phd programs for mental health

Mental Health, PhD

Bloomberg school of public health, phd program description.

The PhD program is designed to provide key knowledge and skill-based competencies in the field of public mental health. To gain the knowledge and skills, all PhD students will be expected to complete required coursework, including courses that meet the CEPH competency requirements and research ethics; successfully pass the departmental comprehensive exam; select and meet regularly with a Thesis Advisory Committee (TAC) as part of advancing to doctoral candidacy; present a public seminar on their dissertation proposal; successfully pass the departmental and school-wide Preliminary Oral Exams; complete a doctoral thesis followed by a formal school-wide Final Oral Defense; participate as a Teaching Assistant (TA); and provide a formal public seminar on their own research.  Each of these components is described in more detail below. The Introduction to Online Learning course is taken before the start of the first term.

Department Organization

The PhD Program Director, Dr. Rashelle Musci ( [email protected] ), works with the Vice-Chair for Education, Dr. Judy Bass ( [email protected] ), to support doctoral students, together with their advisers, to formulate their academic plans; oversee their completion of ethics training; assist with connections to faculty who may serve as advisers or sources for data or special guidance; provide guidance to students in their roles as teaching assistants; and act as a general resource for all departmental doctoral students. The Vice-Chair also leads the Department Committee on Academic Standards and sits on the School Wide Academic Standards Committee. Students can contact Drs. Musci or Bass directly if they have questions or concerns.

Within the department structure, there are several standing and ad-hoc committees that oversee faculty and student research, practice and education. For specific questions on committee mandate and make-up, please contact Dr. Bass or the Academic Program Administrator, Patty Scott, [email protected] .

Academic Training Programs

The Department of Mental Health supports multiple NIH-funded doctoral and postdoctoral institutional training programs:

Psychiatric Epidemiology Training (PET) Program

This interdisciplinary doctoral and postdoctoral program is affiliated with the Department of Epidemiology and with the Department of Psychiatry and Behavioral Sciences at the School of Medicine. The Program is co-directed by Dr. Peter Zandi ( [email protected] ) and Dr. Heather Volk ( [email protected] ). The goal of the program is to increase the epidemiologic expertise of psychiatrists and other mental health professionals and to increase the number of epidemiologists with the interest and capacity to study psychiatric disorders. Graduates are expected to undertake careers in research on the etiology, classification, distribution, course, and outcome of mental disorders and maladaptive behaviors. The Program is funded with a training grant from the National Institute of Mental Health.

Drug Dependence Epidemiology Training (DDET) Program

This training program is co-led by Dr. Renee M. Johnson ( [email protected] ) and Dr. Brion Maher ( [email protected] ). The DDET program is designed to train scientists in the area of substance use and substance use disorders. Research training within the DDET Program focuses on: (1) genetic, biological, social, and environmental factors associated with substance use, (2) medical and social consequences of drug use, including HIV/AIDS and violence, (3) co-morbid mental health problems, and (4) substance use disorder treatment and services. The DDET program is funded by the NIH National Institute on Drug Abuse. The program supports both pre-doctoral and postdoctoral trainees. 

Global Mental Health Training (GMH) Program

The Global Mental Health Training (GMH) Program is a training program to provide public health research training in the field of Global Mental Health. It is housed in the Department of Mental Health , in collaboration with the Departments of International Health and Epidemiology. The GMH Program is supported by a T32 research training grant award from the National Institute of Mental Health (NIMH). Dr. Judy Bass ( [email protected] ) is the training program director. As part of this training program, trainees will undertake a rigorous program of coursework in epidemiology, biostatistics, public mental health and global mental health, field-based research experiences, and integrative activities that will provide trainees with a solid foundation in the core proficiencies of global mental health while giving trainees the opportunity to pursue specialized training in one of three concentration areas that are recognized as high priority: (1) Prevention Research; (2) Intervention Research; or (3) Integration of Mental Health Services Research. This program supports pre- and post-doctoral trainees.

The Mental Health Services and Systems (MHSS) Program

The Mental Health Services and Systems (MHSS) program is an NIMH-funded T32 training program run jointly by the Department of Mental Health and the Department of Health Policy and Management and also has a close affiliation with the Johns Hopkins School of Medicine. Dr. Elizabeth Stuart ( [email protected] ) is the training program directors.

The goal of the MHSS Program is to train scholars who will become leaders in mental health services and systems research. This program focuses on producing researchers who can address critical gaps in knowledge with a focus on: (1) how healthcare services, delivery settings, and financing systems affect the well-being of persons with mental illness; (2) how cutting-edge statistical and econometric methods can be used in intervention design, policies, and programs to improve care; and (3) how implementation science can be used to most effectively disseminate evidence-based advances into routine practice. The program strongly emphasizes the fundamental principles of research translation and dissemination throughout its curriculum.

For more details see this webpage .

Epidemiology and Biostatistics of Aging

This program offers training in the methodology and conduct of significant clinical- and population-based research in older adults. This training grant, funded by the National Institute on Aging, has the specific mission to prepare epidemiologists and biostatisticians who will be both leaders and essential members of the multidisciplinary research needed to define models of healthy, productive aging and the prevention and interventions that will accomplish this goal. The Associate Director of this program is Dr. Michelle Carlson ( [email protected]) .

The EBA training grant has as its aims:

• Train pre- and post-doctoral fellows by providing a structured program consisting of: a) course work, b) seminars and working groups, c) practica, d) directed multidisciplinary collaborative experience through a training program research project, and e) directed research.
• Ensure hands-on participation in multidisciplinary research bringing trainees together with infrastructure, mentors, and resources, thus developing essential skills and experience for launching their research careers.
• Provide in-depth knowledge in established areas of concentration, including a) the epidemiology and course of late-life disability, b) the epidemiology of chronic diseases common to older persons, c) cognition, d) social epidemiology, e) the molecular, epidemiological and statistical genetics of aging, f) measurement and analysis of complex gerontological outcomes (e.g, frailty), and g) analysis of longitudinal and survival data.
• Expand the areas of emphasis to which trainees are exposed by developing new training opportunities in: a) clinical trials; b) causal inference; c) screening and prevention; and d) frailty and the integration of longitudinal physiologic investigation into epidemiology.
• Integrate epidemiology and biostatistics training to form a seamless, synthesized approach whose result is greater than the sum of its parts, to best prepare trainees to tackle aging-related research questions.

These aims are designed to provide the fields of geriatrics and gerontology with epidemiologists and biostatisticians who have an appreciation for and understanding of the public health and scientific issues in human aging, and who have the experience collaborating across disciplines that is essential to high-quality research on aging. More information can be found at: https://coah.jhu.edu/graduate-programs-and-postdoctoral-training/epidemiology-and-biostatistics-of-aging/ .

Aging and Dementia Training Program

This interdisciplinary pre- and post-doctoral training program is an interdisciplinary program, funded by the National Institute on Aging, affiliated with the Department of Neurology and the Department of Psychiatry at the School of Medicine, the Department of Mental Health at the School of Public Health and the Department of Psychology and Brain Sciences at the School of Arts and Sciences. The Department of Mental Health contact is Dr. Michelle Carlson ( [email protected] ). The goal of this training program is to train young investigators in age-related cognitive and neuropsychiatric disorders.

Program Requirements 

Course location and modality is found on the BSPH website .

Residence Requirements

All doctoral students must complete and register for four full-time terms of a regular academic year, in succession, starting with Term 1 registration in August-September of the academic year and continuing through Term 4 ending in May of that same academic year. Full-time registration entails a minimum of 16 credits of registration each term and a maximum of 22 credits per term.

Full-time residence means more than registration. It means active participation in department seminars and lectures, research work group meetings, and other socializing experiences within our academic community. As such, doctoral trainees are expected to be in attendance on campus for the full academic year except on official University holidays and vacation leave.

Course Requirements

Not all courses are required to be taken in the first year alone; students typically take 2 years to complete all course requirements. 

Students must obtain an A or B in all required courses. If a grade of C or below is received, the student will be required to repeat the course. An exception is given if a student receives a C (but not a D) in either of the first two terms of the required biostatistics series, but then receives a B or better in both of the final two terms of the series; then a student will not be required to retake the earlier biostatistics course. However, the student cannot have a cumulative GPA lower than 3.0 to remain in good academic standing. Any other exceptions to this grade requirement must be reviewed and approved by the departmental CAS and academic adviser.

Below are the required courses for the PhD; further Information can be found on the PhD in Mental Health webpage. 

BIOSTATISTICS

Must be completed to be eligible to sit for the departmental written comprehensive exams.

EPIDEMIOLOGY

DEPARTMENT OF MENTAL HEALTH COURSES

For Department of Mental Health doctoral students, a research analysis is required entailing one additional course credit.  PH.330.840 Special Studies and Research Mental Health  listing Dr. Volk as the mentor.

COURSE REQUIREMENTS OUTSIDE THE DEPARTMENT OF MENTAL HEALTH

The School requires that at least 18 credit units must be satisfactorily completed in formal courses outside the student's primary department. Among these 18 credit units, no fewer than three courses (totaling at least 9 credits) must be satisfactorily completed in two or more departments of the Bloomberg School of Public Health. The remaining outside credit units may be earned in any department or division of the University. This requirement is usually satisfied with the biostatistics and epidemiology courses required by the department.

Candidates who have completed a master’s program at the Bloomberg School of Public Health may apply 12 credits from that program toward this School requirement. Contact the Academic Office for further information.

SCHOOL-WIDE COURSES

Introduction to Online Learning  taken before the first year.

ETHICS TRAINING

PH.550.860 Academic & Research Ethics at JHSPH  (0 credit - pass/fail)  required of all students in the first term of registration.

Responsible Conduct of Research (RCR) connotes a broad range of career development topics that goes beyond the more narrowly focused “research ethics” and includes issues such as conflict of interest, authorship responsibilities, research misconduct, animal use and care, and human subjects research. RCR training requirements for JHPSH students are based on two circumstances: their degree program and their source of funding, which may overlap. 

• All PhD students are required to take one of two courses in Responsible Conduct of Research, detailed below one time, in any year, during their doctoral studies.
• All students, regardless of degree program, who receive funding from one of the federal grant mechanisms outlined in the NIH notice below, must take one of the two courses listed below to satisfy the 8 in-person hours of training in specific topic areas specified by NIH (e.g., conflict of interest, authorship, research misconduct, human and animal subject ethics, etc.).

The two courses that satisfy either requirement are:

• PH.550.600 Living Science Ethics - Responsible Conduct of Research  [1 credit]. Once per week, 1st term.
• PH.306.665 Research Ethics and integrity  [3 credits]. Twice per week, 3rd term.

Registration in either course is recorded on the student’s transcript and serves as documentation of completion of the requirement.

• If a non-PhD or postdoctoral student is unsure whether or not their source of funding requires in-person RCR training, they or the PI should contact the project officer for the award.
• Students who may have taken the REWards course (Research Ethics Workshops About Responsibilities and Duties of Scientists) in the SOM can request that this serve as a replacement, as long as they can provide documentation of at least 8 in-person contact hours.
• Postdoctoral students are permitted to enroll in either course but BSPH does not require them to take RCR training. However, terms of their funding might require RCR training and it is their obligation to fulfill the requirement.
• The required Academic Ethics module is independent of the RCR training requirement. It is a standalone module that must be completed by all students at the Bloomberg School of Public Health. This module covers topics associated with maintaining academic integrity, including plagiarism, proper citations, and cheating.

PhD in Mental Health  

Department of Mental Health candidates for the degree Doctor of Philosophy (PhD) must fulfill all University and School requirements. These include, but are not limited to, a minimum of four consecutive academic terms at the School in full-time residency (some programs require 6 terms), continuous registration throughout their tenure as a PhD student, satisfactory completion of a Departmental Written Comprehensive Examination, satisfactory performance on a University Preliminary Oral Examination, readiness to undertake research, and preparation and successful defense of a thesis based upon independent research.

PhD Students are required to be registered full-time for a minimum of 16 credits per term and courses must be taken for letter grade or pass/fail. Courses taken for audit do not count toward the 16-credit registration minimum.

Students having already earned credit at BSPH from a master's program or as a Special Student Limited within the past three years for any of the required courses may be able to use them toward satisfaction of doctoral course requirements.

For a full list of program policies, please visit the PhD in Mental Health  page where students can find more information and links to our handbook.

Completion of Requirements

The University places a seven-year maximum limit upon the period of doctoral study. The Department of Mental Health students are expected to complete all requirements in an average of 4-5 years. 

Learning Outcomes

The PhD program is designed to provide key knowledge and skill-based competencies in the field of public mental health. Upon successful completion of the PhD in Mental Health, students will have mastered the following competencies:

• Evaluate the clinical presentations, incidence, prevalence, course and risk/protective factors for major mental and behavioral health disorders.
• Differentiate important known biological, psychological and social risk and protective factors for major mental and behavioral disorders and assess how to advance understanding of the causes of these disorders in populations.
• Evaluate and explain factors associated with resiliency and recovery from major mental and behavioral disorders.
• Evaluate, select, and implement effective methods and measurement strategies for assessment of major mental and behavioral disorders across a range of epidemiologic settings.
• Critically evaluate strategies for the prevention and treatment of major mental and behavioral disorders as well as utilization and delivery of mental health services over the life course, across a range of settings, and in a range of national contexts.
• Assess preventive and treatment interventions likely to prove effective in optimizing mental health of the population, reducing the incidence of mental and behavioral disorders, raising rates of recovery from disorders, and reducing risk of later disorder recurrence. 

According  to the requirements of the Council on Education for Public Health (CEPH), all BSPH degree students must be grounded in foundational public health knowledge. Please view the  list of specific CEPH requirements by degree type .

• Partnerships

Counseling Psychology (PhD)

YOU ARE BOUVÉ

We’re training the next generation of mental health professionals

The Ph.D. Program in Counseling Psychology offers doctoral education and training in psychology and prepares students for entry-level practice in counseling psychology.

Doctoral-level counseling psychologists conduct research, teach at the university level, supervise students and professionals, consult with community agencies, and provide clinical services to people across the developmental lifespan.

Counseling psychologists also enhance the science of health promotion and health psychology and emphasize community-based interventions.

Unique Program Features

• Translational research related to health promotion of individuals, groups, families, and communities
• Empirically-based practice in urban community centers, agencies, schools, and hospitals
• Merging of science and practice within multicultural and urban contexts
• Development of consultation and leadership skills in researchers and practitioners

Program Emphasis

• Culturally and ethnically diverse faculty
• Ecological model
• Developmental emphasis throughout the lifespan
• Research teams where students gain valuable experience evaluating and conducting research
• Student-centered faculty
• Strong and supportive student cohort groups

Degree type: – Counseling Psychology PhD Study options: – Boston campus – Full-time

Application Deadline: December 6

Official TOEFL or IELTS* required

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

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

Counseling Psychology PhD

Our clinical training prepares counseling psychologists to work in various settings with individuals presenting with a variety of psychological and health-related issues. We emphasize an ecological model that encourages the conceptualization of relationships and research across multiple systems: biological, cultural, and relational.

These relationships occur in various social contexts, including families, schools, neighborhoods, and communities. At least two years of intensive clinical training is required. This preparation includes advanced fieldwork at various mental health settings in the Boston area. Students are expected to be at their site for 20 hours each week. Approximately half of their time is direct service delivery.

Training goals include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling, and treatment planning and practice, consultation, effective use of supervision, and an understanding of and commitment to the profession’s ethical codes. Students must complete a one-year, full-time pre-doctoral internship that has been approved by the program.

Accreditation and Licensure

The PhD in Counseling Psychology at Northeastern University is accredited by the Commission on Accreditation of the American Psychological Association and meets the “Guidelines for Defining ‘Doctoral Degree in Psychology’” as implemented by the ASPPB/National Register Designation Project.

Therefore, a graduate of this designated program who decides to apply for licensure as a psychologist typically will meet the jurisdictional educational requirements for licensing. However, individual circumstances vary, and, there may be additional requirements that must be satisfied prior to being licensed as a psychologist, potentially including specific clinical practice supervision requirements at the advanced practicum, internship, and post-doctoral level.

Students should contact the state/provincial/territorial licensing board in the jurisdiction in which they plan to apply for exact information. Additional information including links to jurisdictions is available on the ASP PB’s website. For questions about the PhD in Counseling Psychology as it relates to doctoral psychology licensure, please contact Program Director Christie Rizzo .

Handbooks and Tools

Sample curriculum.

Students will enter the program with a master’s degree. It is anticipated that the time to completion is a minimum of four years.

Total 62 Credits

The curriculum is subject to change so please also check the university catalog .

• Dissertation

CAEP 6390 History and Systems of Psychology

CAEP 6394 Advanced Multicultural Psychology

CAEP 7750 Biological Bases of Behavior

CAEP 7755 Cognitive and Affective Bases of Behavior

CAEP 775 6 Social Psychology in an Organizational and Ecological Context

Complete 8 semester hours from the following :

CAEP 77 41 Advanced Fieldwork 1

CAEP 77 4 2 Advanced Fieldwork 2

CAEP 77 4 3 Advanced Fieldwork 3

CAEP 77 4 4 Advanced Fieldwork 4

CAEP  6350 Introduction to Cognitive Assessment

CAEP  6352 Personality Assessment

CAEP 6360 Consultation and Program Evaluation

CAEP 7710 Advanced Clinical Assessment

CAEP 7720 Advanced Clinical Interventions

CAEP 7758 Doctoral Seminar in Contemporary Theories of Psychotherapy

Three semester hours can be chosen from any graduate level CAEP course or combination of graduate level CAEP courses outside of the PhD in Counseling Psychology program of study. Other electives may be chosen upon approval of the program director and faculty adviser:

Professional

Complete 6 semester hours from the following:

CAEP 7701 Doctoral Seminar in Counseling Psychology (Repeatable 3 times for 1 credit and 3 times for 0 credits)

CAEP 7732 Legal and Ethical Issues in Community and Educational Settings

CAEP 7711 Measurement: Advanced Psychometric Principles

CAEP 7712 Intermediate Statistical Data Analysis Techniques

CAEP 7716 Advanced Research and Data Analyses 2

Complete 3 semester hours. Prior to beginning internship consult with director, DCT, and/or the Doctoral Internship Seminar instructor.

CAEP 7798 Doctoral Internship

CAEP 9990 Dissertation Term 1

CAEP 9991 Dissertation Term 2

Admissions Requirements

Candidates for admission are expected to meet the following requirements:

Master’s degree in psychology or related field

Strong academic record (3.5 GPA and above preferred)

Demonstrated interest in and commitment to counseling psychology

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

Three letters of reference 

Personal statement. The applicant may wish to highlight:

• Specific research and clinical interests
• Long-term career goals.
• Current and past clinical and research experiences
• Fit with program emphasis

Completed application (due December 6)

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

Got questions?

Laurie Kramer, PhD Program Director 617-373-2333

Or contact our Graduate Enrollment team.

Applicants who have taken or are planning to take the GRE (General Test of the Graduate Record Exam) may submit their scores if they choose. Those applicants choosing not to submit GRE scores will not be negatively impacted in the admissions decision process. Applications will be evaluated based on all materials provided. 

Admission is based on evaluation of the above factors, previous relevant experiences, and your fit within our program. The program faculty reviews your credentials to assess the likelihood of your successful completion of the program and your potential for contribution to the field of counseling psychology and the community at large.

Student Admissions Outcomes and Other Data

Program details.

• Minimum of two years of advanced fieldwork
• At least 20 hours per week at an approved fieldwork site with supervision by a licensed psychologist or a licensed psychiatrist for a minimum of 600 hours per year
• Minimum of one hour of individual supervision per week by a licensed doctoral level psychologist
• Minimum of half (50%) of the 20 hours per week are required in direct service

Research Topics

Applied psychology program for eating and appearance research — appear, faculty leaders.

Rachael Rodgers Jessica Edwards George

Dating Violence and Relationship Risk Prevention Team

Faculty leader.

Christie Rizzo

Feminist Therapy and Theory; Feminist Ecological Model

William Sanchez

Intersectionality Lab in Applied Psychology

Tracy Robinson-Wood

Mindfulness for Health Behavior Change

Laura Dudley

Use of Technology and Games for Health Behavior Change

Babatunde Aideyan received a BA in Psychology from Emory University and an MA in Counseling from Northwestern University. Tunde began the Counseling Psychology program in 2018 and is a PhD candidate at Northeastern University. He has several years of work experience in corporate work environments where he developed data analysis and survey research skills.

At Northeastern, Tunde has researched with his advisor, Dr. Jessica Edwards George, the neurocognitive effects of gluten exposure in individuals with celiac disease. While obtaining his master’s degree, Tunde interned at a community mental health agency that supported group home and foster care residents, as well as in a private practice setting.

At the doctoral level, Tunde spent a year at Butler Hospital administering neuropsychological assessments for individuals presenting with memory problems; he is currently co-facilitating resilience training groups at the MGH Resilience and Prevention Program.

Clinically, Tunde is interested in breathwork practices, health psychology, and strength-oriented counseling. His research interests involve using artificial intelligence methods for improving mental health diagnosis and prognosis.

Payton Bruland has been a doctoral student in the Counseling Psychology program at Northeastern University since the Fall of 2019. She earned her Bachelor’s degree in Psychology from Seattle Pacific University and her Master’s degree in Clinical Mental Health Counseling at Gonzaga University.

At Northeastern, Payton works on the SNAP/Social Research team with Dr. Christie Rizzo and the More Fun with Sisters and Brothers (MFWSB) team with Dr. Laurie Kramer. Her research interests align with each of these labs, examining both protective and risk factors among children and adolescence in the areas of emotion regulation and interpersonal relationships.

Payton also has an interest in the ways childhood trauma affects outcomes in adolescence and later life. Clinically, she has worked with children, adolescents, and their families in a variety of settings, including outpatient and inpatient services.

Elizabeth (Libby) Collier enrolled in the Counseling Psychology Ph.D. program at Northeastern in the fall of 2021. Prior to her move to Boston, Libby received an M.A. and Ed.M. in Psychological Counseling from Teachers College, Columbia University. Libby’s clinical fieldwork placement was at Mount Sinai Hospital where she conducted group therapy and individual therapy sessions involving dual diagnosis patients.

During her master’s program, she also spent time in two research labs affiliated with New York University and Columbia University that focused on youth mental health. These studies focused on interventions for adolescents at clinical high risk for psychosis and systems-level interventions concerning youth involved in the juvenile justice system.

Libby is in the Adolescent Relationships and Risk Behavior Lab under the mentorship of Dr. Christie Rizzo. She hopes to continue to work alongside youth at-risk of becoming involved in the juvenile justice system and is interested in mentorship as a facilitator of positive youth development.

Jaylan Abd Elrahman , (She, Her) received her B.A. in Psychology from Wellesley College and her M.Ed. in Human Development and Psychology from Harvard University’s Graduate School of Education, with a concentration in Child Advocacy.

She is currently a member of the Intersectionality Research Lab and her primary research interests rest at the nexus of adolescent identity development, trauma, culture and social change. She previously served in various research roles at Research Triangle Institute (RTI) International, Brookings Institution and Harvard University’s Edmond J. Safra Center for Ethics.

She has been actively involved in facilitating healing justice, youth development and community-based work across the nation for the last nine years, primarily with and for refugee, migrant, and young women of color. She welcomes all connections and can be reached at  [email protected] .

Laura Fischer received a B.A. in Psychology from the University of Rhode Island and an M.S. in Psychology from Drexel University in Philadelphia.

She has held positions across a variety of clinical, research, and community mental health settings, including the Center for Anxiety and Traumatic Stress Disorders at Massachusetts General Hospital, and the National Alliance on Mental Illness.

Her primary clinical and research interests include empirically supported treatments for anxiety disorders, mindfulness-based interventions, and the implications of intersecting identities for mental and physical health.

Ruthann Hewett has been a doctoral student in the Counseling Psychology Ph.D. program since the Fall of 2021. She holds a dual BA from Brandeis University in Psychology and Health: Science, Society & Policy (2016), as well as an MS from Northeastern University’s Counseling Psychology master’s program (2020).

She is a member of the Intersectionality Research Team under the supervision of Dr. Tracy Robinson-Wood. She has worked on research projects with the Intersectionality team including a study of the racial socialization experiences of biracial adults.

Prior to beginning her MS, she worked as a research coordinator at Massachusetts General Hospital in the Psychiatric and Neurodevelopmental Genetics Unit. She has also worked as an intern clinician at the Therapeutic After School Program at the Home for Little Wanderers, and as a clinician at the Therapeutic After School Program at the Italian Home for Children.

Her interests include examining oppressive power systems operating within mental health treatment facilities, particularly state funded institutions, and interrogating how these systems can be modified to better serve clients with intersecting marginalized identities.

Katherine Laveway is a Ph.D. student in Counseling Psychology and a member of the Applied Psychology Program for Eating and Appearance Research (APPEAR) team since the Fall of 2020. She received her M.S. in Counseling Psychology from Northeastern University and her B.A. in English and Music from Wellesley College.

During her master’s training, Katherine gained clinical experience working in inpatient and outpatient settings at UMass Memorial Medical Center. Katherine’s research interests include body image and eating concerns among queer and trans individuals. She is particularly interested in sociocultural constructions of gender, experiences of weight stigma, and the role of social media on the psychological health of young people.

Madeline Manning has been a PhD student in the Counseling Psychology program at Northeastern University since the Fall of 2017. She received her B.A. in Psychology and Communications from Stonehill College (2015) and her M.A. in Mental Health Counseling and Behavioral Medicine from Boston University School of Medicine (2017). She will be completing her pre-doctoral internship at Nicklaus Children’s Hospital in the Neuropsychology Track with the goal of pursuing a career in Pediatric Neuropsychology.

Prior to beginning her doctoral training, Madeline worked as a mental health counselor in the adult inpatient psychiatric unit at Tufts Medical Center. She also worked as a clinical research assistant at the Pediatric Anxiety Research Clinic (PARC) at Bradley Hospital and the Division of Child and Adolescent Psychiatry at Rhode Island Hospital where she helped conduct research on the dissemination of treatment for Obsessive-Compulsive Disorder/other anxiety related disorders in children and exploring factors which impact adolescent suicidality post-inpatient level of care.

During her graduate training, she completed clinical practicum experiences at Brigham and Women’s Hospital Department of Cognitive and Behavioral Neurology, Rhode Island Hospital Pediatric Neuropsychology Program, Pediatric Neuropsychological Assessment at Butler Hospital Adolescent Inpatient Psychiatric Unit, Hasbro Children’s Sleep Disorder Clinic, Hasbro Children’s Partial Hospitalization Program, Boston Children’s at Martha Eliot Health Center (Mental Health Clinic and Early Intervention Program), and Franciscan Children’s Hospital Community Based Acute Treatment (CBAT) Unit.

She is part of the Adolescent Relationships and Risk Behavior Research Lab and the More Fun with Sisters and Brothers Research Lab, and also completed the Early Intervention Certification Program at Northeastern. Madeline’s primary research interests include exploring the protective factors that promote resilience in children and adolescents, as well as integrating community and individual resilience to violence and trauma. Madeline also has interests in the areas of adolescent dating violence prevention, pediatric psychology, anxiety disorders, and mood disorders.

Chantal Muse received an M.A. from Chatham University and a B.A. from Duquesne University. Previously, she worked on a study examining how employment status effects the health and well-being of Sub-Saharan African women. Also, she held a clinical position at Western Psychiatric Institute and Clinic Acute Adult Trauma Unit and the Comprehensive Services and Recovery Unit. Her primary research and clinical interests are working with cancer patients, examining the patient-provider relationship, specifically the relationship between African-American women with breast cancer and white doctors, and health communication.

Briana Paulo previously studied at the University of Rhode Island for a B.A. in Psychology and Sociology, with a minor in Thanatology. She later earned a M.A. in Psychology Research from the University of Massachusetts Dartmouth in 2017. Briana came to Northeastern University in the Fall of 2020 with clinical experiences in a variety of settings with children and adolescents who experience a range of social, behavioral, and emotional difficulties. She also held a clinical research position at the Pediatric Anxiety Research Center (PARC) at Bradley Hospital, where she led outreach and collaboration efforts with schools, pediatric office, and other community partners, conducted semi-structured diagnostic assessments, and facilitated in-home/in-community exposure and response prevention (ERP) sessions with children and adolescents.

Briana currently works with the Dating Violence and Relationship Risk Prevention Team, led by Dr. Christie Rizzo. Her work in this lab involves studies that assess health-related behaviors and interpersonal communication patterns of juvenile-justice involved teens to understand risk and protective factors of dating violence. Briana’s research and clinical interests lie in socioemotional and behavioral issues in children/adolescents of traditionally marginalized populations and increasing awareness of and access to mental health resources.

Lisa Rines-Toth received her Master of Arts and Master of Education degrees in Psychological Counseling from Teachers College, Columbia University. She also holds a BA in English Literature from Columbia University. Prior to beginning her doctoral studies at Northeastern, Lisa worked at St. Luke’s-Roosevelt Hospital in New York City as a clinician in the psychiatric emergency department. Lisa’s primary research and clinical interests are in the general areas of integrated behavioral care, crisis intervention, addiction and mindfulness & yoga. Lisa currently works as a counselor in the Department of Psychiatry at Boston Medical Center.

Kaitlyn Schneider received an M.S. from Villanova University and a B.S. from Worcester Polytechnic Institute. Her primary research interests are in the areas of domestic violence, attachment, and trauma. Her previous work has explored the development of a rater-based method to measure secondary attachment strategies enacted within the maternal-fetal attachment relationship. She has also previously worked clinically with clients experiencing domestic violence.

Isabella “Isa” Sereno has been a PhD student in the Counseling Psychology program at Northeastern University since the Fall of 2020. Isa received a BS in Psychology from the University of Central Florida and an MA in Counselor Education, Clinical Mental Health Track, from Virginia Tech. Isa worked as a treatment coordinator at the Latinas y Niño’s Center in Casa Esperanza Inc., a substance abuse residential program for Latinx women in recovery and their children, where she worked closely with monolingual Spanish-speaking women and their families. Isa also worked as a clinical research coordinator II at the Massachusetts General Hospital’s Cancer Outcome Research and Education program (CORE), helping conduct research in palliative care for patients diagnosed with advanced cancer and their caregivers. She is a part of the APPEAR lab and is working under the mentorship of Dr. Jessica Edwards-George and Dr. Rachel Rodgers. Isa will be completing her advanced fieldwork practicum at Martha Eliot Health Center/Boston Children’s Hospital. She is fluent in Spanish and is interested in understanding racial and ethnic disparities that affect the caregiver experience within health settings, particularly parents of children with complex care needs.

We train multiculturally competent counseling psychologists who are:

• Clinically adept in multiple settings with a variety of psychological and health-related issues
• Able to conceptualize, conduct, and evaluate research across biological, cultural, and relational systems in numerous social contexts, such as families, schools, neighborhoods, and communities.

(i) Research

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

(ii) Ethical and legal standards

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

( iii) Individual and cultural diversity

• An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
• The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.

(iv) Professional values, attitudes, and behaviors

• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

(v) Communications and interpersonal skills

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

(vi) Assessment

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

(vii) Intervention

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

(viii) Supervision

• Demonstrate knowledge of supervision models and practices.
• Apply supervision knowledge in direct or simulated practice with psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.

(ix) Consultation and interprofessional/interdisciplinary skills

• Demonstrate knowledge and respect for the roles and perspectives of other professions.
• Demonstrates knowledge of consultation models and practices.

To prepare graduates for the role of professional psychologists, to include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision and an understanding of and commitment to the profession’s ethical codes.

Objective 1A: Students will be exposed to various professional roles including student teaching, participation in research projects where they are mentored by faculty and mentor peers and/or junior colleagues.

• Competency 1A1: Students will demonstrate a thorough understanding of their roles as clinicians.
• Competency 1A2: Students will demonstrate a thorough understanding of their roles as educators.
• Competency 1A3: Students will demonstrate a thorough understanding of their roles as community change agents ethically serving diverse populations and advocating for social justice.
• Competency 1A4: Students will demonstrate a thorough understanding of their roles as researchers.

To foster understanding and application of the scientific basis of clinical practice in psychotherapy and clinical assessment

• Objective 2A: Students will acquire an understanding of the biological, cognitive and affective, and social aspects of behavior.
• Objective 2B: Students will acquire knowledge of the history and systems of psychology
• Objective 2C: Students will acquire knowledge of empirical research regarding effective clinical practice, assessment, and interventions.
• Objective 2D: Students will acquire knowledge of contemporary theories that explicate human behavior across the lifespan.
• Objective 2E: Students will study current evidenced based practices in psychotherapy, psychological testing, and biological bases of clinical practice.
• Objective 2F: Students will acquire knowledge and skills to implement evidence-based clinical interventions with diverse populations.
• Competency 2A: Students will understand the regulation of biological and emotional functions of the nervous system.
• Competency 2B: Students will understand the contribution of environmental factors to brain development, to the development of the mind, and to their functions.
• Competency 2C: Students will understand theories and research with respect to clinical efficacy.
• Competency 2D: Students will understand contemporary theories of human behavior from a lifespan developmental perspective.
• Competency 2E1: Students will demonstrate a thorough understanding of current evidence based practices in psychotherapy, psychological testing, and the neuroscientific bases of clinical practice.
• Competency 2E2: Students will develop the ability to select and apply evidence-based interventions and to assess progress and outcomes.
• Competency 2F1: Students will demonstrate that they are familiar with outcome research for various intervention strategies.
• Competency 2F2: Students will develop the ability to implement a wide range of developmental, preventive, remedial, and psychoeducational interventions, including psychotherapy, crisis management, consultation and dealing with emergency psychological/psychiatric situations with people across sources of difference.

To produce graduates who possess advanced and applied research skills within an ecological perspective

• Objective 3A: Students will be involved in course work on advanced and applied research skills.
• Objective 3B: Students will become proficient in reporting research findings.
• Objective 3C: Students will be able to critically evaluate research from an ecological perspective.
• Competency 3A1: Students will demonstrate competency in research design and data analysis related to health and illness using quantitative, qualitative, and mixed methods models.
• Competency 3A2: Students will be able to develop meaningful research questions, based upon theories and models in the scholarly research literature.
• Competency 3A3: Students will be able to implement appropriate research design, methods, and statistical analyses, consistent with the research questions.
• Competency 3A4: Students will understand advantages and disadvantages of various research designs, modes of inquiry, data collection methods, statistical procedures, and measurement concepts.
• Competency 3B: Students will demonstrate the ability to report their research investigations appropriately, including knowledge of the socio-cultural contexts in the interpretation of the data.
• Competency 3C1: Students will demonstrate the ability to evaluate and critically assess the methodology of empirical research and the validity of research conclusions within a multicultural/ecological perspective.
• Competency 3C2: Students will be able to integrate themselves in research projects on research teams that stress a multicultural/ecological perspective.
• Competency 3C3: Students will successfully complete their dissertation proposals grounded within a multicultural/ecological perspective.

To produce graduates who are committed to and demonstrate ethical practice as counseling psychologists.

• Objective 4A: Students will learn through courses, mentoring, and supervision in the ethical codes of the profession.
• Objective 4B: Student will learn through courses and supervised clinical experiences, local, state, and national laws affecting professional psychological practice.
• Competency 4A: Students will become competent in understanding the codes of ethics and professional conduct of APA and develop a competent ethical decision-making process.
• Competency 4B: Students will demonstrate understanding of the legal issues affecting practice and resolution of ethical/legal conflicts that may occur.

To produce graduates who are multiculturally competent across sources of difference, including race, ethnicity, gender, class, religion/spirituality, disability, and sexual orientation, in both clinical and research settings.

Objective 5A: Students will study, be mentored in, and be exposed to multicultural perspectives that stress the understanding of different worldviews and confronting forms of oppression.

• Competency 5A1: Students will be able to integrate multiple worldviews and important historical and political positions in their clinical and research activities.
• Competency 5A2: Students will be able to understand their own positions of privilege, related to race, gender, social class, ability, and/or sexual orientation and its effect on their work as professional psychologists.
• Competency 5A3: Students will be able to integrate and actively advocate for the elimination of racism, sexism, class oppression, homophobia, ageism, and other forms of oppression.
• Competency 5A4: Students will be able to conceptualize and advocate for social and economic justice as professional psychologists.

To advance the field of counseling psychology using program strengths: (a) an interdisciplinary and interprofessional approach to clinical services provision and enhancement of the science of health promotion and health psychology; (b) stress on urban, community-based interventions using an ecological approach.

• Objective 6A: Students will be exposed to interprofessional models of health promotion research within the Bouvé College of Health Sciences.
• Objective 6B: Students will study the strengths and challenges facing urban populations and work within health promotion and prevention.
• Competency 6A1: Students will develop an understanding of how health promotion research is conceptualized and undertaken by an interprofessional team.
• Competency 6B1: Students will understand the unique challenges facing urban populations and work within settings that provide health promotion and prevention efforts with multicultural populations.

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Mental health counseling, phd.

• Westchester

This PhD in Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Next Generation Leaders

This program is designed to train mental health counselors in advanced clinical and supervisory skills, prepare counselors to conduct research that will further the profession’s knowledge base, and foster the next generation of leaders who will be teachers and advocates for the mental health counseling profession across the country.

Advance your education

• Students emerge as highly skilled professionals in therapeutic practice and research, well-positioned to be leaders in the field and advocates for their clients and the profession.
• Master-level students gain advanced professional training, opportunities for intensive research, and opportunities to significantly advance the field of mental health.
• Specializations include grief counseling, substance abuse counseling, and positive psychotherapy and counseling.

Take Courses Like…

Throughout the curriculum, you’ll receive intensive training focused on advanced clinical issues, counseling education, supervision, and research focused on the promotion of mental health and the counseling profession.

Graduates leave the program equipped with a solid foundation in counseling built upon a combination of coursework, fieldwork, seminars, and guided research.

• MHC 731 Theories and Methods of Counselor
• MHC 732 Theories and Methods of Counselor Supervision
• MHC 831 Doctoral Dissertation Seminar I

Add Opportunities And Experiences

A small and selective program—accepting approximately 10 students per academic year—means small classes, in which students are exposed to evidence-based counseling approaches for demographically and clinically diverse populations.

Students work closely with faculty to develop and carry out independent research projects culminating in a doctoral dissertation. These activities are designed to integrate counseling intervention and research skills training, preparing graduates for a variety of counseling, policy-based, advocacy, teaching, and research careers.

The Department of Psychology’s strong community of faculty, professionals, and alumni in the field of mental health equip doctoral students with an established network of support. Both faculty and alumni hold key leadership positions in the New York Mental Health Counselors Association (NYMHCA).

Each semester, the department offers a speaker series inviting leading researchers and professionals to talk about current and pertinent issues in the field.

“This unique doctoral program will provide mental health professionals with the opportunity to take their training and knowledge to the next level in a way that will help them stand apart from the crowd. In essence, we are seeking to develop the next wave of leaders in counseling that will help significantly advance the study and treatment of mental health.” –Paul Griffin, PhD, Department Chair

Professional Associations

Students and faculty can interact, join, and present at regional, state, and national association conferences. This includes developing partnerships to conduct critical research on topics impacting individuals seeking mental health counseling services and beyond. Faculty have a longstanding and collaborative relationship with the following key organizations, allowing them to guide students in establishing professional connections during their time in the program.

• American Counseling Association (ACA)
• American Counseling Association-New York (ACA-NY)
• American Mental Health Counselors Association (AMHCA)
• New York Mental Health Counselors Association (NYMHCA)
• Association for Counselor Education and Supervision (ACES)
• North Atlantic Region Association for Counselor Education and Supervision (NARACES)
• New York Association for Counselor Education and Supervision (ACES)

Choose Your Career

Career options.

The PhD program prepares candidates for a multitude of growing careers, including:

• Community mental health
• Mental health policymaking
• Private practice
• University teaching

What You Need to Know

Students who substantially meet the following requirements will be invited to an interview with the departmental admission screening committee:

• An earned master’s degree in mental health counseling with a curriculum equivalent to that of Pace University’s 60-credit graduate master of science program in mental health counseling.
• Earned graduate-level GPA of 3.6 or higher.
• Submitted letters of recommendation, personal statement, and official academic transcripts.
• Students are required to complete 100 clinical hours in a supervised clinical setting for MHC 710: Doctoral Practicum in Mental Health Counseling
• Students are required to complete 600 internship hours of supervised experiences in at least three of the five doctoral core areas (counseling, teaching, supervision, research and scholarship, leadership and advocacy) for MHC 725 & MHC 726: Doctoral Internship I & II
• Be eligible for New York State limited permit in mental health counseling.
• Obtained a limited permit in New York State.
• Be licensed in mental health counseling in New York State.
• Be licensed in mental health counseling in a state other than New York.

CACREP Annual Assessment Reports

MS and PhD Programs in Mental Health Counseling-Field Placement Site Supervisor Training (PDF) Please read and review the PowerPoint Training and the MS and/or corresponding PhD Field Placement Practicum and Internship Handbook as part of our CACREP Accreditation Requirement.

MS and PhD Programs in Mental Health Counseling Field Placement Site Supervisor Training Verification (PDF) Site supervisors are required to complete this form each semester that they sponsor MS and/or PhD Practicum or Internship students as part of our CACREP Accreditation Requirement.

• Meet Program Faculty
• PhD Student Handbook
• PhD Field Placement Practicum and Internship Handbook
• PhD Program of Study Curriculum Worksheet
• Dissertation Template

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program's annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

The assessment data compiled and analyzed is based on a five-point scale which is constituted as:

• Ineffective
• Somewhat Ineffective
• Very Effective

Program goals are baselined at a minimum standard of 80% to designate “meeting standard” or above. Our students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including:

• Supervision
• Research and scholarship
• Leadership and advocacy.

99% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives. Again, 99% of our stakeholders indicated that the program was Adequate, Effective, or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2022–2023 (PDF)

99% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives. 100% of our stakeholders indicated that the program was Adequate, Effective, or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2021-2022 (PDF)

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program’s annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

• Somewhat Effective

Our previous program goals have been baselined at a minimum standard of 85% to designate “meeting standard” or above. As a result of the COVID-19 pandemic, while students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including: (1) counseling; (2) supervision; (3) teaching; (4) research and scholarship; (5) leadership and advocacy, all transitioned to remote platforms. The results of our annual Program Objectives assessment were impacted due to classes and field placements transitioning to remote platforms. This resulted in all of our constituencies adapting to multiple modalities, including academic instruction, clinical telehealth services and provisions, and remote supervision. Several of our students needed to secure new practicum placements and/or professional roles for internship as their original sites either fully paused services or could not support the requirements associated with CACREP standards and/or New York State Office of the Professions regulations. As such, we have adjusted our baseline minimum standard from 85% to 80% for this academic year to reflect these adjustments. Additionally, we have also included Adequate, Effective, and Very Effective in the five-point scale to calculate our aggregate outcome. While this baseline adjustment has been made, the program will continue to document, review and report any changes based on the 85% original baseline.

97% of our stakeholders indicated that the program was Adequate, Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2020-21 (PDF)

The assessment data compiled and analyzed is based on a five point scale which is constituted as:

• Very Effective.

Program goals are baselined at a minimum standard of 85% to designate “meeting standard” or above.

97% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2019-20 (PDF)

Part I: Narrative

During the 2018-2019 academic year, the faculty and staff of the Doctor of Philosophy programs in Mental Health Counseling at Pace University conducted an annual review of the program. The program’s core objectives remain focused on fostering student development in advanced clinical and supervisory skills, training them to become proficient researchers that will advance knowledge on issues pertaining to mental health and counseling, and to promote future leaders of the profession who will serve as both educators and advocates. Past and current students’ dissertations have examined key issues in clinical mental health counseling and counselor education. To assist them in their studies, graduate assistantships and adjunct teaching assignments continue to be offered to doctoral students in the department. Based on the feedback that we received during the CACREP Site Visit in May 2018, the changes outlined below were implemented:

• MHC 707: Qualitative Methods in Counseling Research (4 credits)
• MHC 710: Doctoral Practicum in Mental Health Counseling (4 credits)
• MHC 726: Doctoral Internship II in Mental Health Counseling (0 credits)
• MHC 734: Advanced Theory & Practice of Counseling (4 credits)

Additionally, the department modified the following course curriculum to include Leadership and Advocacy (CACREP Section 6 Standard B 5.d.-Accreditation): MHC 733: Leadership & Advocacy in Mental Health Counseling

Further, the MHC 710: Doctoral Practicum in Mental Health Counseling course at the master’s level is now a significant preparation for our program. Michael Tursi, Ph.D. (from the counselor education doctoral program at the University of Rochester) continues to advance our practicum and internship courses, including MHC 725: Doctoral Internship I in Mental Health Counseling and MHC 726: Doctoral Internship II in Mental Health Counseling. Both courses are significantly structured and students’ progress is documented throughout.

Part II: Graduates and Pass, Completion, and Job Placement Rates

• Number of Graduates: 6
• Program Completion Rate: 100% for the 2018-2019 academic year
• Estimate of Job Placement Rates: Many of our students enter our program either as licensed and/or certified counselors, limited permit holders, and/or apply for permits in mental health counseling while enrolled. The graduates who complete their doctorate in May 2019, are employed either full time or part in mental health counseling settings, school setting, and/or teach as adjuncts in counseling or related areas.

View complete Program Objectives (PO) Annual Assessment Report for 2018-19 (PDF)

During the 2017-2018 academic year, the faculty and staff of the Master of Science in Mental Health Counseling at Pace University conducted an annual review of the program.

We focused on following up on emphasizing ethical standards in the key practice courses within the program. We have included this focus as it relates to internships, practicum experiences, as well as other courses. We stress the importance of ethics and multicultural diversity in the foundations course, the introductory counseling courses, as well as the group counseling, family counseling, social and cultural foundations, and the elective LGBTQA+ course.

In the past year, the practicum course has evolved into a robust preparation for the internship courses. Dr. Michael Tursi, a new addition to our department with a doctorate in counselor education from the University of Rochester, has brought fresh perspectives into this course as well as into the doctoral-level internship course.

Finally, the department determined that additional faculty in the field of mental health counseling was needed. We have hired two new full-time faculty in the counselor education field to start in the Fall 2018 semester.

• Number of Graduates: 27
• # tested: 5
• # passed: 3
• # passed: 5
• Program Completion Rate: 100% for 2017-18 Academic Year
• Estimate of Job Placement Rates: Approximately 60% of our graduates are currently employed in a counseling or a counseling-related capacity.

View complete Program Objectives (PO) Annual Assessment Report for 2017-18 (PDF)

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Graduate key:

9+ credits for full-time

6 credits for part-time or working students

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Academic Year Total

*This is not a bill. This is only an estimate. Special class fees are dependent on specific class enrollment and are not included here.

For additional cost estimates, view our standard cost of attendance .

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Online Doctor of Behavioral Health – Clinical

Prepare for career advancement in the integrated health care field with a Doctor of Behavioral Health with a clinical concentration online from Arizona State University. This concentration is designed to elevate master’s-prepared clinicians by offering advanced learning opportunities in behavioral interventions, medical literacy and entrepreneurship. As a graduate, you’ll be equipped to meet the demands of doctorate-level leaders and clinicians in primary care.

Quick facts

Next start date: 01/13/2025

Total classes: 13

Weeks per class: 7.5

Total credit hours: 60

Degree questions, answered

Have questions about the Behavioral Health (Clinical) (DBH) ? Fill out this form and we’ll get in touch!

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By submitting my information, I consent to ASU contacting me about educational services using automated calls, prerecorded voice messages, SMS/text messages or email at the information provided above. Message and data rates may apply. Consent is not required to receive services, and I may call ASU directly at 866-277-6589 . I consent to ASU’s mobile terms and conditions , and Privacy Statements , including the European Supplement.

Prepare for leadership roles in clinical settings

What you’ll learn in this doctor of behavioral health program.

• Medical literacy: Understanding the nuances of disease pathophysiology, progression and treatment.
• Integrated behavioral interventions: Learning how to coordinate the treatment of medical and behavioral conditions in primary care and other medical settings.
• Entrepreneurship: Leveraging your skill set to meet the demands of the 21st century health care market.

Who’s a good candidate for this clinical DBH?

Will my diploma say ‘online’.

No, Arizona State University’s diplomas don’t specify whether you earn your degree online or in person. All diplomas and transcripts simply say “Arizona State University.”

Learn about the DBH degree with a clinical concentration.

Clinical dbh courses.

This doctorate program combines evidence-based clinical practice, quality improvement and entrepreneurship courses and experiences. Your courses ensure that you gain both functional medical and behavioral health literacy to support your work in integrated health. This includes a 270-hour internship to hone your skills and build hands-on experience. The culminating project is an applied quality improvement project tailored to integrated health care practice that can be completed at your internship site.

The jobs you’ll be prepared for

As a clinical behavioral health professional, there are various career paths you can pursue in primary care settings and hospitals, federal agencies such as military health services, substance abuse treatment settings and more. Positions you’ll be an excellent candidate for range from behavioral health consultant and disease manager to prevention specialist and integrated health care entrepreneur. Additional potential roles you’ll be equipped for include, but aren’t limited to:

Learn from distinguished practitioners in behavioral health

The College of Health Solutions faculty displays a high level of research expertise, focused on creating a better future for all. Our faculty are lifelong learners dedicated to improving health outcomes for the communities we serve. Some of their research focuses on:

• Discovering the impact of the environment and policy on food security and community health.
• Exploring mechanisms involved in the development of diabetes and cardiovascular disease.
• Harnessing big data to improve patient outcomes.
• Incorporating advanced technology to monitor and promote healthy lifestyles.
• Using state-of-the-art cognitive, behavioral and neuroscience techniques to study the components of human communication.

How to apply

Applicants to the clinical DBH program must have a master’s degree (in any field) from a regionally accredited institution, and must fulfill the requirements of both the Graduate College and the College of Health Solutions. Additionally, candidates must have earned a minimum cumulative GPA of 3.00 in the last 60 hours of their first bachelor’s degree program or in their applicable master's degree education.

Application requirements

Students with a master’s degree in counseling, family therapy, nursing, occupational health and social work are encouraged to apply, though other fields of study are also considered. The most competitive candidates are master's degree-level professionals who are either currently employed or aspire to work in a clinical capacity in an integrated health care organization.

To apply, you must submit the following:

• Graduate admission application and application fee.
• Official graduate and undergraduate transcripts.
• At least one professional letter of recommendation.
• Up-to-date curriculum vitae or resume.

Clinicians must possess an appropriate clinical license prior to admission to the program and are expected to work within the restrictions of their current license and professional scope of practice while completing all aspects of the DBH program, including clinical internship. Those not already licensed must be on a pathway to acquiring licensure within two years of people admitted (working on hours for the exam).

The terms “licensed” and “license eligible” refer to a license to practice, which are issued by state licensing boards like the Arizona Board of Behavioral Health Examiners and the Arizona Board of Occupational Therapy Examiners. Some examples include:

• Licensed or license-eligible behavioral health clinician with a master’s degree-level education.
• Master’s degree-level medical or ancillary health care providers, such as licensed nurses, dietitians and occupational therapists.

Additional admission requirements

• An applicant whose native language is not English (regardless of current residency) must provide proof of English proficiency.
• The GRE, GMAT or other test scores are not required for admission.

Developing tomorrow’s health workforce

In the College of Health Solutions, students learn and prepare to become the health workforce of the future. Faculty and students also collaborate to research solutions to pressing global health challenges. Partnerships with the medical community offer students access to professional resources and networking opportunities with Mayo Clinic, Banner Health, HonorHealth, Dignity Health and more.

Barrett honors scholars.

faculty members.

$14.5 million

in research expenditures.

Tuition calculator

Use our calculator to estimate your full-time or part-time tuition fees for this program prior to any financial aid. Keep in mind that most of our students receive financial aid, which can reduce out-of-pocket costs. Learn more.

You might also be interested in

Certificates

Applied Behavior Analysis (Graduate Certificate)

Starts 10/16/2024

Behavioral Health (Management) (DBH)

Starts 01/13/2025

Special Education (Applied Behavior Analysis) (MA)

Psychology (MS)

We have 117 mental health PhD Projects, Programmes & Scholarships

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mental health PhD Projects, Programmes & Scholarships

Understanding interactions between chronic kidney disease and mental health to improve holistic, intelligence-led care, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Funded PhD Project (UK Students Only)

This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

AI-based interventions for mental health conditions

Self-funded phd students only.

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

The management of young people's mental health in primary care

Knowledge support to support clinicians to manage mental health medication in general practice, ai for clinical-grade mobile mental health management, competition funded phd project (uk students only).

This research project is one of a number of projects at this institution. It is in competition for funding with one or more of these projects. Usually the project which receives the best applicant will be awarded the funding. The funding is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

Integration of AI to improve engagement from underserved groups with Digital Mental Health Pathways

An investigation of the causal relationship and genetic overlap between sleep traits and physical and mental health using mendelian randomization, optimisation and feasibility testing of a self-administered gratitude intervention to promote mental health and wellbeing, investigating causal effects of neurodevelopmental and mental health problems in childhood on adult physical health, mscr - early-life stress, susceptibility to mental health disorders and glia: central immune response in a rat model of pre-term birth, using genetics, transcriptomics, and 1.5 million individuals from population-based biobanks to better understand the biology of sleep and links to mental health, competition funded phd project (students worldwide).

This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Addressing the Psycho-Emotional Impact of Climate Anxiety on Children and Young People through Illustration

Reframing critical and socially engaged arts practices from a creative health / health humanities perspective, arts-led approaches to trauma, memory and healing, understanding psychiatric outcomes in children born with cleft lip and/or palate using genetics.

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Online PhD Programs in Mental Health Counseling

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Most people know the terms counselor, therapist, and psychologist . But many want to know: what are the differences between these professions? 

Counselors, also known as mental health therapists, are trained to work with patients and have master’s or doctoral degrees in psychology, marriage and family therapy, and counseling. 

Psychologists, on the other hand, often require a doctoral degree in psychology for clinical research work, but a master’s degree can be sufficient for some client-based practices. Doctoral degree holders in counseling have people-oriented skill sets that qualify them to work with patients and teach and advise students in higher education. 

What does it take to earn a PhD in mental health counseling? After earning a master’s degree, most graduates choose to begin work in a clinical setting or apply for a PhD program. Accredited online doctoral degrees are available in counselor education and supervision and typically require three to four years of coursework and a clinical internship. 

Earning a PhD in counselor education and supervision gives professionals options to continue to see patients in a clinical setting or pivot their skills into teaching and mentoring roles in higher education to prepare the next generation of mental health counselors. 

A commonly asked question is: why pursue a PhD? The two biggest reasons are expanded opportunities and higher salaries. 

For starters, careers in psychology and postsecondary education are growing. The U.S. Bureau of Labor Statistics (BLS) predicts that between the years 2021 and 2031, job openings for psychologists are projected to grow by 6 percent—which is as fast as the national average, while postsecondary teaching jobs will increase by 12 percent—a rate much faster than the national average for all occupations at 5 percent (BLS 2022). 

Secondly, doctoral degree holders earn higher salaries than those with master’s degrees. The BLS shows the average annual salary for clinical, counseling, and school psychologists is $102,740 ( BLS May 2022). The salary percentiles based on employment location, education, and work experience range from $42,760 in the bottom 10th percentile to $168,790 in the top 90th percentile. 

While it’s possible to see clients with a master’s degree, most clinical counselors have a doctoral degree. According to CareerOneStop (2023), a resource from the US Department of Labor, 66 percent of clinical and counseling psychologists have a PhD, putting those with a doctoral degree at a competitive edge with regard to opportunity access and salary negotiations. 

In short, pursuing an online PhD program enables students to expand their knowledge, grow their careers, and increase their earning potential in the future without sacrificing their earning potential in the present. 

Read on to learn more about online PhD programs and career opportunities in mental health counseling.

THANK YOU FOR YOUR INTEREST IN Southern New Hampshire University Online MS - Construction Management

Typical admissions requirements for mental health counseling phd programs.

Every educational program has unique admissions requirements, and most online PhD programs in mental health counseling require the following for admission: 

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

Courses in Mental Health Counseling PhD Programs

• Capstone in counseling
• Clinical supervision
• Diversity and social justice in counselor education
• Ethical and legal issues in counselor education and supervision
• Neuroanatomy & behavioral medicine
• Online teaching and learning
• PhD residency
• Program evaluation & grant writing
• Quantitative and qualitative research methods
• Supervision & consultation

Supervised Clinical Hour Requirements & Internships – Mental Health Counseling

In CACREP-accredited programs, students must complete their skill development preparation to be eligible for a minimum of 700 hours of supervised clinical experience . 

Clinical hours are divided into two categories: practicum and internship. A minimum of 100 practicum hours are required, with 40 hours spent in direct service with clients. A minimum of 600 internship hours are also required, with a minimum of 240 hours spent in direct service with clients. Direct service hours include time spent with actual clients and activities such as assessment, counseling, psycho-educational activities, and consultation. 

In general, observation and administrative tasks generally do not count toward the direct service supervised clinical hours requirements.

Program Accreditation for Mental Health Counseling – CACREP

As previously mentioned, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) is the leading accrediting organization for master’s and doctoral counseling degree programs. 

As of 2023, 916 programs hold CACREP accreditation status, earned through a two-part process: a self-assessment and a peer assessment. Programs are evaluated and must demonstrate that their mission, curriculum, and teaching standards meet the high standards of excellence. 

Notably, CACREP is recognized by the Council for Higher Education Accreditation (CHEA). Nine of the 90 CACREP-accredited PhD programs in counseling are offered online, and six are featured below.

Featured CACREP-Accredited Online PhD & EdD Programs in Mental Health Counseling

Here are six featured CACREP-accredited online PhD programs in counseling. 

Adams State University

The PhD in counselor education and supervision program at Adams State University is designed to prepare counseling professionals for future positions in leadership. Through academic and clinical coursework, graduates are prepared for future clinical, research, or leadership careers in counseling. 

Students in this 66-semester hour, fully-online program begin their program in a cohort and must complete four one-week summer residencies. This curriculum meets Colorado state standards for licensure, but prospective students are urged to research the requirements for counseling licensure in the state they plan to work after graduation. 

• Location : Alamosa, CO
• Duration : Four years
• Accreditation : CACREP
• Tuition : $357 per credit 

Oregon State University (Hybrid)

Located in the heart of the Willamette Valley, Oregon State University offers a PhD program in counseling that prepares graduates to work as advanced practitioners, clinical supervisors, and counselor educators. This doctoral program emphasizes academic, professional, and research mastery. 

Applicants to this program must have a master’s in counseling or a closely-related discipline to complete their PhD coursework. Taught in a cohort model, this hybrid program requires online coursework and face-to-face classes twice each quarter, which meets on weekends. Graduates from this program go on to work in clinical and academic settings.

• Location : Corvallis, OR
• Duration : 3-5 years
• Tuition : $590 per credit 

Regent University

Regent University offers a fully-online 66-semester-hour PhD program in counselor education and supervision to teach students to explore, research, and innovate to transform mental health. This Christian program features three instructional residencies and real-world experience to help graduates apply faith-based interventions as educators, scholars, and clinical practitioners. 

Residency requirements are two weeks long and provide in-person networking and mentoring opportunities for students and faculty. 

• Location : Virginia Beach, VA
• Duration : Approximately three years
• Tuition : $900 per credit

Shippensburg University (Hybrid)  

Offering a part-time 60-credit program, Shippensburg University offers an EdD in counselor education and supervision. This hybrid program features online classes and on-campus courses on Saturdays—a format that allows current clinical practitioners with master’s degrees to maintain part-time or full-time employment while pursuing a doctoral degree. 

Students in this program take courses together in a cohort model for three years, and additional semesters may be required to complete dissertation defense requirements. This program meets the requirements for counseling licensure in Pennsylvania. 

• Location : Shippensburg, PA
• Tuition : $699 per credit (residents); $1,046 per credit (non-residents)

University of the Cumberlands  

Focused on preparing graduates for research and higher education careers, the University of the Cumberlands offers a 66-credit PhD program in counselor education and supervision. Students in this program can specialize in addiction counseling, advanced counseling, or leadership. 

The curriculum consists of three essential components: leadership, professional research and clinical, and specialty area content courses. Graduates from this program pursue careers as research and counseling psychologists, compliance officers, and post-secondary instructors in higher education. 

• Location : Williamsburg, KY
• Tuition : $449 per credit

Walden University  

Since 1970, Walden University has offered distance learning opportunities, so it is no surprise that it is one of the eight accredited universities offering an online PhD in counselor education and supervision. This program is designed for CACREP-accredited master’s degree holders in counseling who want to pursue roles in administration, teaching, private practice, or research. 

To help students meet their professional goals, Walden University offers seven areas of specialization: general program, advanced methods, consultation, counseling and social change, forensic mental health counseling, leadership and program evaluation, and trauma and crisis. 

• Location : Minneapolis, MN
• Duration : Three to five years
• Tuition : $605 per credit

Professors to Know in Mental Health Counseling

Dr. Laura Bruneau  

Dr. Laura Bruneau has a BA in psychology from Miami University, an MEd in community counseling, and a PhD in counselor education and supervision from Kent State University. 

Her specialty areas of interest at Adams State University include creativity in counseling, therapeutic reading, animal-assisted therapy, women’s issues, and counseling children. She has held counseling licenses in Ohio and Colorado and is registered with Pet Partners Team and Registered Reading Education.

Dr. Shay Carper  

University of the Cumberlands

Dr. Shay Carper is an adjunct professor at the University of Cumberlands Department of Counseling. She is a licensed counselor educator and licensed professional counselor. She earned a PhD in counselor education from Sam Houston University in 2019. Dr. Carper holds certification as a Global Career Development Facilitator. 

Dr. Carper’s research focuses include accessing and addressing implicit racial bias in higher education and mental health awareness. Her dissertation, published in 2019, is titled: “The lived experiences of Black master-level graduate students enrolled in predominantly White counseling programs in Texas: A transcendental phenomenological approach.”

Dr. Kok-Mun Ng  

Oregon State University

Specializing in mental health counseling and couples and family counseling, Dr. Kok-Mun Ng is a professor and core faculty member of the College of Education at Oregon State University. He holds a BS in applied geology from the University of Malaya, Kuala Lumpur, multiple master’s degrees (including an MEd in community counseling from the University of North Texas), and a PhD in counselor education and supervision from Texas A&M University. 

In addition to his credentials, his area of research and teaching emphasis includes training, supervision, and professional identity in the development of counselors, theories, and practices of multicultural and social justice advocacy in counseling, and the internationalization of counseling. 

Jobs for Mental Health Counseling PhDs

As previously mentioned, those with a PhD in counseling can look forward to various career paths in teaching, administration, and clinical counseling. Here are three jobs for graduates of counselor education and supervision programs. 

Become an Assistant/Associate Professor of Counseling Education and Supervision 

Colleges of arts and science and education hire PhD degree-holders to teach courses for their counselor education and supervision programs. Assistant professors are responsible for teaching, research, and professional development. Some tenure-track positions may lead to permanent associate professor positions. Visiting assistant professor positions are also available for those who want to explore teaching options at different universities. 

Depending on job requirements, applicants may need proof of licensure and previous teaching and research experience. The BLS (2022) shows that opportunities for postsecondary teachers nationally are growing 12 percent (2021 to 2031), more than twice as fast as the national average.

Become a Compliance Officer

A career that spans several sectors and disciplines, compliance officers are responsible for examining, evaluating, and investigating eligibility for laws and regulations concerning contracts, licenses, inspections, and permits. Degree holders in counseling education and supervision may be qualified to work in public schools or healthcare facilities to ensure that educational and mental health services are administered fairly and within the prescribed scope of practice at the state and federal levels. 

Depending on the employer, certification may be required for these positions. The BLS (May 2022) shows that most compliance officers work in the federal executive branch of the government and earn an average annual salary of $76,980.

Become a Psychologist

In a career that can include clinical and research components, psychologists work one-on-one with individuals or families in private practice or mental health facilities, or research facilities. Depending on qualifications, a clinical psychologist may provide general behavioral health support or specialized services through educational counseling, couples counseling, addiction issues, grief and loss, or eating disorders. Research psychologists may evaluate patients individually for cognitive assessments for patient or research purposes. 

Psychologists may have state licensing requirements to fulfill before applying for certain jobs. The BLS (2022) shows job openings in psychology are growing as fast as the national average at 6 percent between 2021 and 2031, creating a demand for 11,300 new positions.

Rachel Drummond, MEd

Rachel Drummond has used her expertise in education and mindfulness to guide aspiring counselors since 2020. Her work emphasizes the importance of integrating reflective mindfulness into counseling techniques, helping readers understand how mental and physical well-being can enhance their professional practice and personal development in counseling.

Rachel is a writer, educator, and coach from Oregon. She has a master’s degree in education (MEd) and has over 15 years of experience teaching English, public speaking, and mindfulness to international audiences in the United States, Japan, and Spain. She writes about the mind-body benefits of contemplative movement practices like yoga on her blog , inviting people to prioritize their unique version of well-being and empowering everyone to live healthier and more balanced lives.

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UCL Institute of Mental Health

UCL Wellcome 4-year PhD in Mental Health Science

About the programme, frequently asked questions, how to apply, supervisors and steering committee, supporting students.

This programme, funded in 2019, is the first of its kind in the UK, representing an investment of over £5m by the Wellcome Trust. It is based in the UCL Institute of Mental Health, and will recruit six students per year from 2020-2024.

Click here to access our FAQs

Contact details

Director Jonathan Roiser: [email protected]

Co-directors Alexandra Pitman:  [email protected] Sunjeev Kamboj:  [email protected]

For general information: [email protected]

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No longer accepting applications.

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Visit our student-led website to found out more about the students on the programme:

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Department of Psychology

Psychology courses delve into topics such as cognitive psychology, developmental psychology, clinical psychology, social psychology, and neuroscience. Through engaging coursework, students explore the intricacies of behavior and mental processes. We emphasize hands-on learning experiences, encouraging students to actively participate in psychological research projects and gain practical skills that will benefit them in their future careers.

Explore Our Undergraduate Programs

Explore Our Clinical Psychology Graduate Program

Explore Our Experimental Psychology Graduate Program

Meet Our Faculty

Our faculty members, who are experts in their respective areas, bring a wealth of knowledge and experience to the classroom, ensuring that students receive a high-quality education.

The Department of Psychology offers numerous opportunities for students interested in psychological research. Under the guidance of our faculty, students can engage in research in areas such as cognitive psychology, developmental psychology, and more. 

Program Highlights

• Idaho's only APA-Accredited Clinical Psychology PhD program
• Idaho's only Experimental Psychology PhD program
• Diverse faculty with research interests covering various areas
• Opportunities for undergraduate students to work in research labs
• Inclusion in clinical practicum teams
• Minor in Applied Behavior Analysis with promising job prospects for Bachelor's degree holders

Employment Opportunities

• Local developmental disability companies
• Applied Behavior Analysis
• Internship opportunities with organizations such as the City of Pocatello, United Way, Idaho National Laboratories, and Access Point
• Potential for careers in medical professions including hospitals and Veteran's Affairs

Practical Experience and Skill Development

• Hands-on training in clinical psychology and experimental psychology
• Exposure to diverse research methodologies and approaches
• Access to real-world settings through internships and collaborations
• Development of essential skills for working in the psychology field

Want to know more about ISU's psychology programs? Watch this video.

We prepare students for success in various fields related to psychology

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Idaho State University

Find Your Roar with the Department of Psychology at ISU

We at the Department of Psychology are committed to providing outstanding education and promoting a deep understanding of human behavior, mental processes, and psychological research.

Our department offers a diverse range of programs and opportunities for those interested in psychology, whether you're pursuing a career in the field or simply want to explore the fascinating world of the human mind.

Idaho State University's psychology department offers comprehensive programs and degrees tailored to the diverse interests and career goals of our students. From undergraduate programs to graduate degrees, our faculty members, who are experts in their respective fields, bring extensive knowledge and experience to the classroom, ensuring a high-quality education that prepares students for success in various psychology-related fields.

Delving into topics such as cognitive psychology, developmental psychology, clinical psychology, social psychology, and neuroscience, our engaging coursework provides students with valuable insights into the complexities of human behavior and mental processes. Through hands-on learning experiences, students actively participate in psychological research projects, gaining practical skills that benefit their future careers.

Our department also offers abundant research opportunities, allowing students to engage in cutting-edge research guided by our expert faculty. These experiences deepen students' understanding of psychological principles and equip them with essential skills in research design, data analysis, and critical thinking. Graduates from Idaho State University's psychology program are well-prepared for a range of career prospects in counseling, social work, human resources, research, and academia.

We invite prospective students, current students, and alumni to explore our website and discover more about our psychology programs, faculty, research opportunities, and the vibrant community we have cultivated at Idaho State University's Department of Psychology. Whether you're seeking to understand human behavior, promote mental health, or make a positive impact in the field of psychology, we are here to support your journey.

PhD/MPhil Mental Health

Postgraduate research degree

You will join a research community that is leading the way in how we look at mental health care and communication. Research will be enhanced by the outcome focused environment of our Centre for Mental Health Research

Research centres and groups

• Mental Health

Key information

Affiliations

Our links with Bart's Trust, UCL Partners and others has helped create research-active clinical academic posts, ensuring research is undertaken under the supervision of respected clinical experts.

Mental Health Postgraduate research degrees PhD/MPhil course Overview

As an PhD/MPhil researcher at City’s Centre for Mental Health Research , you will be contributing to a body of knowledge and expertise. Making a direct impact on people’s health and well-being.

Our research on Mental Health addresses the complex links between mental and physical ill-health. We cover including some of the biggest healthcare challenges facing society, such as dementia and depression.

We work closely with clinicians, patients, carers and service managers across a range of disciplines to carry out research to improve mental health care and communication for people of all ages in all settings.

Our pioneering approach to involving patients and carers throughout the research process has earned us an international reputation. Bolstered by strong links with government bodies and major health charities.

Study for an MPhil/PhD

Doctoral level study involves independent academic research, supported by supervisors, that makes an original contribution to knowledge within the discipline.

There are two main routes to doctoral-level research degrees (PhD) within the School.

The main approach - MPhil/PhD by major thesis - centres on conducting original research and presenting this in a thesis of around 70,000 words (and no longer than 100,000 words).

An alternative route to doctoral qualification is PhD by publication. This involves the candidate either linking together a coherent body of previously conducted research papers with a critical commentary (PhD by prior publication) or preparing and submitting a series of papers for peer reviewed publication during the period of registration (PhD by prospective publication).

Further details of these two routes are given below:

MPhil/PhD by major thesis

The standard route involves the accepted candidate pursuing a research project under the guidance of their supervisors over a period of 3 years (full-time) or 4-6 years (part-time).

MPhil and PhD study will commonly involve a structured programme of research activity. Comprising systematic literature review, pilot or developmental study, and main study phases.

PhD by publication

Prior publication: Candidates who have already published a series of significant research papers submit these together with an accompanying analytical commentary. This body of work must be principally the candidate's own work.

The number and range of publications must be sufficient. This is to demonstrate that the work forms a coherent contribution to knowledge or scholarship within the particular field. This typically involves around six papers.

Prospective publication: Candidates publish several (generally around four to six papers, dependent on their depth, quality, significance and impact) significant research papers. You will address various aspects of your research topic during their period of PhD registration.

Prospective publication

You will publish several (generally around four to six papers, dependent on their depth, quality, significance and impact) significant research papers. You will address various aspects of your research topic during their period of PhD registration.

These published (or accepted for publication) papers together with a critical analysis which draws together your published work will be submitted in a single thesis of between 40,000 and 80,000 words. (including the publications). This word count might vary by subject discipline.

As with the prior publication route, the accompanying critical commentary identifies your knowledge and skills acquisition, their part in developing the research, and the relevance and importance of the work within the submitted publication series.

For full details about the City PhD programme structure, please see the Guide for Research Students .

Requirements

Entry requirements.

Entry requirements vary by subject area and applicants should approach academic staff working in their area of interest. Here you can discuss your proposal ahead of submitting an application.

Applicants should normally hold an upper second class honours degree or the equivalent from an international institution. Where the applicant's academic profile shows no evidence of training in research methods, it will normally be recommended that students first complete an MSc or MRes programme. This is to prepare them for MPhil/PhD studies.

Substantial employment or research experience may be considered for some subject areas alongside or in place of academic qualifications.

English requirements

For applicants whose first language is not English, an IELTS score of at least 7 (with a minimum of 7.0 in writing) is required.

For more information see our main entry requirements page.

Visa requirements

If you are not from the European Economic Area / Switzerland and you are coming to study in the UK, you may need to apply for a visa or entry clearance to come to the UK to study.

The way that you apply may vary depending on the length of your course. There are different rules for:

• Students on courses of more than six months
• Students on courses of less than six months
• Students on a pre-sessional English language course.

For more information see our main Visa page .

Fees and funding

Full-time Home/UK: £5,500 per year

Part-time Home/UK: £2,750 per year

Full-time International: £14,500 per year

Part-time International: £7,250 per year

Fees for doctoral candidates are charged annually and cover registration, supervision and examination.

Fees are subject to review each year and may vary during your period of registration. Where applicable, fees for City's programmes will be subject to inflationary increases in each academic year of study commencing in September . Our policy for these increases is set out in our terms and conditions of study .

Support for PhD study

Prospective students are encouraged to explore doctoral Grants and funding opportunities such as:

• NIHR and MRC Fellowship schemes
• Commonwealth Scholarships
• Specialist scholarship schemes (such as those provided by Arthritis UK, Diabetes UK, and the British Heart Foundation)
• Research Council studentship awards , if available.

Our bursaries are non-repayable sums of money granted by the University, usually based on need.

Our loans are repayable sums of money granted by the University or other body.

Our scholarships are when the University pays towards your Study fees. You may also be eligible for further funding.

Fully funded ESRC studentships are currently available to Doctoral Researchers for entry in October 2024 through the SENSS Doctoral Training Partnership .

Postgraduate Doctoral Loans

The Government has introduced a new Postgraduate Doctoral Loans scheme which can provide a loan of up to £25,000.

This will be over three years to support study for a doctoral degree.

A Postgraduate Doctoral Loan can help with course fees and living costs while you study. It can be used alongside any other forms of support you may be able to receive.

For more information, please see our Postgraduate Doctoral Loans page .

Additional expenses

Some of our degrees may involve additional expenses which are not covered by your tuition fees.  Find out more about additional expenses .

Academic support

City has a well-established structure and processes to support your research .

Supervision

MPhil/PhD students can become integral members of the School’s research teams based in their Research Centres. Our centres assist students in completing their studies. A range of research groups are available to support MPhil/PhD students.

MPhil/PhD students are assigned to a team of supervisors, usually two academics who are expert in the field of the student's study. Students meet regularly with supervisors, reviewing, their learning needs and planning, work towards progression.

Full-time students will meet with their supervisors at least twice a term part time students at least once a term to record notes from these meetings and other indicators of progress on the web-based system, Research And Progress (RAP) .

Progress is monitored by an annual review, where students have the opportunity to discuss their research design and written work with an advisor. They also have access to support from Senior Tutors.

All students working towards a PhD (other than those undertaking doctoral study by prior publication or as a structured programme) initially register for MPhil studies. When their study has developed, they may apply to be upgraded to PhD student status which nvolves an oral examination.

Upgrading occurs between 12 and 18 months for full time study and between 24 and 30 months for part time study.

Research students are supported by student representatives who meet with the student-staff liaison committee. Here they can respond to any student concerns that cannot be addressed by supervisors.

All MPhil/PhD students can access a wide range of MSc modules and other training programmes across City, normally without charge.

Workshops, seminars and retreats are organised for students across the School and within particular areas.

Institution-wide research activities can also contribute to your development as a researcher. An annual programme of research and enterprise development activities is also run for students.

The  City Doctoral College can provide more information about graduate degrees.

How to apply

In the first, instance, we recommend that you visit the School of Health & Psychological Sciences and the relevant Research Centre. Here you can read about our research and establish areas of specific staff interest. This will enable you to identify whether the School of Health & Psychological Sciences at City is the best place for your study.

Details of relevant academic staff can be found here .

Following this you need to submit a formal online application with a curriculum vitae and a 1-2 page proposal of study. This should include:

Background and rationale including other work in the area leading up to the PhD study.

Proposed methodology such as aims, design, participant groups, measures, analysis.

Potential outcomes of the research in terms of academic outputs (papers and presentations) and real world impact (e.g., its potential usefulness for teachers/ speech language therapists etc.).

We realise that at this stage you may not have a completely clear plan of study, and that the proposal is likely to change after you begin study. The proposal gives us an idea of your writing and organisational ability, motivation and rationale for the study and potential wider benefits.

See here for guidance on writing your research proposal .

Select one of the available starting dates to start your application.

• 1 st Oct 2024
• 1 st Feb 2025

For further application enquiries please contact our PGR enquiries team .

PhD projects from SHPS

Agency, social identity & justice in mental health: a collaboration with young people, clinicians & academics across philosophy, ethics & neuroscience.

The project has established a new collaboration to investigate agency, identity and justice in youth mental health.

Research centre: Centre for Mental Health Research

Academic: Professor Rose McCabe

Status: Ongoing project

View case study site

Improving quality of life and health outcomes of patients with psychosis through a new structured intervention for expanding social networks (SCENE)

This research will try an approach that is different from what health services currently do. It will carry out several research studies, involving patients and different health professionals.

Accessibility and acceptability of perinatal mental health services for women from Ethnic Minority groups (PAAM)

This research will assess to what extent women from ethnic minorities do not attend appointments at specialist services and how they are referred to two Mother and Baby psychiatric hospital units.

Status: Completed project

Boosting baby behaviour and bonding in parents with enduring difficulties in managing emotions and relationships (BOOST)

The BOOST trial aims to establish whether parents with enduring difficulties in managing emotions and relationships, consent to and complete this video feedback intervention

Academic: Professor Sally McManus

Music-assisted programmes: Developing communication in autism spectrum disorder through music-making (MAP)

The project aims to develop a set of music-assisted intervention programmes to increase spoken language ability in 24-60-month old nonverbal or minimally verbal children with autism spectrum disorder.

Academic: Dr Jacqueline Sin

Tackling chronic depression - adapting and testing a technology supported patient-centred and solution-focused intervention (DIALOG+) for people with chronic depression (TACK)

This research aims to develop a new approach to help patients with depression. We will see if DIALOG+ is acceptable by asking people with depression their opinions on the approach.

The role of staff and team communication in reducing seclusion, restraint and forced tranquilisation in acute inpatient mental health settings

This study will be the first to examine staff and team communication in mental health wards, identifying the communication that leads to successful de-escalation.

Academics: Dr Mary Lavelle and Professor Rose McCabe

Co-production project to improve access to primary healthcare for refugees and asylum seekers experiencing mental distress

The aim of this coproduction project is to develop resources to support help-seeking and aid communication about health needs between asylum seekers and refugees and primary healthcare practitioners.

Academics: Susannah Hermaszewska and Dr Jacqueline Sin

Co-designing culturally engaging alcohol intervention to reduce harm in Nepal

This study will be the first to use Experience-based Co-design and Photovoice to explore how community assets can be best incorporated in co-designing an alcohol intervention for future evaluation.

Improving outcomes in patients who self-harm – Adapting and evaluating a brief psychological intervention in Emergency Departments (ASsuRED)

The study will investigate how to better support people who attend Emergency Departments (EDs) who have thoughts of taking their own lives or have harmed themselves.

Academics: Professor Rose McCabe and

ENRICH into practice: informing the successful introduction of peer workers into mental health services (ENRICHMENT)

This study builds on the 5-year NIHR-funded ENRICH peer support research programme to optimise implementation of peer support in mental health services and so maximise benefits.

Academic: Steve Gillard

Self-harm and suicide in males

The first part of the PhD will be to assess the effects of psychosocial interventions for self-harm compared to comparison types of treatment in males versus females.

Academics: Dr Kirsten Barnicot and Professor Rose McCabe

Find a supervisor

See our full list of academic staff and potential supervisors in Department of Nursing.

Dr Sally Barlow

Senior Lecturer in Mental Health Nursing

Department of Nursing

Dr Martin Cartwright

Senior Lecturer in Health Services Research

• Department of Health Services Research and Management

Tracy Lindsay

Senior Lecturer

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Contact details

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+44 (0) 20 7040 5972

[email protected]

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Ms in psychology: professional counseling psychology.

Our Master of Science in Psychology with a major in Professional Counseling Psychology prepares research-informed future therapists, counselors and consultants for the independent and licensed professional practice of counseling, psychotherapy and program evaluation. Our program offers students a solid foundation in psychology and opportunities for specializing in a range of clinical problems and diverse populations, with learning through faculty-guided mentorship and supervised clinical training.

The program is designed to provide instruction and training for advanced study in psychology and prepare students to become professional Licensed Mental Health Counselors (LMHCs) in the state of Florida. Students are trained to use scientific and applied behavioral science theories, methods, techniques, and evidence-based treatments for the purpose of describing, preventing, and treating psychological problems, enhancing mental health and human development. 

Students may pursue this program in a hybrid or fully online format. See Program Structure or contact [email protected]  for more information.

Getting Licensed

Program Contact

Please send questions about the program to   [email protected] . 

Kristin A. Nichols Program Director, Professional Counseling Psychology; Associate Chair, Department of [...]   305-348-2880   [email protected]

Department of Psychology [email protected]

MMC: 11200 SW 8th Street, DM 256 Miami, FL 33199 Tel: 305-348-2880 Fax: 305-348-3879

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News & Info

Your questions answered: master of science in clinical mental health counseling program.

The University of Providence’s graduate Clinical Mental Health Counseling program offers students the opportunity to learn, practice, and, apply clinical mental health skills required of today’s mental health professionals. Designed for completion as a part- or full-time student, the program provides optional concentrations in Clinical Rehabilitation Counseling and Addiction Counseling alongside the CORE clinical mental health counseling curriculum, totaling 60 semester credits.

Explore questions about UP’s Master of Science in Clinical Mental Health Counseling program today.

How long will it take to complete the clinical mental health counseling program?

Completion of the program varies depending on enrollment. Enrollment for the clinical mental health counseling program takes place each fall (August) semester , with students progressing through the program as cohorts. On average, students complete the program in 3-years. The program does not conduct any intakes during the spring or summer enrollment cycles.

Does the program require any in-person courses?

No. All didactic coursework for the clinical mental health counseling program is completed online.

Can I get paid for the clinical mental health counseling internship?

Payment for internship/practicum hours is dependent on the site location. In previous cohorts, most of the selected internship/practicum sites did not provide payment for student completion of hours.

Does the clinical mental health counseling program assist with internship placements?

Yes. Clinical mental health counseling program faculty advises students on how to find internship/practicum sites where they are located. Some examples include counseling centers, hospitals, schools, and addiction rehabilitation centers.

How many classes are in each semester and how long are they each?

The program is designed for completion in 3-years. Students will complete six, 15-week semesters alongside two, three-credit summer courses as part of the CORE curriculum. In total, students complete eight total semesters consisting of 20 total courses or 60 semester credits. On average students will complete nine-semester credits (three courses) in the fall and spring, and three semester credits (one course) in the summer.

What is the difference between asynchronous, synchronous, and hybrid courses?

While all courses in the clinical mental health counseling program are completed virtually, the delivery of courses varies. Courses that are delivered asynchronously, are completed on the students own time with set deadlines. Synchronous courses are completed online through scheduled courses and set deadlines. Hybrid courses are face-to-face online courses at a set time.

What can students expect to learn in this program?

Students can expect to learn the foundations, fundamentals, and techniques of counseling. Specific competencies include counseling techniques, psychopathology, research, testing and theories of counseling, spirituality in counseling and various courses on multicultural competence.

Does the University of Providence offer student support services?

Yes. Students can find up-to-date information, resources, and more on the Academics Homepage of UP’s website. Eligible students can take advantage of student support services such as academic support, tutoring, and more. Students can also take advantage of library resources as well.

Is financial aid available?

Students in the clinical mental health counseling program are eligible for FAFSA . Currently-employed healthcare professionals can have the Healthcare Professional Tuition Incentive applied toward the program. Providence Caregivers and their dependents can access information on tuition discounts and other benefits through the Human Resources Caregiver Service Portal.

Who is an ideal candidate for the clinical mental health counseling program?

An ideal candidate for the program is someone passionate about the mental health field. The program offers a comprehensive framework to prepare aspiring clinical mental health professionals to deliver quality, compassionate, and sensitive mental health services.

What certification will I be prepared for after completion of the program?

Clinical mental health counseling students will be prepared to sit for accreditation of counseling or licensure as professional counselors (LPC/LCPC) through the National Counselor Examination (NCE).

Is national certification required to become a clinical mental health counselor?

Yes. Graduates of the program are prepared students for the National Counselor Examination for Licensure and Certification (NCE) offered through the  National Board for Certified Counselors. The certification is accepted in all 50 states and is a crucial step in being able to practice as a mental health counselor following graduation.

What will a typical day-to-day look like after graduating from the program?

Successful completion and licensure can open exciting doors for clinical mental health counselors. Some occupation fields include substance abuse rehabilitation and recovery counseling, behavioral disorder counseling, wellness coaching, counseling administrator, researcher, and more.

Do I need an existing bachelor’s degree to enroll?

Yes. As a master’s level program, students enrolled in the program should hold a bachelor’s degree in a similar or relevant mental health field. Possible degrees include but are not limited to, psychology , social work, education or a similar field.

Will I be able to complete this program while working full-time?

Yes. The program can be completed on a full-time or part-time basis. Before enrolling, students should assess their responsibilities at home, work, and school to determine the pace and duration at which they will complete the program.

Is the clinical mental health counseling program accredited?

Yes. The program is accredited through the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA). The program is also accredited by the Northwest Commission on Colleges and Universities (NWCCU), which is also recognized by the CHEA.

How much will I make as a clinical mental health counselor?

Salaries for clinical mental health counselors vary depending on the level of degree earned, certifications obtained, and specific job positions. In a 2022 report released by U.S. News and World Report , mental health counselors can make from between $39,730 to $73,050.

Does the program accept transfer credits?

Yes. Up to twelve (12) post-baccalaureate semester credits can be accepted from a regionally and CACREP-accredited institution. Transfer credits may be transferred and applied toward the 60-credit clinical mental health counseling program. For specific information on credit transfers and eligibility, students should connect with the admissions department or the program director.

Which concentrations are offered as part of the program?

There are two concentrations offered as part of the program. The first concentration is in Clinical Rehabilitation Counseling and the second is in Addiction Counseling . Both concentrations offer competencies in the highly specialized fields of addiction and rehabilitation counseling. Concentrations are completed with the clinical mental health counseling CORE curriculum.

Where can I find more information about the clinical mental health counseling program?

Additional information about the program can be found on the Master of Science in Clinical Mental Health Counseling program page while information regarding curriculum and course layouts can be found on the Master of Science in Clinical Mental Health Counseling Courseleaf page . Furthermore, those who have questions regarding the program can request more information or contact an admissions representative .

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Admission Steps

Professional/clinical psychology - psyd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Prerequisites

Additional standards for non-native english speakers, additional standards for international applicants.

For the 2025-2026 academic year

See 2023-2024 requirements instead

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Final submission deadline: December 2, 2024

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Program GPA requirement: The minimum undergraduate GPA for admission consideration for this program is a cumulative 3.0 on a 4.0 scale. Please visit for more details on the program specifc GPA requirement.

Applicants WITHOUT a psychology background (major or minor), must meet the department's psychology prerequisite prior to matriculation.  The psychology prerequisite can be met either through psychology coursework or by obtaining a score of at least 660 or higher on the psychology subject GRE exam. Applicants should state how they plan to meet the psychology prerequisite in their application. For the psychology coursework prerequisite, applicants must complete four (4) psychology courses earning a 'B' or better in these classes from a regionally accredited institution. Applicants offered admission should be aware that all psychology classes must be completed before registration in September.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Two (2) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Essay instructions.

Please respond to both essay prompts below and upload one PDF document, which should include your two essay responses, to your online application. The word limit for each essay is 500 words. Please number or label your essays. • We do not require a personal statement. • Both essay responses are required. **Note: Please read the essay prompts carefully and be sure to align your response with what is requested in the prompts.** Essay 1 Describe someone you know, other than a parent or guardian, about whom you have strong ambivalent or conflicting feelings. Describe the person in such a way that they “come alive” for the reader. How do you understand your reactions to this person? How might your personal history influence how you react? Essay 2 What life experiences and personal motives have most influenced your decision to pursue graduate study in psychology in GSPP’s PsyD Program? *This question is about your personal motives and requires a degree of self-disclosure. *Avoid writing about the wish to help others or about how you want to contribute to society. *There is no need to list your credentials or professional experience (this is already on your CV/resume which will be read).

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Faculty review completed applications December through early February.  We will notify applicants via email with an admissions status update sometime in late January/early February.  If invited to interview, interviews will be held online in late February. For more information about the programs that the Graduate School of Professional Psychology (GSPP) offers, please refer to GSPP's admissions webpage.  If you have any questions or concerns regarding admission requirements, deadlines, and late application materials, please contact [email protected] or call (303) 871-3736.

Start the Application

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Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.

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About the MHS in Mental Health Program

The Master of Health Science degree is organized around a core set of four terms of graduate courses and a final research paper that demonstrates mastery of what has been learned in the coursework experience. Research is particularly active in the areas of: psychiatric epidemiology; genetic epidemiology of mental and behavioral disorders, cognitive health and aging; psychoactive drug use; school, family, and community-based preventive interventions; research methodology; youth violence; women’s mental health and pregnancy; global mental health; child sexual abuse and pedophilia; autism spectrum disorder and research on mental health service systems.

MHS in Mental Health Program Highlights

One-of-a-kind.

We are the only department of mental health at a school of public health in the U.S.

Flexible Learning

We offer full-time and part-time options

Diverse courses

Students can take courses across different departments at the School

World-class mentorship & research

Get research experience and mentorship from renowned public mental health experts

What Can You Do With a Graduate Degree In Mental Health?

MHS students do a variety of things after graduation. Several pursue advanced graduate training in doctoral programs or medical school. Other MHS students gain employment in academic institutes, community organizations, foundations, healthcare organizations, research and consulting firms, government agencies---making huge impact in lives of individuals and their communities. Visit the  Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Sample Careers

• Epidemiologist
• Clinical quality improvement associate
• Survey operations manager
• Senior research analyst
• Social science research analyst
• Research administrator
• Program manager
• Project director
• Research assistant
• Research associate
• Program/research coordinator
• Social science analyst
• Healthcare consultant

Curriculum for the MHS in Mental Health

Browse an overview of the requirements for this master's program in the JHU  Academic Catalogue  and explore all course offerings in the Bloomberg School  Course Directory .

Current students can view the Department of Mental Health's student handbook on the Info for Current Students page .

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. Applications are reviewed on a rolling basis. The program begins in the fall.

Standardized Test Scores

Standardized test scores are  not required and not reviewed  for this program. If you have taken a standardized test such as the GRE or MCAT and want to submit your scores, please note that they will not be used as a metric during the application review.  Applications will be reviewed holistically based on all required application components.

Questions about the program? We're happy to help. Prospective Student or Applicant Inquiries [email protected]

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Marquette.edu  //  College of Education  //  Graduate Studies  //  Counselor Education and Counseling Psychology  // 

Master's Degrees Admission Process and Requirements

The Department of Counselor Education and Counseling Psychology offers a Master of Arts degree program in school counseling or a Master of Science degree program in clinical mental health counseling, with the option to specialize in addictions counseling or child and adolescent counseling.

Prerequisites for admission

Applicants to all graduate programs in the Department of Counselor Education and Counseling Psychology should have graduated with, or be about to graduate with, a bachelor's or a master's degree from an accredited institution appropriate to their chosen field of graduate study. Experience in human service (field work, or service learning, or volunteer or employment) is helpful.

Admission Process

For more information on the application and admission process for the online Master of Science in Clinical Mental Health Counseling, please visit that program's How to Apply page.

Admission applications that are incomplete or received after the deadline will not be reviewed. To ensure your file is complete and on time, please contact the Graduate School at 414-288-7137 or email at [email protected] .

• Master's admission applications due to the Graduate School: Wednesday, February 1, 2024
• Master's virtual interviews (approximately 8am-4pm CST): Friday, March 3, 2024

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Materials to be submitted for application

All of the following materials must be submitted to the Graduate School by the appropriate deadline.

• Graduate School application form and application fee
• If coursework was completed within the United States, submit copies of all current and previous college/universities except Marquette.
• If coursework was completed outside of the United States, a transcript evaluation is required. A copy of a course-by-course evaluation is approved for the application process.
• Test scores on the Graduate Record Examination (GRE) general test are normally required, not the GRE subject test (psychology). Please see the GRE website for score reporting schedules. NOTE: The GRE is optional for 2024-2025.
• A statement of purpose. Please use the guidelines listed on the Marquette Graduate School webpage on drafting a SOP .
• Resume or Vita.
• Three letters of recommendation from individuals who can address one's academic and professional potential.
• International applicants only must submit a TOEFL score or other acceptable proof of English proficiency.

For further application information, please contact the Graduate School at 414-288-7137, find Marquette's admissions materials online or email Coreen Bukowski , academic coordinator.

Virtual Interviews

After all applications are reviewed, the highest-ranking applicants will be contacted for an interview, which is required for admission. International applicants and others for whom the timeline/CST wouldn't be conducive can request to interview over the phone on a mutually agreed date/time prior to the listed interview date. Master's interviews will be periodically all day (8am-4pm CST) on Friday, March 8, 2024 .

Applicant evaluation by departmental faculty

Department faculty comprehensively review applicant files, emphasizing all aspects of applicants' backgrounds. Our assessments of potential for graduate study and success in the field are based on all components of the application, and we do not use cutoff scores with regard to previous grades or test scores. The previous median GRE combined test score of our recent master's in counseling students was 303, and the median undergraduate GPA was 3.5. The median score on the GRE writing assessment for master's students was 4.5. The faculty admits students with lower test scores or grades when there are significant compensating factors that are important for determining success in the field. If relevant, applicants should highlight these factors in their Statement of Purpose.

Those applicants who are judged to show good potential for graduate study in our department are then invited for an interview with the departmental faculty and a group of current graduate students. After the interviews have been completed, faculty review each application and make a decision about admission to the program.

Tuition and financial aid information

Tuition for a graduate education student can be found on the Graduate School tuition page . This level of tuition is fairly competitive with other institutions.

Most of the scholarships and assistantships that we offer go to doctoral students, but occasionally there are assistantships given to master’s students. Master’s students who are primary and secondary school teachers in southeastern Wisconsin are eligible for two scholarship opportunities: the Milwaukee Area Teachers Scholarship, which provides scholarships for K-12 teachers from the greater Milwaukee area, and the Catholic Schools Scholarship, which covers part of the tuition for students employed by Archdiocese of Milwaukee schools. These scholarships are available only to students enrolled at Marquette. More information is available at the Graduate School's financial aid page.

We will not know the number of assistantships available to next year's students until our admissions offers are sent out during the middle of the spring semester.

Visiting the department

You are welcome to visit the department to find out more about our programs. We are located in room 146 of the Walter Schroeder Health and Education Complex, 560 N. 16th Street. See our campus map we are building number 29. Please contact Coreen via email or 414-288-5730 to let us know you are interested in visiting or would like someone to contact you. Contact the Graduate School to schedule a campus visit/tour .

Marquette's Graduate School also holds a fall open house. Stay tuned for more information.

We look forward to meeting you!

Quick Links

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• Our Commitment to Diversity
• Ph.D. in Counseling Psychology
• Ph.D. Program Outcome and Disclosure
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• Online Master of Science in Clinical Mental Health Counseling
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