Philosophy (PhD)

Advance Your Career

The Counseling Psychology program is committed to the scientist-practitioner model of training wherein professional psychologists are prepared to integrate theory, research, and practice in their practice as agents of knowledge development and change in a diverse society. The program prioritizes research, with students obtaining research, presentation, and publication experiences. The program incorporates diversity, focusing on contextually relevant skills in assessment and intervention with multicultural populations. The program also emphasizes an energetic and collaborative learning atmosphere.

Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “ Admissions ” tab.

December 1 is the deadline for admission consideration.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester.

Program at a Glance

• Major/Department: Educational Studies
• Research Area: Counseling Psychology
• Degree Objective: Doctor of Philosophy (PhD)
• Program Delivery: Residential
• Licensure: *Read Disclosure
• Application Deadline: December 1

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The counseling psychology program offers ONLY the Ph.D. as a terminal degree. A master’s degree is awarded en route to the Ph.D. for students entering the program with a bachelor’s degree, but this degree does not prepare graduates for licensure as a practicing counselor. Students who are unsure that they can or will complete a doctoral program should apply to a master’s program or to a doctoral program that awards a master’s degree as a part of the doctoral requirements.

Tentative Plan of Study

• EDPS 50500: Career Development and Assessment
• EDPS 53100: Introduction to Measurement and Evaluation
• EDPS 60000: Counseling Theory and Techniques
• EDPS 60100: Counseling Theory and Techniques Lab
• EDPS 60400: Advanced Counseling Theory and Intervention
• EDPS 61400: Advanced Counseling Practicum (On-site)
• EDPS 61700: Professional Issues, Ethics, and History of CPSY
• EDPS 61801: Intellectual & Neuropsychological Assessment
• EDPS 62200: Systems Concepts in Counseling and Development
• EDPS 62400: Advanced Counseling Practicum and Supervision (Off-site)
• PSY 64000: Survey of Social Psychology
• PSY 67300: Psychology of Behavior Disorders
• Required elective course in research methods
• EDPS 69600: Internship in CPSY
• EDPS 69900: Research PhD Thesis
• EDPS 50000: Group Counseling Theories and Techniques
• EDPS 50700: Counseling Multicultural & Diverse Populations
• EDPS 53300: Instructional Educational Research I Method
• EDPS 61900: Counseling Psychology Research Practicum
• EDPS 62100: Advanced Multicultural Counseling Theory and Practice
• EDPS 62300: Personality Assessment
• EDPS 63000: Research Procedures in Education
• PSY 69200: Affective/Cognitive Bases of Behavior
• PSY 69200: Introduction to Cognitive Neuroscience
• EDPS 55600: Introduction to Quantitative Data Analysis Methods in Education I
• EDPS 55700: Introduction to Quantitative Data Analysis Methods in Education II

Supplemental Information

Practicum Placements

Students begin the application process to off-site practicum sites following consultation with their advisor the academic year prior to starting off-site. Often this is during student’s 2nd and 3rd years. In the spring semester, the program’s Off-Site Practicum Coordinator hosts a practicum fair for students to learn more about practicum partnerships in the community. After the attending the practicum fair, students contact practicum sites they are most interested in to set up an interview. Students should not contact sites directly before the practicum fair. Below are select examples of off-site practicum locations where our students receive training.

University Counseling Centers

• Purdue University, Counseling and Psychological Services (CAPS) – West Lafayette, IN
• Indiana State University Student Counseling Services – Terre Haute, IN
• IUPUI Counseling & Psychological Services – Indianapolis, IN
• Butler University – Indianapolis, IN
• DePauw University – Greencastle, IN

Veteran’s Hospitals

• VA Illiana Health Care System – Danville, IL
• Richard L Roudebush VA Medical Center – Indianapolis, IN

Community Mental Health Centers

• Indiana Women’s Prison – Indianapolis, IN
• Willowstone Family Services, Inc – Lafayette, IN
• Wabash Valley Hospital, Inc., Outpatient – Lafayette, IN
• Four County Counseling Center – Logansport, IN
• Wabash Valley / River Bend Hospital – West Lafayette, IN
• Logansport State Hospital – Logansport, IN

Please note: students may need to satisfy certain eligibility requirements (e.g., background check, drug screening) for some site placements. The placements change regularly as the program adds new sites and other sites become unavailable. Some sites accept only advanced students.

Funding Opportunities

Funding for Counseling Psychology doctoral students is complex and comes from multiple sources. First, students find assistantships in offices across campus, including the Academic Success Center, the Military Family Research Institute, and the Center for Career Opportunities. Students must apply and interview for these positions. Faculty and peers are supportive in filtering assistantship information to students, and faculty assist students in preparing their application materials. Nonetheless, the student is responsible for following up with the information and securing the assistantship. Although our students are very competitive for these positions, the process can be stressful.

Second, students may have opportunities to teach sections of undergraduate courses. These include EPDS 105: Academic and Career Planning, EPDS 315: Collaborative Leadership – Listening, EPDS 316: Collaborative Leadership – Cross-Cultural Settings, and EPDS 317: Collaborative Leadership – Mentoring. Students have also secured teaching assistantships in the Department of Psychological Sciences.

Finally, some students obtain faculty-nominated fellowships, which guarantee funding but require 20 hours per week of work for our home department, Educational Studies. Only a few fellowships are available each year, and they are competitive.

Although funding can be stressful, all current students in the program who want funding have at least a .25 FTE appointment. Regardless, some students obtain federal or private loans to supplement their income.

Additional funding information can be found on through College of Education graduate funding .

In addition to a submitted application (and any applicable application fees paid), the following materials are required for admission consideration, and all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

A completed master’s degree is not required for admission to this program.

Application Requirements

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

How to Apply

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Educational Studies
• Please select an Area of Interest: Counseling Psychology
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

The Ph.D. program in Counseling Psychology at Purdue prepares students for professional licensure as a psychologist in the state of Indiana. Contact Eric Deemer at [email protected] before continuing with program application if you have questions regarding licensure or contact your state psychology licensure board about how this program may translate to licensure in your state of residence.

This program does not lead to licensure in the state of Indiana or elsewhere.

Professional Licensure Disclosure Statement

The U.S. Department of Education requires institutions to publicly disclose to prospective and currently enrolled students whether certain programs meet the education requirements for licensure or certification in the state or territory in which they reside. “Programs Leading to Professional Licensure” is defined as programs represented to prepare students for an occupation for which, at completion of the program, a local, state or federal license, or nongovernmental certification is required (i) as a precondition for employment, (ii) to perform certain functions, or (iii) to meet additional conditions that are generally needed to secure employment.

The Ph.D. program in counseling psychology at Purdue prepares students for professional licensure as a psychologist in the state of Indiana. However, the program has not made a determination as to whether its training requirements meet licensure standards in the remaining 49 U.S. states, the District of Columbia, and other specified territories. Current and prospective students are advised to contact the psychology licensure board in the jurisdiction in which they expect to practice to determine whether the program meets its licensure standards.

State by state psychology licensure requirements.

Currently Accepting Students: David Stanley, Eric Deemer, and Xiang Zhou.

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• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
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• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Emily Boswell

Eric deemer, heather servaty-seib, david c. stanley , jr..

We embrace values of equity, social justice, and inclusiveness in all aspects of our training in the Counseling Psychology PhD program. These ideals are also reflected in the diverse backgrounds and cultural identities of faculty and students, which broadly reflect race, gender identity, sexual orientation, ethnicity, socioeconomic status, physical ability, age, national origin, and religion. Consistent with the values of the field of counseling psychology, we strive to train students to advocate with and on behalf of people with marginalized identities to address sociocultural, political, and institutional factors that serve to perpetuate systems of oppression that undermine well-being. To this end, we believe that it is necessary for us all, faculty and students, to explore and reflect upon our own biases, privileges, and blind spots in all aspects of our roles in this program. This ongoing process of critical self-examination and self-awareness can often be an uncomfortable one, particularly as other program members may hold beliefs and values that differ from one’s own. However, we strive to navigate diverse individual and cultural perspectives together in a climate of trust, safety, and support.

Land Acknowledgement

We acknowledge the traditional homelands of the Indigenous People which Purdue University is built upon. We honor and appreciate the Bodéwadmik (Potawatomi), Lenape (Delaware), Myaamia (Miami), and Shawnee People who are the original Indigenous caretakers. See: https://www.purdue.edu/naecc/

Questions? Contact the Office of Graduate Studies at [email protected] .

2024 Best Counseling Psychology Doctor's Degree Schools

Choosing a great counseling psychology school for your doctor's degree, quality overall is important, other factors we consider, one size does not fit all, best schools for doctorate students to study counseling psychology in the united states, 10 top schools for a doctorate in counseling psychology, additional noteworthy schools.

Rank	College	Location
11		Boston, MA
12		Lexington, KY
13		Houston, TX
14		Iowa City, IA
15		San Juan, PR

Counseling Psychology by Region

Region

Other Rankings

Best associate degrees in counseling psychology, best master's degrees in counseling psychology, best bachelor's degrees in counseling psychology, best overall in counseling psychology, rankings in majors related to counseling psychology, majors similar to counseling psychology.

Related Major	Annual Graduates
	2,404
	340
	322
	221
	148
	62
	49
	37
	35
	24

Notes and References

Popular reports, compare your school options.

Department of Psychology

College of humanities and sciences, ph.d. in counseling psychology.

The Doctor of Philosophy in Counseling Psychology offered by VCU is accredited by the American Psychological Association.

The program seeks to advance the field of counseling psychology through innovative and interdisciplinary approaches to science and service provision. 

We offer generalist training and exposure to multiple theoretical models; however we also have a distinctive slant toward counseling health psychology. Specifically, students will be well-prepared to engage in:

• Applied research
• Evidence-based clinical practice
• The integration of research and practice

Students are trained for a variety of career paths, including working as faculty in academia or medical schools, and implementing and evaluating interventions in hospital, community, university or other clinical settings. 

Upon graduation, students are both competent scientists, and ready for licensure as doctoral-level psychologists with the knowledge and skills needed to engage in evidence-based practice consistent with the highest ethical and professional standards.

Please see the VCU Bulletin for additional degree information.

Practicum and Internship

All students complete practicum positions at VCU in their second and third year. Second-year students work at VCU's University Counseling Services . Third-year students work at the Center for Psychological Development's Multicultural Clinic .

In their fourth year, students complete an external practicum in the greater Richmond community.

Counseling Psychology doctoral students are also required to complete an APA-accredited internship that must be one calendar year of full-time supervised counseling experience.

APA Accreditation

Our program has been accredited by the American Psychological Association since 1984. Our last APA site visit was in fall 2018. Our next APA site visit is scheduled for 2028. 

Our program upholds the  Counseling Psychology Model Training Values Statement Addressing Diversity  put forth by the   Council of Counseling Psychology Programs . 

Commission on Accreditation 750 First Street NE, Washington, DC 20002 Phone: (202) 336-5979

APA-Accredited Programs

Find a program that's right for you., search for accredited programs.

IMPORTANT NOTE REGARDING 2020, 2021, 2022, 2023 SITE VISITS: Due to the COVID-19 pandemic, site visits for the majority of programs scheduled to be visited in 2020, 2021, 2022, and 2023 have been shifted. Please note that the “next site visit date” listed for each program does not represent an expiration of accreditation. It represents a timeline for a program’s next periodic review. The accreditation status of the 2020, 2021, 2022, and 2023 programs will not be impacted by site visit delays. Cycle shifts are listed here . 

Other Accreditation Statuses

Accredited program lists, related pages.

Choosing a Program

Get Accredited

Why APA Accreditation Matters

Office of Program Consultation and Accreditation

750 first st, ne  washington, dc 20002-4242 [email protected], telephone: (202) 336-5979  tdd/tty: (202) 336-6123  fax: (202) 336-5978 .

College of Education

Counseling psychology doctoral program.

The University of Houston's Counseling Psychology doctoral program generates new knowledge and trains community-engaged change agents. We provide our students the tools they need to help others navigate the modern world. Our students have the opportunity to contribute to unique research opportunities in behavioral health, multiculturalism and social justice. Situated within one of the nation's most diverse cities, we have developed relationships with a variety of unique practicum locations, including several within the Texas Medical Center, the world's largest medical center.

Note: This Ph.D. program does not require the GRE if you have either a GPA of 3.0 or higher from your undergraduate studies or if you have a master’s or terminal degree.

• PHLS Directory
• Mission & Values
• Student Profiles
• Graduate Profiles

About the Program

The Counseling Psychology doctoral program trains psychologists to become health service psychologists and psychological researchers. Our nationally recognized and competitive program offers a challenging curriculum, a supportive student environment, student-faculty mentorship, excellent and diverse sites for clinical training, and multiple opportunities for research.

The following faculty are currently accepting new students:

Dr. blake allan, dr. virmarie correa-fernández, dr. marcel de dios, dr. robert h. mcpherson, dr. nathan grant smith, option: health psychology emphasis.

For those Counseling Psychology doctoral students who wish to add a Health Psychology Emphasis to their doctoral training, there is additional coursework that can be integrated into your program. This 15-hour minor includes three courses (two required and one elective) and two semesters of clinical health psychology practicum (which can be one of the practicum placements already included in the doctoral program). Hence, this is only an addition of nine credit hours. It is also possible to gain exposure to this topic by taking one or two courses. For more details on this option, please see pages 11-12 of the doctoral program handbook available on this website.

• Accredited American Psychological Association since 1987
• 5 - 6 years to complete the degree
• Counseling Psychology Student Handbook
• Student Admissions, Outcomes, and Other Data
• UH Graduate School

What will I learn while attending the counseling psychology program?

Students develop professional leadership, ethical, interpersonal, and intrapersonal skills through:

• Candidacy research project
• Comprehensive exam
• Dissertation

Since degree plans change periodically, students will follow the degree plan that is in place at the time in which they complete an official, approved degree plan. Students enter the program with either a Master’s or Undergraduate degree. Please see page 13 of the Counseling Psychology Ph.D. Program Handbook for the most current sample degree plans.

What can I do with my degree?

The program offers the preparation necessary for students to apply for licensure as psychologists in Texas. Our graduates are employed in settings such as:

• Colleges and University Psychology Departments
• University and College Counseling Centers
• Community Agencies
• Private Practice
• K-12 schools

Important Counseling Psychology Documents and Resources

The following is a collection of important documents:

• Evaluation of Practicum Student Competencies
• Sample Practicum Contract
• Supervisor Evaluation Form
• Practicum Hours Log

Counseling Psychology Faculty

The following is a list of current counseling psychology faculty:.

Counseling Psychology Program

Faculty Profile | Email

Dr. Consuelo Arbona

Dr. chakema carmack.

• PHLS Homepage
• Our Programs

The Counseling Psychology faculty's research ranges from stress and coping in the LGBTQ community and tobacco cessation to minority stress and health disparities. Visit the PHLS Research Portal to learn more about our diverse interests and discover faculty pursuing answers to the questions that matter to you.

Feel free to contact faculty directly to learn more about their research. You can find contact information in the Research Portal or by visiting the COE Faculty Directory .

• PHLS Research Portal

Financial Aid

All Counseling Psychology doctoral students are encouraged to apply for scholarships through the UH and the College of Education. To learn more about how to fund your graduate studies, visit the Graduate Funding page .

Graduate Tuition Fellowship

Graduate Tuition Fellowship (GTF) provides tuition remission for 9 credit hours, during the academic year, to students who enroll in at least 9 credit hours. During the summer term, GTFs are contingent upon available budget. Not all years in the graduate program may be covered by this program.

Assistantships

Graduate appointments are usually available to students during the first two years of graduate studies. The program doesn't cover mandatory fees or course fees. Not all years in the graduate program are covered by this program. 

To learn more about funding your education, contact the COE's College of Graduate Studies at  [email protected]  or call 713-743-7676.

• COE Financial Aid and Scholarships
• UH Graduate Funding
• UH Graduate Financial Information

Houston, Texas

Houston is the fourth largest city in the United States and one of the nation's most diverse cities. This fact benefits our students and faculty both personally and professionally. Home to more than 100 different nationalities and where more than 60 different languages are spoken, Houston is the perfect environment to practice what you're learning in the classroom. The city also boasts more than 12,000 theater seats and 11,000 diverse restaurants featuring cuisines from around the globe (Don't know where to start? Just ask a Houstonian, and they're sure to bombard you with at least a dozen places to eat.) 

Houston is bustling with culture, energy and offers something for everyone inside and outside the classroom.

(Background photo: “ Metropolis ” by eflon is licensed under CC BY 2.0 .)

• Student Housing & Residential Life
• Greater Houston Partnership - Welcome to Houston

Ready to Apply?

Are you ready to apply to the University of Houston Counseling Psychology doctoral program ? Yes? You can learn more about the application process by visiting the College of Education's Graduate Admissions page  or jump right into the application process by visiting the UH's How to Apply to Graduate School page .

If you need more information about the Counseling Psychology program, we are here to help. You can always contact the COE Office of Graduate Studies by phone at 713-743-7676  or by email .

The Counseling Psychology doctoral program is a member of UH's Psychological, Health, & Learning Sciences department .

Training and Program Director:  Dr. Consuelo Arbona

UH College of Education Stephen Power Farish Hall 3657 Cullen Blvd., Room 491 Houston, TX 77204-5023

Undergraduate: [email protected] or 713-743-5000 Graduate: [email protected] or 713-743-7676 General: [email protected] or 713-743-5010

*Questions related to the program’s accreditation status should be directed to:

The Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002-4242 (202) 336-5979 [email protected] http://www.apa.org/ed/accreditation/

School Finder

Best online counseling psychology phd programs: students before profits 2021.

An online counseling psychology PhD program trains students with the skills needed for a career in counseling and prepares them for licensure. Students who graduate from an online counseling psychology PhD will be on their way to working with people to overcome their issues through counseling. By pursuing this program online, working professionals are able to prepare for a career pivot without interrupting their day-to-day work.

Top Affordable Online Counseling Psychology PhD: Methodology

We have compiled a list of the top programs available for students who want to pursue an online counseling psychology PhD degree. These programs have been selected for this ranking based upon a scoring system that considers the tuition cost, the program’s length, and program quality–weighted equally. These programs have been accredited by nationally recognized accreditation boards and have had their nonprofit status verified. The programs are ordered from highest to lowest score. Note that tuition rates listed below are based on cost per credit, and individual programs may have additional fees.

Ranking the Top PhD Counseling Psychology Online Programs

#1. university of west georgia, phd counseling psychology online, carrollton, georgia.

Students interesting in learning at the University of West Georgia can enroll in the school’s Online Doctor of Education in Professional Counseling & Supervision degree. This study program is one of the best ways for students to advance their understanding of mental health counseling techniques to prepare themselves for their own practice. Offered in an asynchronous format, the University of West Georgia’s program provides a great deal of flexibility to those enrolled. The University of West Georgia has received accreditation for this program from the Southern Association of Colleges and Schools Commission on Colleges. University of West Georgia has earned the top spot among our best counseling psychology PhD programs.

Tuition:  $ 20,163

#2. University of the Cumberlands

Williamsburg, kentucky.

University of the Cumberlands students can enroll in this Online PhD in Counselor Education & Supervision degree. This program of study teaches students to hone their expertise in counseling. Those who have completed this degree program have become counseling psychologists, licensed professional counselors, psychologists, and more. A total of 60 credit hours are needed to complete this program. The University of the Cumberlands has received accreditation from the Southern Association of Colleges and Schools Commission on Colleges. Through this curriculum, students will learn how to work in clinical settings to help provide counseling and supervise other counselors. This program is one of the best counseling psychology PhD programs.

Tuition: $24,000

Score: 99.75

#3. Adams State University

Online phd in counselor education & supervision, alamosa, colorado.

This Online PhD in Counselor Education & Supervision degree is offered to students by Adams State University. Students in this program will work to gain a stronger understanding of the skills needed to work in counseling and to work with other counselors to educate them or supervise them. A total of 60 credit hours are needed to complete this program. Adams State University has designed this program to be completed in about two years. This program has ranked among the top online PhD programs in counseling psychology. The Higher Learning Commission has provided Adams State University with accreditation for this program. Adams State’s strong program has earned it a top-five spot among our best counseling psychology PhD programs.

Tuition:  $ 29,380

Score: 99.5

#4. University of Louisiana at Monroe

Online doctor of philosophy in systemic studies, monroe, louisiana.

This Online Doctor of Philosophy in System Studies degree is made available by the University of Louisiana Monroe. Through this program, students will develop a greater understanding of systemic family therapy. They will work to understand this concept and apply it in a broader counseling context. This program requires a total of 60 credit hours and is designed to be completed in two years. This program is one of the top online PhD programs in counseling psychology. The Southern Association of Colleges and Schools Commission on Colleges has provided the University of Louisiana at Monroe with accreditation for this program.

Tuition:  $ 30,000

#5. Regent University

Online phd in counseling & psychological studies, virginia beach, virginia.

Upcoming Regent University students can enroll in this Online PhD in Counseling & Psychological Studies degree. This online PhD in counseling degree is designed to prepare students for a career in psychology or counseling. Regent University offers this program in several concentrations, including Addictions Counseling, Grief Counseling, Human Services Counseling, Life Coaching, and many others. A total of 51 credit hours are required to complete this degree. Regent University has received accreditation for this program from the Southern Association of Colleges and Schools Commission on Colleges. Courses in this program include Addictive Behaviors, Appraisal & Psychometrics, Disaster Trauma & Psychological First Aid, and more.

Tuition: $34,425

Score: 99.25

#6. Liberty University

Online phd in counselor education and supervision, lynchburg, virginia.

Students can choose to enroll in this Online PhD in Counselor Education and Supervision degree. This study program is designed to be mostly online with a few required intensives throughout the course of the program. A total of 60 credit hours are needed to complete this degree. Liberty University forecasts that students should be able to complete this degree in about four years. This degree is one of the best online counseling psychology PhD programs. Through the pursuit of this degree program, students will learn about counseling techniques, counselor education, scholarship in counseling, and more. This program has received accreditation from the Council for Accreditation of Counseling and Related Educational Programs.

Tuition:  $ 35,700

#7. Grand Canyon University

Online phd in psychology – cognition and instruction – qualitative, phoenix, arizona.

Grand Canyon University currently offers students an Online PhD in Psychology – Cognition and Instruction degree. This program focuses heavily on teaching students cognitive psychology, as well as several counseling topics. Students will learn how to assess cognitive development, apply cognitive psychology to learning and instruction, and use cognitive processes in practice. A total of 60 credit hours are needed to complete this program of study. Grand Canyon University has received accreditation for this program from the Higher Learning Commission. Some of the courses in this program include History and the Systems of Psychology, Behaviorism, Cognitive Science, and many others.

Tuition: $41,700

Score: 98.75

#8. Hampton University

Online doctor of philosophy in counselor education & supervision, hampton, virginia.

Students who want to study at Hampton University can enroll in this Online Doctor of Philosophy in Counselor Education & Supervision degree. This program focuses primarily on training students in the skills needed to work in counseling as well as the skills required for training other counselors. Those who complete this degree will be prepared for careers managing other counselors. A total of 65 credit hours are needed to complete this program of study. Hampton University expects students to be able to complete this program in 3.5 years. The Southern Association of Colleges and Schools Commission on Colleges has provided Hampton University with accreditation for this online counseling degree.

Tuition: $45,175

#9. Touro University Worldwide

Online doctor of philosophy in human and organizational psychology.

Offered to students online, Touro University Worldwide’s Online Doctor of Philosophy in Human and Organizational Psychology degree is a great option for students looking for one of the top online counseling PhD programs. This program is designed to teach students the discipline of organizational psychology. A total of 66 credit hours are needed to complete this degree. Touro University Worldwide estimates that it will take three years to earn this degree. The Western Association of Schools and Colleges has provided Touro University Worldwide with accreditation for this program. Students who complete this degree will have developed expertise in organizational psychology and other counseling disciplines.

Tuition:  $ 46,200

Score: 98.5

#10. Amridge University

Online phd in marriage and family therapy, montgomery, alabama.

Offered at Amridge University, this Online PhD in Marriage and Family Therapy degree trains students with the skills needed for a career in marriage and family counseling. This online PhD in counseling degree program is a great option for those who want to develop skills applicable to a career that involves hands-on counseling with clients. This degree is one of the best online doctoral programs in counseling psychology. A total of 60 credit hours are needed to complete this program of study. Amridge University has received accreditation from the Southern Association of Colleges and Schools Commission on Colleges. It is estimated that this program can be completed in four years if pursued full-time.

Tuition: $46,800

Score: 98.25

#11. Eastern University

St. davids, pennsylvania.

Students who want to learn at Eastern University can enroll in this Online PhD in Marriage and Family Therapy degree. This study program is designed to teach the latest in counseling techniques as they can be applied to marriage and family counseling. A total of 60 credit hours are needed to complete this degree. Eastern University students will complete this degree mostly online save for a few on-campus residencies during the program. Eastern University forecasts that this program can be completed in four years if taken full-time. The Middle States Commission on Higher Education has provided Eastern University with accreditation for this degree.

Tuition:  $55,920

#12. Lesley University

Online phd in expressive therapies, cambridge, massachusetts.

This Online PhD in Expressive Therapies is made available to students by Lesley University. Designed to be completed mostly online, Lesley University does require students to attend some residencies throughout the duration of the program. These residencies are typically held in the summer for just three weeks. A total of 45 credit hours are needed to complete this program of study. Lesley University has received accreditation from the New England Commission on Higher Education. Those who have completed this program have gone on to have careers as creative therapists, mental health therapists, art therapists, and more.

Tuition: $59,725

Score: 97.5

#13. Keiser University

Online phd in psychology, fort lauderdale, florida.

Keiser University currently offers students this Online PhD in Psychology degree. This study program is a great option for those students interested in pursuing a career in psychology or counseling. A total of 60 credit hours are needed to complete this degree. Students are required to attend a residency at certain points throughout their studies. Through this degree, students will develop a general understanding of psychological principles and theories. They will learn how to apply these understandings in a variety of settings and contexts. Keiser University has received accreditation from the Southern Association of Colleges and Schools Commission on Colleges.

Tuition: $67,680

#14. Sofia University

Online doctor of philosophy in transpersonal psychology, costa mesa, california.

This Online Doctor of Philosophy in Transpersonal Psychology degree is offered to students by Sofia University. Through the pursuit of this online counseling PhD, students at Sofia University will learn about various transpersonal psychology topics, including human behavior analysis, psychological research, and more. A total of 75 credits are needed to complete this program of study. Sofia University estimates that students can complete this degree in three years. This program is offered in a low-residency online format. Students will need to attend short residencies on the Sofia University campus at certain points during the program.

Tuition: $71,250

Score: 96.75

#15. Northcentral University

Online doctor of philosophy in psychology, san diego, california.

Northcentral University offers this Online Doctor of Philosophy in Psychology. This program is designed to provide students with the training needed for a career in counseling or psychology. Students can expect to complete this program in 46 months. A total of 60 credit hours are needed to earn this degree. Those who have graduated from this program have had gone on to have carers as behavior analysts, clinical case managers, mental health counselors, and more. Students in this program can choose from various specializations, including Health Psychology, Addictions, Trauma & Disaster Relief, and many others.

Tuition: $71,530

Score: 96.5

#16. Michigan State University

Online phd in educational psychology and educational technology, east lansing, michigan.

Michigan State University offers this Online PhD in Educational Psychology and Educational Technology to their students online. Through this program, students will learn about the various technologies that can help in education and how those technologies can affect learning and cognition. A total of 60 credit hours are needed to complete this program of study. Michigan State University has received accreditation for this program from the Higher Learning Commission. This program is offered in a hybrid format.

Tuition: $74,100

#17. Felician University

Online phd counseling psychology online, rutherford, new jersey.

Those who wish to study at Felician University can enroll in this Online Doctorate in Counseling Psychology degree. To complete this program of study, students must earn a total of 73 credits. This program is designed to be completed in about 4-5 years. Through this program, students will develop an understanding of key principles and concepts in psychology. They will learn how to execute these concepts in a clinical setting to provide counseling services to their clients. Courses in this program include Multicultural Counseling, History, and Systems of Psychology, Development Across the Lifespan, and more.

Tuition: $74,825

Score: 95.75

#18. Saybrook University

Online phd in clinical psychology, pasadena, california.

Students who want to study at Saybrook University can enroll in this Online PhD in Clinical Psychology degree. This program is provides training in topics including psychotherapy, developmental psychology, multi-cultural psychology, and more. This program is a great option for students who want to develop the skills needed for counseling psychology without spending time in physical classes. A total of 60 credit hours are needed to complete this program of study. Saybrook University has received accreditation for this degree from the Western Association of Schools and Colleges.

Tuition:  $76,500

Score: 95.5

#19. Mount Mary University

Milwaukee, Wisconsin

Mount Mary University offers students this Online PhD in Counselor Education & Supervision degree. This online counseling PhD teaches students the skills needed to become a mental health professional. Offered in a hybrid format, students can enjoy most of their classes online, while certain classes require an in-person component. A total of 78 credit hours are needed to complete this degree. Mount Mary University has received accreditation for this program from the Higher Learning Commission. Courses in this program include Supervision in Counselor Education, Instructional Strategies in Counselor Education & Supervision, and more.

Tuition: $80,340

Score: 95.25

#20. Fielding Graduate University

Santa barbara, california.

This Online PhD in Clinical Psychology degree is available at Fielding Graduate University. Accredited by the American Psychological Association, this degree is designed to provide students with the training and expertise needed for careers in mental health counseling or psychology. This degree is designed to be completed in about 5-6 years; it cannot be completed in less than five because of the way the course sequence falls. Students enrolled in this program can choose from many different concentrations, including forensic psychology, health psychology, neuropsychology, social justice & diversity.

Tuition: $87,300

#21. Oregon State University

Online phd in counseling, corvallis, oregon.

Those who would like to study at Oregon State University can enroll in this Online PhD in Counseling degree program. This program is offered to students in a hybrid format. Many of the classes are offered to students online, but certain courses must be taken in-person. Oregon State University has received accreditation for this program from the Council for Accreditation of Counseling and Related Educational Programs. Students in this program will develop skills in various counseling topics such as group counseling, counselor education, diversity, and more. A total of 150 credit hours are needed to complete this degree program.

Tuition: $88,500

Score: 94.75

#22. Chicago School of Professional Psychology

Chicago, illinois.

Chicago School of Professional Psychology offers this Online PhD in Counselor Education and Supervision. Through this study program, students will learn the skills needed to become counselors and the skills needed to manage and supervise counseling practices. A total of 60 credit hours and about four years are needed to complete this program of study. The Chicago School of Professional Psychology has received accreditation from the Western Association of Schools and Colleges. This program is a great option for those looking for an affordable PhD in counseling online.

Tuition:  $ 92,220

Score: 94.5

#23. Loyola University – Chicago

Online doctorate of education in school psychology.

This Online Doctorate of Education in School Psychology degree is offered to students by Loyola University Chicago. Students in this program of study will be trained with the skills needed to work in professional counseling and psychology. This program is designed to be completed in two years and taken part time. A total of 72 credit hours are needed to complete this degree. A Licensed Professional Counselor credential is also offered alongside this program. Loyola University Chicago has received accreditation for this degree from the Higher Learning Commission.

Tuition:  $ 97,200

Score: 94.25

#24. Duquesne University

Online doctorate in psychology, pittsburgh, pennsylvania.

Students enrolled at Duquesne University can enroll in this Online Doctorate in Psychology degree. This study program provides students with the training needed for a career as a clinical psychologist or counselor. This program of study requires 91 credit hours to complete. Duquesne University has received accreditation for this degree from the American Psychological Association. Courses in this study include Child Neuropsychology, History and Systems of Psychology, and Single Subject Methods for School Psychologists. This program is a great option for those looking for an affordable online PhD in psychology.

Tuition:  $ 124,033

#25. William James College

Online doctorate in leadership psychology, newton, massachusetts.

William James College offers this Online Doctorate in Leadership Psychology degree online. The New England Commission on Higher Education has provided William James College with accreditation for this degree program. A total of 98 credit hours are needed to complete this degree. Students can expect to finish this degree in its entirety in around 3-4 years. While most of the program is online, students are required to attend some on-campus residencies throughout. Courses in this program include Adult Development, The Neurobiology of Leadership, Advanced Dialogic Interventions, and more.

Tuition:  $ 148,470

Score:  93.5

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This concludes our ranking of the best online PhD psychology/online PhD counseling.

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Dr. Joseph H. Hammer

Associate Professor of Counseling Psychology

Best Doctoral Programs in Counseling Psychology

Applicants to doctoral programs (PhD, PsyD, or EdD) in counseling psychology often want to know what “the best” counseling psychology doctoral programs are.  However, there is no good one-size-fits-all method to rank these programs accurately.  What makes a program “the best” depends on that student’s career goals .

Therefore, instead of giving you a misleading list of “the best’ doctoral programs, I’m going to tell you about the program characteristics that I think define the best programs.  Below is a clickable table of contents for this page.

Characteristics Important to Everyone

Apa-accredited, full funding, high apa-accredited internship placement rate, low student attrition, high job placement rate, low student to faculty ratio, great fit with faculty advisor, cultural diversity of students and faculty, good program location, characteristics important to future clinicians, short time to degree, practicum site variety & quality, characteristics important to future faculty.

• Faculty Publish
• Faculty Seek Extramural Research Grant Funding
• Students Can Teach
• Students Can Provide Clinical Supervision

Characteristics You Don’t Need to Worry About

Institutional prestige, core course offerings, a warning about internet lists of “the best” programs.

There are several online “best programs” lists published by for-profit companies that have no expertise in counseling psychology.  I encourage you to take the information they provide with a truckload of salt because they are often more interested in making money from your website visit (e.g., by referring you to the websites of unaccredited online degree programs) than giving you valid information.  For example, one popular website uses “percentage of recent program graduates who are licensed” to rank counseling psychology doctoral programs.  Why is it a bad idea to rank programs based on this one characteristic?   Because not all graduates from counseling psychology programs need to get licensed to do the type of job they want to do, such as becoming a counseling psychology professor who does research and teaches non-practicum classes, working in certain industries and administrative roles, etc.  Thus, those programs that are great at training students who get these kinds of jobs may get unfairly ranked because some of their students won’t need to get licensed to pursue their chosen career path.  (You only need to get licensed if you are going to provide clinical services or supervise those who are providing those services.)  For example, some of the programs that have the strongest track record of producing future counseling psychology professors are poorly ranked on this list.  It’s frustrating to me that applicants are led astray by flawed ranking lists like this.

Some Essential Background Info

Please note that I have picked these characteristics based on my professional judgment; I respect that some counseling psychology faculty may have different opinions than mine and thus encourage you to consult with multiple mentors.

Some of these characteristics (e.g., low student to faculty ratio) are going to favor PhD programs over PsyD programs.  Therefore, it may be fairer to use these criteria to compare programs of the same type, i.e., compare PhD to PhD, PsyD to PsyD, but not PhD programs to PsyD programs.

These program characteristics are also relevant to identifying the best clinical psychology doctoral programs and some of these characteristics are relevant to identifying the best counseling psychology master’s programs .  For example, the best counseling psychology master’s programs: have a significant percentage of students who get funding, matriculate into doctoral programs or obtain gainful employment soon after graduation, offer master’s students interested in applying to PhD programs the opportunity to get mentored research experience, and provide assistance in obtaining practicum placements.

Before learning about the program characteristics, you need to know about the typical structure of doctoral counseling psychology programs.  Typically, you will complete two to four years of heavy coursework and you’ll have to complete one or more projects and/or comprehensive exams before you can start on your dissertation.  All of this is done “in residence,” meaning that you are physically attending classes on that institution’s campus.  Once you are done with most of the coursework and projects/exams, you’ll be able to propose a dissertation project to your advisory committee, which you then must complete and defend.  Once your dissertation is proposed, you’ll be eligible to apply for predoctoral psychology internship in the fall.  Applying for predoctoral internship means submitting applications to about 12 mental health agencies around the country in the fall, interviewing at some of those agencies in the winter, and then being matched to one of those agencies in early spring.  You will then complete your 12 month predoctoral psychology internship at that agency, starting that summer through the following summer.  Ideally, students will defend their dissertation before starting internship, though some students will defend their dissertation sometime during their year on internship.  For example, at our program the typical plan of study is as follows:

• Year 1: Full course load, provide clinical services to clients as a supervised practicum student.
• Year 2: Full course load, complete a Research Portfolio, provide clinical services to clients as a supervised practicum student.
• Year 3: Course load starts to lighten, Qualifying Exams are completed, Dissertation project is proposed, provide clinical services to clients as a supervised practicum student.
• Year 4: Apply for predoctoral psychology internship, complete dissertation, optional opportunity to provide clinical services to clients as a supervised practicum student.
• Year 5: Work full-time as a predoctoral psychology intern at a mental health agency for 12 months.  Once internship and dissertation are complete the student graduates with their PhD.

Most students enter a doctoral program after completing a two- or three-year master’s degree in counseling psychology, clinical psychology, counseling, social work, marriage and family therapy, rehabilitation counseling, or a related mental health degree.  These students may be able to count some of their master’s courses toward the requirements of the doctoral degree, especially if the courses were earned from a counseling psychology master’s program that also housed a counseling psychology doctoral program.  Students with strong resumes may have the opportunity to enter a doctoral program immediately after completing their bachelor’s degree.  We call these students “post-bac” students.  Post-bac students will have to take the basic master’s-level coursework before they can start on the doctoral-level coursework, which tends to add about 3 semesters of additional coursework to the doctoral program of study, which means it will take one or two more years to earn their PhD.  Often, these post-bac students earn a master’s in counseling psychology along the way to their PhD. Before we jump to the characteristics, I have a final warning : this page is very detailed (can you tell I’m a perfectionist?) and has more information than you’ll be able to fully digest at this point in your professional development.  Please don’t get bogged down in the tiny details.  Just get a general sense of the key program characteristics you should be considering and use that to inform your upcoming application decisions.

The following program characteristics can be used by all students to identify the best counseling psychology programs:  APA-accredited, full funding, high APA-accredited internship placement rate, low student attrition, high job placement rate, low student to faculty ratio, great fit with faculty advisor, cultural diversity of students and faculty, and good program location.

Doctoral programs accredited by the American Psychological Association are held accountable to providing high quality training to their students.  It’s hard to get an APA-accredited internship if you don’t go to an APA-accredited doctoral program.  It’s harder to get a job if you don’t go to an APA-accredited doctoral program and complete your internship at an APA-accredited internship agency.  For these reasons, I recommend applying only to APA-accredited doctoral programs.  There can be good programs that are not accredited, but you take a risk if you enter one.  Here’s the Society of Counseling Psychology’s List of Accredited Counseling Psychology PhD and PsyD Programs , which has handy links to each program. You can also search the clunkier  official list on APA’s website .

It is common for counseling psychology doctoral students who get PhD’s to be “fully funded” during their time in the program.  Traditionally, fully funded means that the student:

• Please note that, even if tuition is waived, most programs will require that students pay the university/institution mandatory fees for graduate students.  You can find out the fees for the first year of study (fall semester and spring semester combined) by looking at the program’s “Student Admissions, Outcomes, and Other Data” table called “Program Costs”.  You can always find the link to a given program’s “Student Admissions, Outcomes, and Other Data” tables by going to their program’s main webpage and looking for the hyperlink that says “Student Admissions, Outcomes, and Other Data” table.
• will receive a monthly stipend to help defray the cost of living expenses such as housing rental and food.  The amount of this monthly stipend can vary depending on how the student is funded.  A higher stipend is better, but more important is how far that stipend will go, given the cost of living in that town.  For example, a $1000/mo stipend will pay the rent in Lexington, KY but not in Washington, DC.
• will not have to pay monthly premiums (or you’ll pay reduced premiums) for the health insurance offered to that university’s graduate students.  This benefit varies from institution to institution though, so don’t assume that just because you are being offered funding that you will get free health insurance.

There are three main ways to be funded: assistantships, fellowships/scholarships, or a combination of the two.

Fellowships/scholarships typically mean that the student gets free money without having to do work, but this is not always the case.  Fellowships can be merit-based, identity-based (e.g., funding for racial minority students), need-based, or a combination.

Assistantships typically mean that the student must do work in exchange for the tuition waiver and monthly stipend.  This work can be as a graduate assistant (GA), a teaching assistant (TA), or a research assistant (RA).  It’s best when your assistantships require you to use skills relevant to your future career (e.g., conducting mental health workshops, teaching psychology courses to undergraduates, doing program evaluation research).  Fully funded students typically must do 20 hours of work a week to earn the funding, which can be called a “20/hr/wk assistantship” or a “.50 FTE assistantship” or a “half-time assistantship” depending on the institution.

However, it is also possible for students to be “partially funded” via an assistantship that requires them to do 10 hours of work a week to earn the partial funding, which can be called a “10/hr/wk assistantship” or a “.25 FTE assistantship” or a “quarter-time assistantship”.  Traditionally, partially funded means that the student will have half of their tuition waived and will receive half of the monthly stipend.  However, the tuition waiver aspect can vary across programs, such that a partially funded student may not get any tuition waived or may get all of their tuition waived, though these two variations are less common.

It can be confusing and anxiety-provoking to figure this stuff out.  However, it is super important to know the funding situation at the programs you are considering. as this can have a huge impact on your quality of life and future financial well-being.

If you are going to get a PhD in counseling psychology (see last paragraph of this section for info about PsyD’s), ideally you will go to a program where you will be fully funded during those “in residence” years before you go off on predoctoral psychology internship.  Full funding means less student loan debt.  It is most important to be fully funded during the early years when you are taking the most course credits (i.e., when tuition would be highest).  It is less important to be fully funded during the later years prior to predoctoral psychology internship when you are not taking many (or any) courses, but it’s still worthwhile because of the monthly stipend and insurance premium waiver.  Most APA-accredited internships are paid internships, so you will not need funding from your program during that internship year.

Therefore, I recommend applying to PhD programs whose students have full funding during their “in residence” years.  Ideally, that full funding will be “guaranteed up front” if and when you are made an offer to join the program.  However, very few counseling psychology programs are able to guarantee funding up front because of how the financial structure works at most departments that house these counseling psychology programs.

Therefore, it is best to try to learn what percentage of “in residence” doctoral students who wanted full-time funding have gotten that full-time funding the last few years.  A history of successful full funding of all “in residence” doctoral students is not a guarantee  that you would be fully funded as a future doctoral student, but it is the best predictor of whether or not you would be fully funded.  Please note that some programs make this percentage available on their website and some do not; some programs can provide this information if you tactfully inquire about it, some may only have an approximate percentage, and some may not have this information.  If you can get this information, you should, as it will dictate how much student loan debt you’re likely to accrue over the course of your doctoral studies.

Most PsyD programs cannot fully fund their students.  When considering a PsyD program, make sure you know what percentage of students are fully and partially funded, what that funding looks like (tuition, stipend, health insurance), and how much you’ll likely pay in tuition each year of the program.  Make informed decisions based on this information.  The Psychology Graduate School website has thoughtful information regarding the difference between PhD and PsyD programs as it relates to student loan debt, so I won’t repeat it here. I should also mention “research funding” and “travel funding” while we’re at it. The best programs offer their students access to (often a small) amount of travel funding that they can use to defray the expense of attending professional conference such as the American Psychological Association’s Annual Convention.  Plane tickets to national conferences often costs $300 to $600 round trip, hotel is often $100 per person per night, conference registration can be $40 to $100, plus daily meal and local transportation costs.  International conferences cost even more in airfare.  Graduate students with limited financial means really benefit from having the department help out with the cost.  So, try to find out how much travel funding is available from the program’s department (and sometimes the larger college, graduate school, or university) per year.  For example, our program offers students $500 a year in conference travel funding.  Likewise, some programs make a pool of research funds available that student can competitively apply for to help pay for research expenses such as participant incentives.  Such research/travel funding is nice, but also not nearly as essential as fellowship/assistantship funding and the accompanying tuition remission.

Lastly, let’s talk about summer funding.  Summer funding is nice.  Most assistantships/fellowships only cover you for the 9 month academic year (fall and spring semesters), but not for the summer months.  This means that, if you want a stream of income during the summer months (to pay for non-school expenses like rent and food), you need to think about how you’ll get that money.  Are you going to take a summer job unaffiliated with the program?  Will you just count on student loans to cover your summer expenses? Do the assistantships that students get allow you to work and get the stipend during the summer months?  These questions take on particular urgency if you will be taking summer classes.  Some programs require students to take courses during the summer, some offer optional summer courses, and some offer no summer courses.  If you are going to attend a program where you’re likely to take summer courses, then it’s important to determine if summer funding is available so that you can get a waiver on that summer course tuition.

You must complete an internship if you want to graduate from an APA-accredited counseling psychology doctoral program, regardless of what career path you want to take after graduation.  Most internships are one year full-time (12 full months) and a few are two year part-time (24 months).  There are both APA-accredited internships and internships that are not accredited by APA.  You will have fewer job options if you complete an internship that is not accredited, which is why all APA-accredited counseling psychology programs strongly encourage their students to only apply to APA-accredited internship sites.

Nationwide, there are more applicants than there are APA-accredited internship slots.  This imbalance means that students are at risk for not getting an APA-accredited internship, which puts them in a bad situation that can delay their degree or send them to a non-accredited internship that may hamper their future career.

Therefore, it is best to go to a counseling psychology doctoral program that has an excellent track record of helping their students get matched to APA-accredited internships that are paid.

To discover each program’s track record, look at the program’s “Student Admissions, Outcomes, and Other Data” tables called “Internship Placement”.  Examine the last few years (the far right columns) to see how well their students have been placing lately.  There are at least 2 things you should examine.

In Table 1, look at the first row called “Students who obtained APA/CPA-accredited internships.”  Ideally, 100% of their students during each year of application will have matched to an accredited internship.  If less than 100% of their students have been matching to accredited internships in the last few years, then that means you may also have trouble matching to an accredited internship if you attend that program.  Of course, every student has a unique circumstance and it is mostly up to the student, rather than the program, whether or not they will match to an accredited internship.  However, programs differ in how much support and guidance they provide to students during this process, and that support can make a difference in how effectively students approach the internship application process.  In other words, the best programs have a stronger track record (i.e., close to 100%) of placing students in accredited internships, but even the best programs may occasionally have a student (or a few, if we’re talking very large cohorts) that do not match to an accredited internship. In Table 2, look at the second row called “Students who obtained paid internships.”  Ideally, 100% of their students during each year of application will have obtained paid internships.  Because you won’t be getting funding from your home institution while away on internship, you need to make sure you’ll be paid by the internship site so that you can cover cost of living expenses.  Annual pay varies from site to site, with a typical dollar amount of 20k to 30k for the 12 months.  Most APA-accredited internships are paid.

By the way, APAGS has helpful resources related to internship  that you can peruse.

Not everyone who starts a doctoral program finishes it.  Dropping out (i.e., student attrition) after putting in a few years of time, effort, and money into pursuing a doctorate is inefficient and something to be avoided.  There are many reasons that students drop out of a doctoral program.  Some are purely personal (e.g., medical or family issues, desire to pursue different career path), some are purely about the program (e.g., a hostile interpersonal culture among students and faculty), and some are a mix (e.g., difficulty coping with the stress of overly-intensive doctoral program requirements).  Like I said with internship placement rate in the previous section, just because some students drop out of a given doctoral program over the years does not necessarily mean that the program has problems, but when there is a clear pattern of attrition over the years this may suggest the program needs to be doing something different.  When there is a pattern, this is more suggestive that the program itself has some problems; when there is no pattern, this is suggestive that the occasional student dropping out may or may not be more about those students’ personal situations.  It’s a little more complicated than this, but I think this is reasonable general advice.

To discover each program’s rate of attrition, look at the program’s “Student Admissions, Outcomes, and Other Data” table called “Attrition”.  Look at the row called “Students no longer enrolled for any reason other than conferral of doctoral degree” to see how many students from that cohort (i.e., that group of students who entered the program in that same year listed at the top of the column) have dropped out.  Compare this number to the number of “Students whose doctoral degrees were conferred on their transcript” for those cohorts that entered long enough ago that they have had a chance to complete all program requirement and graduate (i.e., cohorts who entered the program about 6+ years ago).  Cohorts from the last few years will not have any students who have graduated, so you’re mostly comparing the number of students who attritioned to the number of “Students still enrolled in the program”.  Ideally, most students will either be still enrolled (the last 5 or 6 years worth of cohorts) or will have earned their doctoral degree, while a minimum number will have attritioned.  Again, look for patterns that might raise questions.  Perhaps during interviews you can tactfully ask the more advanced graduate students in that program about what may have led to those students who attritioned to drop out when they did.  This may help you get a sense of the degree to which that attrition is due to program-specific factor versus personal factors.  For example, in our program, we had some students attrition because they discovered that they were more interested in other professional degrees that better aligned with their career goals.  However, just looking at the numbers in the Attrition table would not reveal that information; it would have to be gleaned through conversations with folks in the program. To add some further nuance: it can be valuable to know the kinds of students who tend to attrition from the program to see if there is a pattern there.  Each university, geographic community in which the university is situated, department, and program have their own interpersonal and cultural climate.  For example, some environments are more hostile to members of minority groups (e.g., people of color, LGBTQIA+ people, immigrants and international students, those with worldviews other than Christianity) than other environments.  Therefore, some programs may demonstrate a pattern where minority students tend to be the ones that attrition while privileged students do not.  This is important information for minority applicants to doctoral programs.  If people who share your cultural identities are more likely to attrition from a given program, you may want to think twice about applying or accepting an offer to that program.  Of course, the names and personal identities of those who drop out of a given program is protected by FERPA law, so it can be hard to get a sense for the cultural identities of those students who have attritioned from the program in recent years.  My advice is to have a tactful conversation with graduate students currently enrolled in that program that share your salient cultural identities to ask them what the climate has felt like to them.  This may help shed light on whether that program’s attrition may or may not be related to cultural climate. In summary, the best programs have low attrition.  Look for patterns of attrition.  When such patterns exist, use tactful inquiries with current graduate students (this is easier during interviews when you have some face-time and rapport built with the current graduate students) to gather additional context.  If the program (or larger department, etc.) seems to be doing something to create a less supportive educational environment for students, or certain groups of students, take that into consideration.

APA-accredited programs are required to track their program alumni after graduation to see when and if they obtain gainful employment (i.e., getting a steady paying job in the occupation for which a program was designed).  A strong job placement rate (close to 100%) is a marker of a high-quality program.  However, this information is not often posted directly on the program’s website, so you may need to obtain this information via other tactful means.  This information can also be obtained from APA’s Graduate Study in Psychology book, though the information for each program may not always been updated for that publication year.

One wrinkle you should know about: after graduation, some counseling psychology doctoral graduates will go on to complete a “ post-doc ” to help them accrue additional training that will make them competitive for entry-level positions in our field.  For example, this is quite common when seeking university counseling center staff psychologist positions.  Often, post-docs are to help people prepare for practice careers, but sometimes counseling psychologists will do a post-doc to become more competitive for academic/faculty careers.

Program faculty are busy people.  The more students they are responsible for providing academic advising, research mentoring, classroom instruction, and/or clinical supervision, the less time and effort they can spend on each student.  The less time and effort the faculty can spend on you, the slower your professional development will be.

Therefore, I recommend looking for programs with a lower student to faculty ratio.  In other words, programs with 5 students per faculty member (5:1) afford more personalized attention per student than programs with 10 students per faculty member (10:1).  You will be able to find out how many faculty there are in the program by looking at the program’s faculty page and you can find out how many students there are by looking at the program’s “Student Admissions, Outcomes, and Other Data” tables.  Scroll down to the “Attrition” table and count the number of “Students still enrolled in the program” in the third row of the table across all columns.  Then, go on the program website and count how many faculty (ideally, core faculty… see definition below) are associated with the program.  Lastly, divide the number of students by the number of faculty to get the ratio.  Some programs list their student:faculty ratio to their website.

It’s important for me to acknowledge at this point that PsyD programs tend to have larger cohorts while PhD programs tend to have small cohorts.  Thus, as I noted above, it may be fairer to use this ratio to compare PhD programs to other PhD programs, and PsyD programs to other PSyD programs, rather than PhD programs to PsyD programs.

Many counseling psychology doctoral programs use an apprenticeship model of mentorship.  This means that doctoral students apply to work under a specific core faculty member in that program.  When I say “core” I mean that the faculty member is responsible for providing primary research mentoring and academic advising to a group of students.  Core faculty are different from “Clinical” or “Lecturer” or “Adjunct” faculty who may teaches classes or run a clinic but typically do not provide primary mentoring/advising to doctoral students.

For example, our program has 5 core faculty members, each with their own research team/lab that is composed of the doctoral students they advise, and sometimes interested master’s students and undergraduate students.  When people apply to our doctoral program, they must articulate in their Statement of Purpose/Cover Letter how their research interests/experience is a good fit for the research focus of one (possibly two) faculty member.  This helps the core faculty make a judgment about which of the many well-qualified applicants has the best alignment with their program of research.  For example, I do help-seeking research (i.e., what helps/stops people from getting talk therapy when they need it) among other topics, so I only seriously consider those applicants to our program that provide convincing evidence in their application that they have a genuine interest in (and, ideally, experience with) help-seeking research.  In short, we want to work with doctoral students who love to study what we love to study.  We’re going to be spending 4+ years working side by side with this student on research, so we need to make sure we’ll be a good fit.

Therefore, when applying to programs that use the apprenticeship model, you’ll need to be ready to articulate how your research interests match up with one ( maybe two) of the core faculty members at the program.  This brings up a larger question: what are your research interests?  You need to know what your research interests are in order to determine which apprenticeship-model-using programs are worth applying to… if your research interests don’t match up well with the core faculty a given program, you are not going to have a realistic chance of getting into that program, so it’s not even worth applying to it.  Even if we could find a magic criteria to determine the #1 best counseling psychology program in the universe, this does not matter at all if your research interests don’t match up with any of the faculty at that program!

This is why fit with advisor is such a powerful factor when considering doctoral programs.  However, because every applicant has different research interests, your “top 10 best counseling psychology doctoral programs” is going to look different than most other applicants.  It’s tricky like that.

Here’s a big caveat: not all counseling psychology programs use an apprenticeship model of mentorship.  Some programs do not require that applicants articulate a research interest fit with one faculty member in their program because they instead look to recruit a strong cohort of students who, once they have spent some time in the program, can pick one of the faculty members whose research and style they like the most to be their faculty advisor and research mentor.  For programs like these, it’s less about fit with a single faculty member and more about how much you like the core faculty as a whole (and how much they like you). At this point, I want to broaden the definition of “fit with advisor” beyond just fit with their research interests.  Fit can also include things like mentoring style (e.g., flexible vs. structured, autonomous vs. close hand-holding), personality (business-like vs. warm and process oriented, type-A vs. relaxed), and performance expectations (e.g., moderate vs. intense).  You may or may not be able to get a sense of a given faculty member’s style during the application stage (some may have a website where they talk about their work and style), but you certainly will be able to get a sense of their style if you attend an interview at the program and get to experience their style first hand.

Ethical counseling psychologists possess the ability to work effectively with clients and colleagues from cultural backgrounds different than their own.  Working effectively requires knowing about the historical and modern experiences of different cultural groups (e.g., racial/ethnic, LGBTQIA+,  rurality) as well as how privilege, discrimination, and disenfranchisement operate in the United States and abroad.  It requires becoming aware of the privileges you may hold, the marginalization you may experience, and the cultural biases you have internalized over time, due to certain facets of your cultural identity.  It requires learning cognitive and behavioral techniques that will help you reduce the influence of these socialized biases on how you interact with people who are in the same or a different social location than you.

You can receive effective training in these things in any counseling psychology doctoral program, regardless of the cultural background of the students and faculty in that program.  That being said, programs that have a culturally diverse body of students and faculty will be able to draw upon a rich array of personal and professional experience that can maximize the quality of the multicultural competence training that occurs in that program. Furthermore, it is nice when you can be part of a program where you can find community with people who share your cultural worldview.  Therefore, seek to determine if people from communities you identity with are represented among the students and faculty of that program.  It can also help when the program is located in a city where people from your communities work and live, as it’s important to be able to connect with people outside of your program.  The cultural makeup of the students and faculty can potentially have a strong influence on how safe and included you may feel if you go to that program.

Look at the program website to see if you can glean information about the demographic makeup of the student and faculty body.

While you will spend much of your time focused on your professional work, you also need to have a life outside of your program.  Work-life balance is essential to preventing burnout and your own potential attrition from the program.  Thus, it is preferable when the program is located in an area where you would enjoy living.  Think about what your needs are.

Do you need the amenities a big city offers?  How do you feel about gridlock traffic?  Would you be depressed if your town was surrounded by miles of cornfields?  Do you want to live in a place where the cost of living is low and, therefore, you won’t have to go into as much student loan debt as you might otherwise?  As noted above, are there people from my cultural communities that I’ll be able to connect with in this locale?  Is there a sizable population of young educated professionals in this place?  Do I plan to raise a family here and what would that be like?  Are there enough craft breweries to satisfy my thirst for highbrow libations? Write down your “musts” and your “prefers” and give each program a grade based on its geographic livability.  Like the characteristics of “fit with advisor” and “cultural diversity”, when it comes to ranking programs based on “geographic livability”, your list of top counseling psychology doctoral programs is going to be different than other applicants.

If your goal is to become a licensed psychologist who primarily provides clinical services (e.g., treatment, assessment, consultation, clinical supervision, prevention) to clients (e.g., individuals, couples, families, groups, or organizations), then you will care most about those program characteristics that impact the quality of your clinical training.

Time is money.  The sooner you can graduate and get your desired job, the sooner you can get on with your life and start to make money.  Therefore, a shorter time to degree is preferable for those who want to go into practice (i.e., spend most of their professional working hours providing clinical services). Shorter time to degree is not listed in the “universally-important characteristics” section because students who want to get a faculty job at a high-research productivity university (e.g., University of Kentucky, University of Missouri, Virginia Commonwealth University) must publish a lot of peer-reviewed journal articles before they graduate if they want to be competitive for these kinds of research-heavy faculty positions.  If you accelerate your program schedule and zip through graduate school, leaving yourself with less time to develop your program of research, you may come to regret that decision.

Time to degree can be determined by looking at the program’s “Student Admissions, Outcomes, and Other Data” table called “Time to Completion for all students entering the program.”  Bear in mind that this table does not differentiate between time to degree for students entering with a completed master’s degree versus those who are coming in post-bac, so try to get a sense of the percentage of students in that program who are post-masters vs post-bac and interpret these Time to Completion table results with that context in mind.

After learning the basic therapy skills in class, doctoral counseling psychology students will start to do clinical practica.  A clinical practicum involves providing clinical services to clients at an agency for typically 10 to 20 hours each week for a semester/year.  You will receive weekly clinical supervision from a licensed mental health professional who works at that agency (typically) and, at least in the first few years of doctoral training, you will attend weekly program faculty-taught practicum classes with the other students in your cohort.  Practica is the primary way students gain clinical experience; you learn to do therapy by doing therapy under careful supervision from experienced professionals.

The best programs will provide students the opportunity to do practica at a variety of practicum sites, including university counseling centers, community mental health agencies, in-house department clinics, Veteran Administration (VA) Medical Centers, Hospitals, Prisons, etc.  Having a variety of practicum sites that you can apply to do practica is helpful for several reasons:

• it will help you maximize the breadth of your experience, which can be attractive to some predoctoral internship agencies and future employers
• it will give you exposure to a variety of treatment environments, training modalities, and client presenting concerns / mental illness, which will broaden your skill set and help you develop informed preferences regarding the kinds of treatment settings that you might like to work in after graduation
• it is a sign that the program has strong partnerships with agencies in the surrounding community, which can help programs adapt to sudden changes (e.g., certain practicum sites closing down will not put some students at risk for not getting a practicum site)

In addition to the benefits of practicum site variety, the quality of the sites matters a great deal.  Unfortunately, this can be harder to determine prior to going on an interview, where you’ll get to ask current students their opinions about the sites they have been to.  Quality indicators include:

• some sites intentionally give practicum students few clients and then balance this by providing in-depth supervision around those few clients
• sites focused on assessment, rather than talk therapy, often involve fewer hours face to face with clients and more hours spend analyzing and writing up assessment results and integrated reports
• the opportunity to get reliable weekly supervision from an on-site supervisor who works at the agency and is licensed as a psychologist or other doctoral-level mental health professional.  Being supervised by master’s-level clinicians is less valuable and APA-accreditation requires that a critical mass of students’ supervision be provided by doctoral level psychologists.  Some sites are structured in such a way that students’ weekly supervision meetings often get cancelled or cut short, which may limit student’s ability to get quality one on one supervision time (a key factor that helps students grow clinically).

The characteristics that are important to students who want to become future faculty members (i.e., “go into academia”) vary depending on the type of institution you want to work at.  There are different ways to classify the types of programs that counseling psychologists may find jobs in, but for simplicity I’ll put programs in three categories: research-intensive programs , training-intensive programs, and teaching-intensive programs.

Research-Intensive Programs

Research-intensive programs require their faculty to publish lots of peer-reviewed journal articles and seek grant funding for their research in order to get tenure .  These programs are typically housed in “high research productivity” (often called “R1”) universities such as the University of Kentucky.  The intensity of these requirements varies from institution to institution.  For example, as of 2018, a common tenure benchmark includes:

• 2 first-author publications (plus a few supporting-author publications) per year in good peer-reviewed journals relevant to your field of study
• evidence of seeking external funding (e.g., applying for a grant from the National Institute of Mental Health) by the time you go up for tenure around the start of your sixth year on faculty
• evidence of good teaching, based on teaching evaluation scores and peer review of your teaching etc.

Thus, if you want to be a viable candidate for a faculty job at a research-intensive program, you need to publish a lot of peer-reviewed journal articles, get experience applying for research funding, and get teaching experience, all when you are still a graduate student.  Doing this will be easier at some doctoral counseling psychology programs than others because the resources, opportunities, and mentoring will vary from program to program.  Therefore, the “best” counseling psychology doctoral programs for people who want to find employment in research-intensive programs will have the following:

• Look at the faculty member’s CV to see if they are publishing at a sufficient rate in good journals.  Productivity can ebb and flow depending on what stage of professional life the faculty member is in, so pay attention to their productivity from the last three years, as this will be a better predictor of their future productivity than what they were doing 5 or 10 years ago.
• Look at the faculty member’s CV and see if their students are publishing a lot of papers with them.  Generally, students start off by being supporting authors on the faculty member’s papers, then, as they get more experienced over time, those students start to be first authors while the faculty member is a supporting author.  Just because a given professor is productive does NOT mean their students are also productive.  This can be for different reasons.  On one hand, if a given professor’s students tend to be focused on pursuing practice careers, they may be less interested in publishing papers.  On the other hand, the professor and/or program may not be providing the resources, incentives, or supports that help students publish.  It is also possible that the professor’s students tend to be publish with other faculty members or students inside or outside of the department, so it’s even better if you can track down the CVs of that professor’s students.  For example, half of my publications during graduate school were with a team of social scientists unaffiliated with my program and advisor, so looking at my advisor’s CV would make you think I was only half as productive as I actually was.
• How many publications should you have by the time you are applying for this kind of faculty job?  The bar for “publishing enough” keeps getting higher every year.  As of Fall of 2018, my informal conversations with faculty colleagues at counseling psychology programs across the country suggest that 12 publications (with 4+ of those being first author, majority in good journals published by recognized publishers with impact factors greater than 1.00) is a solid minimum that applicants should strive to meet by the time they apply.  There are plenty of folks who get jobs with fewer publications, especially if those publications are high quality or in top tier journals.  Given this, try to find the CV’s of graduating students who are seeking R1 faculty jobs who worked with the faculty member you are interested in– were they meeting this 12 pub threshold?
• Look at the faculty member’s CV to see if they have applied for (and ideally received) funding.  Often, professor will seek internal funding from their institution, which helps them collect initial pilot data that serves as the basis for seeking larger extramural funding.  Evidence of seeking internal funding is good, but not as compelling as evidence of seeking external funding.
• Look at the CVs of that faculty member’s students (if available) to see if they have shown evidence of seeking funding for their own research.  Because they are students, it is more likely their efforts have only involved seeking internal funding or small amounts of external funding.  Sometimes this funding can come in the form of fellowships or training grants rather than traditional research grants.  Professors are often very involved in helping their students get such fellowships, and it’s a good sign that you may be eligible to pursue such funding with their help if you enter that program.
• Look for evidence that students have been involved in that faculty member’s pursuit of grant funding.  Students can often help the professor out with literature reviews or helping to draft certain portions of the funding proposal.  This sort of exposure to the process of seeking funding is valuable experience that can help students later pursue their own funding.
• Look at the program’s website, handbook, or current students’ CVs to see if there is evidence that students get the opportunity to teach.  Teaching experience comes in many forms, with some forms being more valuable than others.
• It is most valuable when you can teach an official university credit-bearing course as the “instructor of record” (meaning that you are the person primarily responsible for the teaching of the course).  Because faculty members in research-intensive programs often teach graduate counseling psychology courses and sometimes undergraduate psychology courses, it is ideal if you get the opportunity to teach graduate students and undergraduate students.  However, it is common to only have the opportunity to teach undergraduate students (only some universities allow doctoral students to teach master’s students, for example), so don’t be too worried if this is the case.  As the instructor of record, you are ideally responsible for creating the lesson plan, teaching the curriculum yourself, grading coursework, and responsible for the logistics (e.g., managing student behavior).  By getting experiences with all of these aspects of the teaching role, you will be in a better position as a job applicant to make the case that you will be ready to handle your future teaching responsibilities.  Also, by teaching an official course, you will get teaching evaluations from your students, which puts you in a position to offer empirical data to prospective employers about the quality of your teaching (as perceived by your students, at least).
• The second most valuable type of experience is being a Teaching Assistant (TA).  As a TA, you may only have to do the grading, teach a lab section, and/or guest lecture a few times.  The more of these tasks you can be responsible for the better (the closer the experience is to being an instructor of record), in terms of building your resume.
• Likewise, it can be valuable to teach or facilitate an unofficial course or didactic experience (e.g., teaching helping skills or cultural competence skills to a group of people).  These sorts of “teaching-ish” experiences can help you learn many of the same skills as you would if you were an instructor of record or TA, even though they won’t necessarily sound as substantial to job search committee members reviewing your faculty job application.
• Lastly, some programs may allow certain doctoral students to guest lecture in faculty member’s graduate courses, especially when the topic for that week is an area of strength/expertise for the doctoral student.  This is a great way to get some initial teaching experience and/or get some practice with teaching graduate students, which often requires a different style than teaching undergraduates.

Training-Intensive Programs

Training-intensive programs are those that offer a counseling psychology PsyD degree or a counseling psychology/counseling master’s degree (but no PhD degree).  Faculty in these programs may or may not teach undergraduate students, but they do teach and train graduate students how to become good clinicians.   Training-intensive programs typically do not require their faculty to publish lots of peer-reviewed journal articles or seek grant funding for their research.  These activities are appreciated but not strongly incentivized.  Rather, faculty are expected to some light to moderate publishing/presenting of work (perhaps one supporting-author manuscript a year or a few first-author symposium presentations or poster presentation at a conference) but are primarily judged on the quality of their instruction.  Excellent teaching and light to moderate publication/presentation will earn them tenure.  Teaching may include instruction of traditional courses but also providing clinical supervision of graduate students.

Thus, if you want to be a viable candidate for a faculty job at a training-intensive program, you need to publish/present a light to moderate amount and gain substantial teaching/training/supervision experience while you are still a graduate student.  Doing this will be easier at some doctoral counseling psychology programs than others because the resources, opportunities, and mentoring will vary from program to program.  Therefore, the “best” counseling psychology doctoral programs for people who want to find employment in training-intensive programs will have the following:

• A faculty member who shares your research interest that publishes some, and has current doctoral advisees who publish/present some.  More than just “some” is great, but not required, in this case.  If the faculty member also has some experience with seeking/obtaining funding, that’s great to.
• Opportunities to teach while a doctoral student: see the description in the research-intensive programs section… it all applies equally here.  If anything, because of the training-intensive programs’ focus on teaching and training graduate students, there can be an even stronger incentive for job applicants to have had some experience teaching graduate students, not just undergraduates.
• Opportunities to clinically supervise and train graduate student clinicians: because of training-intensive programs focus on training graduate students to become clinicians, it is ideal if you can gain experience training graduate student clinicians while still a graduate student yourself.  This is most commonly achieved by advanced doctoral students providing clinical supervision to masters students.  For example, in my doctoral program, I was able to provide weekly individual supervision to first year graduate students who were providing therapy to volunteer clients.  I was also able to teach an undergraduate course that allowed me to teach, train, and supervise the students around basic counseling skills.  I also provided clinical supervision to undergraduate paraprofessionals who were providing basic career counseling.  These are just some of the many forms that “getting experience providing clinical supervision” can take.  Bottom line is that you want to engage in activities, whether paid or not, where you get to coach people on therapy-related skills.  The closer the clinical supervision experience you are getting is to bona fide clinical supervision of students with actual clients, the better.

Teaching-Intensive Programs

Teaching-intensive programs are typically found at Small Liberal Arts Colleges (SLACs).  Faculty in these programs typically do not teach graduate students.  Rather, they typically only teach undergraduate students, most often in that institution’s Psychology Department. Teaching-intensive programs typically do not require their faculty to publish lots of peer-reviewed journal articles or seek grant funding for their research.  These activities are appreciated but not strongly incentivized.  Rather, faculty are expected to some light to moderate publishing/presenting of work (perhaps one supporting-author manuscript a year or a few first-author symposium presentations or poster presentation at a conference) but are primarily judged on the quality of their instruction and mentoring of undergraduate students.  Excellent teaching/mentoring and light to moderate publication/presentation will earn them tenure.

Counseling Psychologists who become faculty in such departments are typically the only counseling psychologist on faculty.  There may be one other counseling psychologist and typically two to four clinical psychologists, plus a smattering of social/personality, cognitive, experimental, neuro, industrial/organizational, etc. psychologists.  Together, these faculty from various specialties of psychology are responsible for teaching the core psychology courses (Psych 101, Research Methods, Research Lab) plus specialty courses tied to their area of expertise.  Thus, as a counseling psychologist, you would like be responsible for teaching courses like abnormal psychology, multicultural psychology, theories of counseling, basic counseling techniques, introduction to psychological assessment and measurement, introduction to counseling psychology, and perhaps a course related to your research interests such as psychology of religion and spirituality or psychology of gender.

Thus, if you want to be a viable candidate for a faculty job at a teaching-intensive program, you need to publish/present a light to moderate amount and gain substantial undergraduate teaching experience while you are still a graduate student.  Doing this will be easier at some doctoral counseling psychology programs than others because the resources, opportunities, and mentoring will vary from program to program.  Therefore, the “best” counseling psychology doctoral programs for people who want to find employment in teaching-intensive programs will have the following:

• A faculty member who shares your research interest that publishes some, and has current doctoral advisees who publish/present some.  More than just “some” is great, but not required, in this case.  If the faculty member also has some experience with seeking/obtaining funding, that’s great to.
• Opportunities to teach undergraduate students while a doctoral student: see the description in the research-intensive programs section… it all applies equally here.  If anything, because of the teaching-intensive programs’ focus on teaching and mentoring undergraduate students, it is most important to get experience teaching undergraduate students.  It is also helpful if you can be in a faculty member’s research lab that hires undergraduate research assistants, so that you try to get experience managing the work of these undergraduate RA’s.  In my doctoral program, I was a sort of lab manager for our team of undergraduate RA’s in the lab, and this experience was valuable in helping me learn how to guide undergraduates in the research process.  Some SLAC programs will really appreciate faculty candidates who have had not only classroom teaching experience, but also research mentoring experience with undergraduates.

The quality of counseling psychology doctoral programs is not judged by the same criteria used to judge other kinds of graduate or undergraduate programs.  However, many applicants don’t realize this.  Heck, many organizations that create “best programs” lists don’t realize or don’t care about this either (see my soapbox rant at the top of this page).  So, let’s set the record straight.  Here are some characteristics that, in my reasonably-informed opinion, you do NOT need to worry about because they are not likely to substantially impact the quality of your educational experience or your job prospects after graduation.  Like with many things, there may be some exceptions where some of these characteristics would end up being important, but those would be exceptions rather than the rule.

Ask counseling psychologists if they think institutional prestige is a key factor that students should use when selecting which doctoral programs to apply to.  I think you will find that the overwhelming response is “No.”  Counseling Psychology program are not MBAs or Medical Schools, where there is dominant and fairly well-accepted metric that can be used to rank programs. Instead of Prestige, we talk about more direct measures of quality such as those listed above.

All APA-accredited programs are required to offer core courses in 10 “Discipline-Specific Knowledge” areas and 9 “Profession-Wide Competencies” that our profession has deemed essential for all health service psychologists to be competent in by the time they graduate with their doctorate.  The courses that cover these 19 areas are quite similar across all counseling psychology doctoral programs, so this is not a useful characteristic by which to judge the quality of programs.  Certainly the manner in which these courses are taught will vary program to program and faculty member to faculty member, but such differences will likely be hard to determine prior to submitting applications and even after interviews.  It’s typically not something we focus a great deal on in our discussions with applicants, as programs tend to be more similar than different when it comes to these core course offering.

That being said, courses on topics  beyond the 19 required areas may differ from program to program.  Thus, if you are really interested in, for example, family therapy or substance abuse counseling or sex therapy or LBGTQ psychology or some other topic, then you can check to see if a given program offers coursework in those areas or not.  Bear in mind that you are going to be up to your eyeballs in academic, clinical, and research work your entire time in graduate school, so you won’t have the luxury on loading up on a bunch of extra non-required courses… so don’t undue emphasis on this piece of the puzzle.

After reading this page, you’re probably feeling anxious.  That’s a healthy emotional reaction to being presented with so much complex information.  You came to this page wanting and expecting to see a list of the top counseling psychology programs and all you got was coaching on what characteristics define the best programs, some of which are dependent on one’s career aspirations.  But this is how (I think) reality is when it comes to applying to counseling psychology doctoral programs.  Reality is messy and nuanced and individually subjective.  I do hope that you’ve learned some new things that you didn’t know before, and encourage you to share this page with other prospective applicants.

Be sure to check out my other Psych Grad School  resources using the menu above, such as  Graduate School Advice ,  Counseling Psychology Faculty Research Interests List , , and  What the Ideal Graduate School Applicant Looks Like .  I also recommend completing the  Mental Health Professions Career Test , which will give you interest scores on 21 different mental health occupations, including counseling psychology and clinical psychology. If you’re wondering how these two psychology specialty areas are different from each other, check out my counseling psychology vs. clinical psychology page.  Consider applying for my Social Justice Advocacy Internship . Finally, if you have any suggestions for edits or additions to this page, contact me .

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This page contains links to 40 psychology departments rank-ordered in research productivity according to Delgado, E. A., & Howard, G. S. (1994). Changes in research productivity in counseling psychology: Revisting Howard (1983) a decade later. 69-73. The Canadian Psychological Association is a good source of information on graduate study in Canada, and John Krantz also maintains an extensive international list of . The rankings below should be considered no more than a rough approximation. You would be well advised to consult as many faculty members as possible for feedback on your top school choices before applying to graduate school. Admission to graduate school is competitive, so apply to as many schools as possible; have your friends, family, and academic advisors look over your application materials; and if you receive letters of rejection, don't lose your sense of ! Rank School Department Productivity Index 1 8.455 2 7.521 3 5.232 4 4.676 5 4.270 6 4.210 7 4.034 8 3.830 9 3.660 10 3.618 11 3.244 12 3.237 13 3.196 14 3.054 15 2.987 16 2.881 17 2.716 18 2.677 19 2.632 20 2.623 21 2.561 22 2.514 23 2.397 24 2.365 25 2.332 26 2.321 27 2.285 28 2.270 29 2.255 30 2.211 31 1.937 32 1.904 33 1.837 34 1.776 35 1.650 36 1.506 37 1.389 38 1.335 39 1.287 40 1.286 Psychology Headlines From around the world. Most Americans Support Climate Reforms. Why Won't Congress Deliver? Canadian Medical Association Apologizes to Indigenous Groups Feminist Leader Wendi Williams Elected APA President Psilocybin Better Than Antidepressants for Overall Well-Being, Study Finds AI Affecting 2024 Presidential Race, But Not in the Way Experts Feared Mental Health Concerns Are a Huge Part of Primary Care Practice According to a recent British survey, one in ten respondents say they've used AI for travel planning, and one in five said they will probably use it in the future. 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Start Your Family Tree © 2024 Geni.com US State Privacy Notice Code of Conduct World Family Tree 152 COMMENTS Counseling Psychology Doctoral Ph.D. Programs Of 2024 The University of Oregon's Ph.D. in counseling psychology offers an optional Spanish language specialization. Students can enter the doctoral program with a bachelor's or master's degree. Foundational coursework provides training in mental health diagnosis, counseling diverse populations, and microcounseling skills. 2023-2024 Top Counseling Psychology Graduate Programs Evanston, IL ·. Northwestern University ·. Graduate School. ·. 3 reviews. Master's Student: Northwestern's Master of Science in Energy and Sustainability is a first of its kind professionally focused master's program in the nation. Interdisciplinary by design, MSES covers the technical, policy, and business/economics of the energy and ... 2024 Best Online Doctorate Programs in Counseling Psychology Loyola University Chicago is a private Jesuit university located in the heart of Chicago. With over 16,000 students, it offers over 80 undergraduate and 140 graduate programs, including a Doctorate Degree in Counseling Psychology. Loyola offers unique opportunities to explore the city and to learn in a diverse and collaborative environment. Counseling Psychology PhD Programs Guide Most graduates from counseling psychology Ph.D. programs seek to engage in the professional practice of psychology as professors/researchers or counseling psychologists. Read on for more information about professional avenues for counseling psychologists. Salary: $79,010. Counseling Psychology The Counseling Psychology doctoral program at the University of Texas has been continuously accredited by the American Psychological Association (APA) since 1953; the program's next re-accreditation site visit will be in 2033. Accreditation status may be confirmed by APA via: Education Directorate. Best Doctoral Programs in Counseling Psychology A Ph.D. in counseling psychology provides access to fast-growing careers. With a greater need for counseling services in schools and hospitals, the Bureau of Labor Statistics projects a 3% job growth from 2019-29 for psychologists and 14% for counselors and social service specialists. We created this guide to give you quick access to the best ... PhD, Clinical/Counseling Psychology The Clinical/Counseling Psychology program has been fully accredited since 1981 by the American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington DC 20002-4242 (202-336-5979). Questions related to the program's accreditation status may be directed to this office. Counseling Psychology PhD Please note that upon admission to the Ph.D. program in Counseling Psychology, students will receive a Doctoral Student Handbook for the Ph.D. program in Counseling Psychology which will provide updated policy, program features, and requirements. (The most recent handbook is available on the Program website). Counseling Psychology The counseling psychology program offers ONLY the Ph.D. as a terminal degree. A master's degree is awarded en route to the Ph.D. for students entering the program with a bachelor's degree, but this degree does not prepare graduates for licensure as a practicing counselor. 2024 Best Counseling Psychology Doctor's Degree Schools Doctor's Degree Highest Degree Type. 11 Annual Graduates. University of Denver is one of the best schools in the country for getting a doctor's degree in counseling psychology. Located in the city of Denver, DU is a private not-for-profit university with a fairly large student population. NRC Ranking of U.S. Psychology Ph.D. Programs NRC Ranking of U.S. Psychology Ph.D. Programs. This page contains links to 185 psychology Ph.D. programs rank-ordered in quality according to the most recent study conducted by the National Research Council (with "quality scores" taken from a summary of the NRC report published by the APS Observer). The Canadian Psychological Association ... Ph.D. in Counseling Psychology If you have questions about our graduate program, email: Oswaldo Moreno, Ph.D. Director of Clinical Training. [email protected]. Karly Derrigo. Program Assistant. [email protected]. The Doctor of Philosophy in Counseling Psychology offered by VCU is accredited by the American Psychological Association. APA-Accredited Programs PDF, 185KB. 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This is considerably higher than the 2023 national median salary of $48,060, and for many psychologists, the financial and emotional rewards justify the cost and time spent in a doctorate of psychology program. Best PhD Counseling Psychology Online Programs 2021 This program has ranked among the top online PhD programs in counseling psychology. The Higher Learning Commission has provided Adams State University with accreditation for this program. Adams State's strong program has earned it a top-five spot among our best counseling psychology PhD programs. Tuition: $ 29,380. Best Doctoral Programs in Counseling Psychology Once internship and dissertation are complete the student graduates with their PhD. Most students enter a doctoral program after completing a two- or three-year master's degree in counseling psychology, clinical psychology, counseling, social work, marriage and family therapy, rehabilitation counseling, or a related mental health degree. Ranking of Counseling Psychology Programs Links to 40 Counseling Psychology programs rank-ordered by quality. ... You would be well advised to consult as many faculty members as possible for feedback on your top school choices before applying to graduate school. Admission to graduate school is competitive, so apply to as many schools as possible; have your friends, ... M.A. in Clinical Mental Health Counseling Admission requirements for the Certificate of Advanced Graduate Study (CAGS) in Mental Health Counseling Program include: Completed Science & Mathematics Application Form; Completed Rowan Global Foundation Course Completion Form. 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