counselling degree essay

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Mental Health Counseling Admission

Categories: Code of Ethics Counseling Substance Abuse

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Words: 748 |

Published: Jan 31, 2024

Words: 748 | Pages: 2 | 4 min read

Introduction, personal background and motivation, academic and professional preparation, interpersonal and communication skills, knowledge of mental health counseling field, personal characteristics and attributes, career goals and future aspirations.

Substance Abuse and Mental Health Services Administration. (2018). The Importance of Mental Health: Parity for Mental Health and Substance Use. https://www.samhsa.gov/behavioral-health-equity/parity-mental-health-substance-use.
American Psychological Association. (2019). Becoming a Psychologist: Mental Health Counseling. https://www.apa.org/ed/precollege/psn/2014/09/becoming-a-psychologist.
National Alliance on Mental Illness. (2021). Mental Health Conditions. https://www.nami.org/learn-more/mental-health-conditions.
American Counseling Association. (2018). 2018 ACA Code of Ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf.

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Psychological Science: Counseling Essay (Theory of Counseling)

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Introduction

Theory of counseling, counseling psychology, values in counseling.

Counselling generally refers to the provision of assistance or guidance that eventually helps solve personal, social or mental problems. A professional individual typically administers it. It usually takes a number of forms, including individual counselling, group counselling, and couples counselling. The goal of individual counselling is to help one make better decisions, improve one’s relationship with others, and generally help one understand oneself in order to be able to make healthy changes. However, group therapy helps an individual to comprehend their emotions and transform problem behaviours with the help of others (Seikkula, 2019). This essay about counseling can help reveal and understand the prospects for using various techniques in the process of helping clients.

Counselling may be beneficial in a number of ways. It can make one have a better understanding of things that help in getting new skills to manage themselves better. Through the help of the counsellor, individuals can respond to problems from different perspectives. Sharing thoughts can exceptionally be helpful in changing one’s life, and that is what counselling is all about. There are important aspects of counselling that make its usage effective. One of these aspects is confidentiality; this means that a counsellor is, by ethics, required to treat all the information that a client shares as confidential material (Avasthi et al., 2022). Another important aspect is the counselling process; this depends on the individual counsellor and client and the urgency of the issue in question. However, the general process to be followed includes collecting background information, identifying key issues, case development, setting goals for therapy, implementation of intervention and evaluation. An important research question of this essay is, “How will counseling help you get through with your problems?”

Theories of counselling vary and mainly depend on the views of different writers. The ones reviewed include client-centred, holistic health, learned optimism, cognitive behavioural, solution-focused and existential. In client-centred counselling, the client is motivated to discover things and develop as a result of the guidance and climate that the counsellor provides. In this type of counselling, the standard features include active listening, acceptance, truthfulness and empathy (Bayliss-Conway et al., 2021). Holistic health, on the other hand, stresses the importance of physical well and emotional, social, vocational and spiritual needs. If these are ignored, then individuals will easily succumb to stress, which can affect their well-being.

There is a type of counselling practice that allows for interaction between the client and the counsellor. This method makes it possible to discuss successful moments that have occurred in the past or in the present (Bayliss-Conway et al., 2021). This form of counselling is referred to as learned optimism counselling. This also allows them to address the problems that should be anticipated in the present and the future. It involves having a positive mind and usually directs an individual on how things can turn out.

Cognitive behavioural therapy, also referred to as the ABC method, can be described as any form of therapy that is based on the belief in one’s thoughts and that is typically directly connected to the way one feels. In this type of scenario, there usually is what is referred to as the activating event, where the client draws their interpretations. This makes it possible for clients to believe in the ideas conveyed by the consultant (Reid et al., 2021). This typically leads to different consequences concerning the outcome of the event. Thus, this form of therapy helps clients identify distorted thinking that causes emotional problems and helps solve them.

Solution-focused therapy typically focuses on the outcomes; this means that the primary goal is focused towards achieving what the client wants through the use of therapy rather than the cause that made them seek therapy. This kind of approach focuses on the present and future, and the client is customarily advised to focus on the future and how it has changed (De Shazer et al., 2021). The existential approach is simply based on the presence of individuals in a therapy session and the reason why they are there in the first place. This means that if a client knows the reason why he/she is in therapy, then it will enable them to face the challenges that come along swiftly.

Counselling and psychology are interrelated; the use of psychological principles to overcome different problems is facilitated through counselling. Therefore, counselling psychology is a specialty that brings together research and applied work to achieve broad areas. The counselling process, outcome, supervision, and training are critical components in establishing preventive recovery pathways (DeBlaere et al., 2019). Some unique features of counselling psychology include the focus on people, environment interaction and impact personalities. Psychologists get the answers to people’s behaviours through counselling.

Psychologists are generally interested in finding answers through the counselling process and outcomes, in which, through the process, they get to ask questions, and the outcome will determine whether the process was effective and successful. In this process, the psychologist uses specific techniques. One of the main and most common ones can be called client and cultural variables (DeBlaere et al., 2019). Therapist variables and mechanisms of change are also included.

Therapist variables include the traits of a counsellor, theoretical orientation and behaviour. Following clearly established models of therapeutic intervention can have significant positive effects on patients (DeBlaere et al., 2019). Client variables, on the other hand, include certain things, such as seeking support from other people and further attachment to them (DeBlaere et al., 2019). This has been very useful in counselling. Stigma from mental illness motivates people to accept the fact that they have problems and make them seek help. Self-stigma is a condition that affects the individual’s perspective towards counselling, and this causes such an individual to require intervention.

Attachment style can be viewed in different ways. Those clients with avoidant styles may believe that counselling is not able to have any positive effect on their condition (Moradi et al., 2023). However, securely attached ones react differently. They perceive counselling to be incredibly beneficial. These kinds of individuals seek such professional help. Anxious attachment is said to perceive much importance as well as risks to counselling; thus, providing education about expectations of counselling can change clients’ attitudes tremendously.

Counselling relationship, as referred to in counselling psychology, refers to the feeling that a client and a therapist have towards each other and the way in which they are expressed. This kind of relationship may fall into three categories: countertransference, working alliance and personal relationship (Moradi et al., 2023). The secure base hypothesis is a theory concerning the function of counselling and is typically related to attachment theory; this enables the client to have a reference point.

Counselling psychologists use different approaches. They incorporate things such as cultural variables in counselling practices. They relate such aspects with the processes and results arrived at during counselling. Recent studies show that black clients are at risk of racial discrimination from white counsellors. Counsellors must have experience working with a variety of people in order to effectively deal with their characteristics and personal problems (Moradi et al., 2023). Counselling outcomes typically look at different symptoms, such as specific disorders and behaviour changes. Positive outcomes like quality of life form a basis of life-satisfaction measure reports.

One of the various quantitative methods includes conducting correlation studies. This is applied in the counselling course and during clinical trials. They also apply during the actual process of counselling and the studies on the processes of counselling and the outcomes. On the other hand, qualitative methods involve conducting, translating, and coding therapy sessions. In practical terms, one sees that counselling can delve into aspects such as emotion, personality and interpersonal relationships (DeBlaere et al., 2019). It, thus, can relate to different kinds of settings in a population, like community mental health settings and in-patient clients on drug abuse. In a community mental health setting, there are different individuals who suffer from all sorts of mental breakdown illnesses.

Counselling helps in making them understand the core reason behind their mental breakdown and possibly helps them deal with the fears that relate to it; the end results depend typically on the attitude of patients and their response to therapy during these counselling sessions. Different settings, thus, have different counselling approaches and also depend on the technicality of the given situation. Client variables normally help a lot during some sessions as they represent a deeper understanding of the current situation (DeBlaere et al., 2019). An in-patient on drug abuse, for example, may not derive much benefit from counselling if he does not accept that he/she has a problem, the problem has had a significant effect on his/her life, and finally, the problem can be fixed.

It is important to note, therefore, that counselling can only work where a client is willing to participate; commonly, psychology can be used to gain this will. Counselling, in essence, is a profession that is highly dependent on the needs of clients and their personalities. The counsellor’s approach should be unique from session to session and depend on how the client responds to the therapist’s questions and actions (DeBlaere et al., 2019). On other occasions, counsellors influence decision-making in individuals. This way, they influence the kind of decisions the clients make. Some of their decisions may change their lives completely.

Values in counselling introduce us to the various theoretical perspectives of psychology that can be used in counselling. The question of this study is to find out how counselling will help you get through your problems. There are various theoretical perspectives in psychology that are commonly referred to as paradigms. They include behavioural, biological, cognitive, humanistic, social, Freudian, and developmental. Focusing on the developmental perspective, its information processing, and developmental approaches as a discipline brings us to the approaches that can be applied in counselling (DeBlaere et al., 2019). There are three basic approaches currently under debate. They include information processing, life span development, and developmental approaches.

The approach under investigation was based on the concept of irrational beliefs, concepts of feelings and behaviour. The counsellors may incorporate therapy in the session and combine it with behaviour. This way, the counsellor personalizes the therapy session. How an individual feels and reacts to such feelings is the first step in knowing that something is not correct, and that can further lead to reasoning and, thus, the decision that motivates them to seek counselling. With these considerations, counselling appears as a link between the individual’s way of thinking and his/her behaviour. Feelings of sadness or anxiety can significantly predetermine a person’s behaviour in public life and their reactions to any aspects of society (Chita-Tegmark & Scheutz, 2021). Behaviour is usually motivated to result in a change in the human mind. When one’s response is based on false emotions, then negative and possibly harmful results will be achieved.

Negative behaviour may sometimes be the reason that individuals or groups in a therapy session realize the need for change. Proper guidance is one of the critical aspects that must be complemented by the ability to identify the client’s emotional state and behavioural patterns (Chita-Tegmark & Scheutz, 2021). This may lead towards finding out what the problem is with a particular individual or a group or may enable proper interpretation of events that led to therapy.

When a counsellor discovers the behaviour in an individual is no longer functioning, it may be a good indicator for assessing the things that the individual now believes in and thus, emotional health can be regained through removing the negative thoughts and distortions and trying to give them emotional and personality balance. Behavioural response as a perspective in counselling can provide a significant impact on the change process of an individual or a group. A behavioural perspective in interactions with clients during consultations can influence the achievement of trusting relationships between people (Seikkula, 2019). Usually, clients who decide to go for counselling have different problems they are aware of but need the help of a therapist to be able to identify the core reason as to why they cannot solve it.

Counselling can show that the initial stages of the client-counsellor relationship can be a bit difficult, but as the clients’ emotions and behaviour exhibit themselves, the counsellor will gain insight that will enable him/her to understand the client more and, thus, improve their relationship. Thus, it is crucial for the therapist to identify specific behavioural traits that are characteristic of the client and on which work can be concentrated (De Shazer et al., 2021). The positive ones help in improving the client’s self-esteem in the time when he/she seems to be having a mental breakdown that is related to the problem he/she is facing.

Exploring this perspective enhances the buildup of a therapy case before and in the course of counselling. The individual most often has no knowledge of the kind of issues that need to be addressed if he/she goes to counselling, but he/she knows that something is not right in the environment he lives in or that he/she has a problem that needs to be addressed. Distinguishing between the types of emotions experienced by the client is critical for the therapist in the initial stages as this will lay the foundation for further cooperation (Avasthi et al., 2022). In later stages of counselling and as the counsellor and the client relationship is built up, the counsellor may uncover the thought that leads to disruptive behaviour and feelings. It is the counsellor’s role in this perspective to identify and respond to them so as to restore an individual functional system.

Counselling is meant to consider the entire characteristic that an individual exhibits when he/she enters counselling; a counsellor, through knowledge of these traits like behaviour and feeling, will be challenged to uncover the client’s beliefs that are the cause of their actions. This can help create a more personalized process aimed at demonstrating people’s focus on their thoughts and ideas (Reid et al., 2021). The kind of behaviour that an individual exhibits during counselling sessions will either work positively for the client or not. If a client exhibits behaviour aimed at changing the painful experiences and helps him or them work on his/her feelings like anger, then this will be of great significance in making this individual a healthy and positive person.

In essence, counselling will make the individual understand and appreciate the reward that he/she achieved because of counselling. There are different approaches employed in counselling psychology. They differ in terms of therapy and the basic concepts. One of them is the behavioural perspective. This is comparable to the rest but also differs in various aspects. A comparison between the behavioural and cognitive perspectives revealed a key difference in the approach to problem-solving through psychoanalytic theory and practice methods, respectively (DeBlaere et al., 2019). The Freudian perspective works towards changing an individual’s personality and character through using childhood experiences. Cognitive and behavioural perspectives usually produce a change in a group or individual in a short period.

Theoretical perspectives differ in scope and applicability. Some can be used to solve crime cases as well as real-life dilemmas. There are various theories and approaches that can be combined with the perspectives discussed to help consultants gain a broader perspective and understanding of clients’ understandings (DeBlaere et al., 2019). In this way, a conducive and harmonious counselling environment can be created that will enhance the process to achieve results faster. It will also allow the client to recognize the impact that counselling has had on their life.

A compiled essay about counselling has shown it is quite a broad and diverse subject; it shares most subject matters, especially concerning psychology as a discipline in terms of emotion, behavior, personality, attention and perception. It usually provides an opportunity for individuals to express themselves where no one seems to agree with what they have to say; this is the basis and direction in which most individuals’ dysfunctional problems are solved today. Counselling has had tremendous results over the past in solving cases, and, as an expert, counselling psychology is one of the most effective tools in handling mental breakdown; the results of its usage in the modern world have become very effective over the years.

The counselling essay format provided a comprehensive review of the main aspects of this process and the key elements necessary for success. The study of counselling and, in broad terms, psychology have also been criticized by different philosophers of science; some say it is a soft science lacking the fundamental concepts and effectiveness like mature sciences such as physics and chemistry. Some say that it is not objective. They argue that the phenomena used by psychologists, like personality and emotion, cannot be measured directly and that they are often subjective in nature. The critical thing to note is that its usage in real-life situations has proven to be very successful.

Avasthi, A., Grover, S., & Nischal, A. (2022). Ethical and legal issues in psychotherapy. Indian Journal of Psychiatry, 64 (Suppl 1), 1-27. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9122134/

Bayliss-Conway, C., Price, S., Murphy, D., & Joseph, S. (2021). Client-centred therapeutic relationship conditions and authenticity: a prospective study. B ritish Journal of Guidance & Counselling, 49 (5), 637-647. https://doi.org/10.1080/03069885.2020.1755952

Chita-Tegmark, M., & Scheutz, M. (2021). Assistive robots for the social management of health: a framework for robot design and human–robot interaction research. International Journal of Social Robotics, 13 (2), 197-217. https://doi.org/10.1007/s12369-020-00634-z

De Shazer, S., Dolan, Y., Korman, H., Trepper, T., McCollum, E., & Berg, I. K. (2021). More than miracles: The state of the art of solution-focused brief therapy . Routledge.

DeBlaere, C., Singh, A. A., Wilcox, M. M., Cokley, K. O., Delgado-Romero, E. A., Scalise, D. A., & Shawahin, L. (2019). Social justice in counseling psychology: Then, now, and looking forward. The Counseling Psychologist, 47 (6), 938-962. https://doi.org/10.1177/0011000019893283

Moradi, B., Brewster, M. E., Grzanka, P. R., & Miller, M. J. (2023). The hidden curriculum of academic writing: Toward demystifying manuscript preparation in counseling psychology. Journal of Counseling Psychology, 70 (2), 119-132. https://psycnet.apa.org/doi/10.1037/cou0000650

Reid, J. E., Laws, K. R., Drummond, L., Vismara, M., Grancini, B., Mpavaenda, D., & Fineberg, N. A. (2021). Cognitive behavioural therapy with exposure and response prevention in the treatment of obsessive-compulsive disorder: A systematic review and meta-analysis of randomised controlled trials. Comprehensive Psychiatry, 106 , 1-13. https://doi.org/10.1016/j.comppsych.2021.152223

Seikkula, J. (2019). Psychosis is not illness but a survival strategy in severe stress: a proposal for an addition to a phenomenological point of view. Psychopathology, 52 (2), 143-150. https://doi.org/10.1159/000500162

Counseling and Teaching: Comparative Discussion
Exploring Human Nature, Determinism, and the Counselling Process
First Counselling Session: On Becoming a “Skilled Helper”
The Status of the Scarf Model Within UAE: Challenges and Benefits
Issues in Lifespan Development
Personality Formation
Modern Thinking of Self Concept
Concept of Self, Self-Esteem, and Behavior
Chicago (A-D)
Chicago (N-B)

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Sample Counseling Psychology Personal Statement (NYU Steinhardt)

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to Masters’s program at NYU Steinhardt School in Counseling Psychology. Read this essay to understand what a top personal statement in Counseling Psychology should look like.

Sample Personal Statement in Counseling Psychology

Growing up in Poland, I had internalized the stigma attached to Psychology and Psychotherapy. I was famous in my circle of friends as “the understanding one,” but I had developed a bitter taste for formally studying Psychology. Therefore, I opted for a more socially acceptable high school major – Computer Science.

But I wanted to learn about human behavior. Turning my back on the subject of my intellectual curiosity alienated me from myself. As expected, I scored miserably in high school. However, I did not give up just yet and went on to enroll in an IT program at the University of Warsaw.

Despite trying to ignite a passion for the discipline, I was inevitably headed toward disaster. A day before my first-year exams, I stared dispassionately at my book. I felt helpless and broke down into tears. At that moment, I realized I needed help from a mental health professional.

But I didn’t seek help because of two reasons. Firstly, hearing that only the crazy go for psychotherapy all my life, I could not muster the courage to deal with that label. Secondly, I only knew of Clinical Psychologists and Psychiatrists, and I did not want to be diagnosed or medicated.

Then I mustered the courage to cross the inner hurdles that kept me from studying Psychology. I wanted to gain insights into my emotional imbalances and tried to help myself by learning to help others. After that, I convinced my parents and changed my undergraduate central to Psychology.

This opened new doors that led me to a journey of growth and self-discovery. I met some wonderful people and began excelling in my studies. I was unanimously voted as the class representative in my second semester. Improved psychosocial support and self-efficacy began to work magic on my sense of self-worth.

Experiencing a shift from clutter to clarity, I felt a newfound affiliation with those in need. I heard about Chayn Poland through social media and started volunteering for it. While working at Chayn , I was a part of an online community that created a resource portal to inform and help victims of domestic violence in Poland. It was an excellent opportunity to transmit the knowledge of the psychological aftermath of abuse to those who could benefit from it. I’m channeling the same spirit at my current job at Social Welfare, Academics, and Training for Poland . Lending my hand in research about the psychological impact of militancy and war on the youth of Ukraine allows me to play my role in helping those in need.

Through my introduction to counseling and the humanistic model in my Perspectives in Psychology class, I saw the framework I could use to pursue the field of Psychology. Moreover, I realized that the humanistic school stood for the same values I had innately developed – holism; the importance of an individual’s experience, and the belief that all humans have an actualizing tendency.

Coincidentally, one of my close friends had joined a certificate course in Humanistic Counseling at Therapy Mission, Warsaw. I enrolled in the next session to test my interest in the subject. As part of the course, I completed 85 hours of group therapy and an equal number of lectures. I learned basic counseling skills, person-centered therapy, gestalt therapy, and transactional analysis. Being in the group was truly transformational. As group therapy generally does, the group started to represent my unconscious perception of the world for me. Some of my group members represented specific figures from the past who I had unresolved issues with. I had the privilege of working on those issues through hot-seat exercises and psychodrama enactments. Being heard changed my relationship with myself. I learned to nurture myself and develop an inner resource, which would help me cope with future distresses more intelligently. I’m currently enrolled in a diploma in Integrated Counseling .

Stepping out of my comfort zone gave me the strength to explore further. Hence, last summer, I decided to go to Kenya for an internship through AIESEC at Living Positive Kenya . Among other experiences, the training allowed me to practice the skills I had acquired at Therapy Mission. I facilitated a psychosocial support group of women who had HIV/AIDS. My primary strategy was to create a safe space for women to express themselves. In that space, a woman could express her thoughts, and the group would provide her unconditional presence. Though the feedback was encouraging, I realized I needed more advanced training to deal with similar issues back home. I based my conclusion on the general resistance with which the idea of therapy is met in Poland.

My strength is that I come from a place where people are skeptical about counseling. However, I understand Poland’s dire need for counseling and have experienced its value first-hand. Therefore, I want to reach out and counsel as many people as possible. Having crawled from a pit of emotional darkness towards light puts me in the position to hold someone’s hand while they do the same. Now, all I need is extra muscle.

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Dr. Joseph H. Hammer

Associate Professor of Counseling Psychology

Personal Statement of Purpose for Counseling Psychology PhD and PsyD Applications

All counseling psychology doctoral (PhD or PsyD) programs require applicants to submit one or more written essays about why the applicant is interested in and qualified to enter that graduate program.

Each program calls these essays by different names, including “Personal Statement”, “Statement of Interest”, “Statement of Purpose”, “Statement of Professional Goals”, “Career Goals Statement”, “Personal Essay”, and various combinations of those terms. Programs may have you write a single statement or multiple statements (e.g., Personal Statement plus a Diversity Statement).

Writing a good statement is one of the hardest parts of applying to counseling or clinical psychology graduate programs.

One of the things that makes it hard to apply is the ambiguity and mystery that surrounds statements: what should I talk about? How long should it be? Do I talk about my experiences and interests in research, applied psychology (e.g., helping others by being a supportive listener), working with diverse groups of people, or what?

To help prospective applicants to counseling psychology doctoral programs, members of the HAMMER Lab analyzed what programs told applicants they should write about in their statement.

Check out our Counseling Psychology PhD and PsyD Personal Statement of Purpose Questions google spreadsheet to see the detailed analysis. See the bottom of this page for how we went about collecting data.

Before we review the take-home points of our analysis below, a brief reminder: be sure to check out my other Psych Grad School resources using the menu above, such as Graduate School Advice , Counseling Psychology Faculty Research Interests List , Best Doctoral Programs in Counseling Psychology , and What the Ideal Graduate School Applicant Looks Like . I also recommend completing the Mental Health Professions Career Test , which will give you interest scores on 21 different mental health occupations, including counseling psychology and clinical psychology. Lastly, if you are an undergraduate student, consider applying for my Social Justice Advocacy Internship .

Take-Home Points

Below are the key results from our analysis, the take-home points that every applicant should keep in mind:

Most programs provide provide a suggested or required statement page or word length in their instructions. The most common request is 2-3 single-spaced pages . On the shorter end, some programs restrict applicants to 500 words maximum.
90% of the counseling psychology doctoral programs we sampled (N=50) instruct applicants to talk about their professional goals and career aspirations. In other words, no matter what programs you apply to, you should discuss this in your statement. Specifically, you should talk about your professional goals and how getting the specific doctoral degree (PhD or PsyD) at that specific program (given the unique strengths and opportunities afforded by that program) will facilitate these goals.
52% instruct applicants to talk about their background and relevant experiences but may not clearly specify the type of experiences the applicants should discuss. (Many programs do specify the type of experience to talk about; see bullet points below.) As a rule of thumb, when applying to PhD programs, you should be ready to discuss research, applied (i.e., helping, listening, counseling, clinical), and multicultural experiences. When applying to PsyD programs, you should prioritize discussing applied and multicultural experiences (you can mention research too, especially if that program specifically requests it).
52% instruct applicants to clearly indicate why they want a counseling psychology doctoral degree (PhD or PsyD) specifically. In other words, why not a clinical psychology degree, counseling psychology master’s degree, or a master’s in social work degree instead? Some PhD programs often want to know why you are specifically interested in the PhD instead of a PsyD (and vice versa). Even when a program does not ask you to address this specifically, I recommend always discussing how that particular degree will help you work toward your career goals.
59% of PhD programs (13% of PsyD program) instruct applicants to talk about why they are interested in that program specifically (versus similar programs at other institutions across the country). As a faculty member at University of Kentucky’s counseling psychology PhD program, I understand that people who apply to our program are also applying to other programs. (I always advise students to apply to 7 to 10 programs across the country that fit their professional goals, since getting into a given doctoral program is hard and you need to apply to multiple programs to maximize your chances of being offered admission.) However, even if an applicants is applying elsewhere, I still want to know “why us?”. I want to know that the applicant has carefully considered the strengths and opportunities that our program has to offer and has applied because of those unique attributes. If an applicant does not mention specific aspects of our program, then I don’t know if they are truly interested in our program or are just treating us as a “safety school” or “backup plan”. Since finding the right graduate program is more about “fit” between applicant and program rather than “being the best applicant”, I want to hear how the applicant sees themselves uniquely fitting with our program. Thus, even when not asked explicitly to address this, I recommend always discussing what attracts you to that particular program.
41% of PhD programs (13% of PsyD programs) instruct applicants to talk about their research interests. This serves two purposes. First, because PhD programs train students to be both scientists and practitioners (and some also train people to be advocates), the doctoral admissions committee want to see that a student has thoughtful research interests (not too broad, not too specific, and sufficiently flexible given that students are still early in their professional development) and is serious about wanting to get additional research training as a doctoral student. Second, some PhD programs prefer to admit students whose research interests overlap with the research interests of one or more program faculty members. More on that in the next bullet point. I recommend always discussing your research interests when applying to PhD programs even if not explicitly asked to do so by the program’s application instructions.
27% of PhD programs (0% of PsyD programs) instruct applicants to talk about how their research interests fit with the research interests of specific program faculty members. These programs tend to use an “apprenticeship model of research mentorship”, meaning that doctoral students apply to work under a specific core faculty member in that program, who will work closely with them to train them in the theories and techniques used to do research on the topics of interest to that faculty member. The expectation usually is that the student will help that professor out with the professor’s program of research while the student is enrolled in the program (and that the professor will help the student start to build the student’s own line of research, which will usually be topically related to the professor’s line of research). Therefore, programs that use this apprenticeship model often value selecting an applicant for admission based, not only on that student’s fit with the wider program, but on how well that student fits with a particular professor’s research team. Our counseling psychology PhD program at the University of Kentucky uses this apprenticeship model and this is why we explicitly ask all applicants to pick one (two at the most) professors with whom they could fit research-interest-wise. However, while only 24% of programs explicitly instructed applicants to address research fit with a professor, some programs implicitly expect you to address this . This is part of the “hidden curriculum” of graduate school–sometimes people expect you to know certain things, but you won’t unless you have a mentor who clues you in to this insider knowledge (or you happened to read it on the internet or a how-to guide). The tricky part is that you won’t always know if a given program wants you to talk about research fit with a professor. When the program’s website or application instructions does not provide clear guidance, I recommend that you make a case in your statement for how your research interests fit well with the research interests of one (maybe 2) of the professors in that program. Bear in mind that some programs do not use an apprenticeship model and instead select students based on overall fit with the program rather than research fit (they will often make this clear on their website/instructions), in which case you don’t have to spend time in your statement articulating research fit.
24% of PhD programs (13% of PsyD programs) instruct applicants to talk about their research experiences and qualifications. Even if a given PhD program does not explicitly request this information, you should always talk about this, as it’s an implicit expectation. However, make sure you are not just restating the information you listed under the “research experiences” section of your CV.
16% instruct applicants to talk about their past experiences with diverse people or cultures. However, even when a program does not explicit ask for this, I do recommend that you talk about this when discussing past research/applied/professional experiences. My anecdotal experience suggests that most programs like to see evidence in your application that you have experience working and/or living alongside people who share both cultural similarities and differences from you in terms of race/ethnicity, gender identity and expression, sexual orientation, socioeconomic status, (dis)ability, religion, etc. However, because some people grew up in culturally homogeneous places (surrounded by people with similar cultural identities), what’s even more important than past experience with diversity is a genuine desire moving forward to (1) learn about yourself as a cultural being with multiple identities that may carry privilege and marginalization, (2) learn to work productively with colleagues and clients who are both similar and different from yourself, and (3) learn about how interlocking systems of power influence your life and the lives of others (e.g., racism, sexism).
16% instruct applicants to talk about their interests, beliefs, aspirations, and/or contributions to social justice, diversity, equity, inclusion, etc. This is related but different from the “past experiences with diversity” aspect mentioned above. These pieces go beyond past experience and capture what you value and how you (plan to) contribute to making the world a more just place. This is increasingly at the heart of counseling psychology as a specialty. As with the prior bullet point, even though a minority of programs explicitly instruct applicants to address this in their statement, my anecdotal experience is that most programs want to see you incorporate this into how you talk about your experiences and goals related to both research and practice.
26% instruct applicants to talk about their past applied (i.e., helping, listening, counseling, clinical) experience. All counseling psychology doctoral programs train their graduate students to be talk therapists, which requires being a good listener, showing empathy, problem solving abilities, a willingness to tolerate ambiguity, an openness to both positive and constructive feedback, and demonstrating cultural humility and sensitivity. To determine which applicants show promise as future psychotherapists and would therefore be suitable for admission into the doctoral program, one thing we consider is your past applied experience. Faculty want to see that you have (1) some practice with basic helping skills, (2) at least one letter of recommendation from a supervisor of one of your helping experiences that states that your helping skills are good and that you show promise as a future talk therapist, and (3) a clear track record of wanting to further develop your helping skills by seeking out relevant opportunities. Talking about your past applied experience in your statement is one way we can gather evidence about #1 and #3.
25% of PsyD programs (6% of PhD programs) instruct applicants to talk about their theoretical orientation, their understanding of mental illness, and/or their understanding of how people heal and change. An applicant’s answer to these questions can provide hints to faculty about how sophisticated that applicant’s clinical abilities may be. These are hard questions to answer well without having taken graduate-level therapy coursework, and more sophistication will be expected of applicants who would be joining the doctoral program after having completed a talk-therapy-related master’s degree than would be expected of applicants who joined the doctoral program after having completed only a bachelor’s degree. Most programs do not ask about this topic and there is not an implicit expectation on behalf of programs that you address this in your statement.
16% instruct applicants to talk about their professional strengths and/or weaknesses. Most programs do not ask about this topic and there is not an implicit expectation on behalf of programs that you address this in your statement. For those programs that do, remember that you need to strike a balance between “selling yourself” appropriately in terms of strengths and not sounding arrogant when doing so. Likewise, some weaknesses are going to be socially acceptable (e.g., typical areas of growth for new graduate students like managing mild perfectionism) whereas others will cast a shadow on your application (e.g., poor interpersonal skills, cultural insensitivity, difficulty with time management, difficult with autonomous functioning), even if they are true. While you might not need to talk about strengths and weaknesses in your statement, it’s likely you’ll have to talk about this during interviews, so make sure to put some thought into this before going on interviews.
38% of PsyD programs (10% of PhD programs) instruct applicants to address how the program will benefit them. This question is a combined way of asking the 3 questions of “What are your professional goals?” and “Why do you want a _____ degree specifically” and “Why are you interested in our program specifically?”. Regardless of whether a program explicitly asks this or not, there is an implicit expectation that your statement always address how your completing this chosen program will bring you closer to achieving your career goals.

In regard to our data collection strategy, our team used APA’s list of accredited counseling psychology doctoral programs (both PhD and PsyD, both counseling psychology and “combined” programs, N=84 at the time of data collection in September of 2019). We navigated to each program’s “how to apply” page to look at what instructions they provided regarding what the student should talk about in their statement(s). We copied and pasted this information into in the Counseling Psychology PhD and PsyD Personal Statement of Purpose Questions google spreadsheet. You’ll notice that we de-identified what instructions come from which program, as the point of this analysis is to get an overall snapshot, rather than to learn about a specific program (you’ll want to see the program website for that info). Some programs did not provide this information on their website but required applicants to create an account in the application portal in order to access the instructions; for our purposes, we did not include these programs in the analysis. Thus, readers should bear in mind that our analysis is based on a subset of programs that is not guaranteed to be representative of all programs. Our final sample was N=50, of which n=42 were PhDs and n=8 were PsyDs. We analyzed the set of instructions to look for topical themes (e.g., career goals), which we then coded for across programs so that counts and percentages could be created. We also calculated descriptive statistics broken down by program type (PhD vs PsyD).

197 – Academic Writing in Counselling

197 - Academic Writing in Counselling

Who are you in your practice – working with moral injury.

In Episode 197 of the Counselling Tutor Podcast – the first of the new season, as we enter the start of the 2021/22 academic year – presenters Rory Lees-Oakes and Ken Kelly introduce two new regular slots:

‘Counselling Foundations’ – this section will explore theory, skills and practice points that underpin counselling practice, and is intended to be useful to both students and qualified practitioners. The focus in this episode is on academic writing in counselling.
‘Focus on Self’ – this recognises the importance of self in counselling training and work, and today looks at who you are in your counselling practice.

Last but not least, in our ongoing ‘Practice Matters’ slot, Rory interviews Amy Launder on working with moral injury.

Free Handout Download

Use of Self in Counselling

Academic Writing in Counselling (starts at 2.15 mins)

Academic writing is part of counselling life. While students of counselling and psychotherapy clearly are expected to produce various assignments and other pieces of written work as part of their evidence of learning, qualified practitioners too may continue to face the need to produce academic writing for any further studies and CPD, and if they are undertaking research projects.

Rory and Ken talk about the various barriers that may face those approaching academic writing and explore the feelings that they might face as they prepare to write. Counselling Tutor has produced a course on academic writing specifically to support people in this situation.

Ken describes the aspects of academic writing in counselling covered by the new course and shares a number of tips for approaching academic writing, relating to:

the importance of understanding the question, and how to ensure you have done this before starting work
Bloom’s verbs
time management and planning in academic writing
location for academic writing
how to find the information and quotations you need to evidence your work
referencing tools

You can find out more about the new course and how to register for this on the Counselling Tutor website.

Who Are You in Your Practice? (starts at 16.25 mins)

Get on-demand certified cpd that is implementable in your practice, counsellor cpd library.

Over 150 hours of on-demand CPD lectures to help you stay current with your CPD ethical requirements
Support, and be supported , by thousands of other counsellors as a member of the exclusive online community.
Access your learning anytime you want ... anywhere you choose ... using any device type — desktop or mobile.

Counsellor CPD Library - computers and mobile phone showing what is inside the CPD library for counsellors

In the first in this new ‘Counselling Foundations’ slot, Ken asks Rory: ‘Who are you in your practice?’ Rory’s response – that he is himself, but a professional, edited version compared to the one that might drink tea with a friend – leads to a wide-ranging discussion on many aspects of how self affects counselling work, including:

self-disclosure
imposter syndrome
parallel process
transference
self-awareness
personal development

Rory has prepared a free handout on the use of self in counselling, which is available in the box below.

Working with Moral Injury (starts at 35.25 mins)

Rory speaks with psychotherapist Amy Launder, who has recorded a lecture for Counsellor CPD (our online CPD library containing hundreds of hours of on-demand CPD lectures, training and resources to support your professional development) on working with moral injury. This is a topic that has huge relevance to many clients and is particularly topical in the times of the COVID-19 pandemic and its aftermath.

Rory and Amy discuss:

what moral injury is
the origins of moral injury in military service
what might cause moral injury
how moral injury and post-traumatic stress disorder (PTSD) relate to each other
the impacts of moral injury
how a client with a moral injury may present in the counselling room
the trolley dilemma (a classic thought experiment developed by philosopher Philippa Foot in 1967 and adapted by Judith Jarvis Thomson in 1985)
how we can work effectively with moral injury
pros and cons of different modalities in this area of work

Links and Resources

Counselling Skills Academy

Advanced Certificate in Counselling Supervision

Basic Counselling Skills: A Student Guide

Counsellor CPD

Counselling Study Resource

Counselling Theory in Practice: A Student Guide

Counselling Tutor Shop

Facebook group

Online and Telephone Counselling: A Practitioner’s Guide

Online and Telephone Counselling Course

Spotted out-of-date info or broken links? Kindly let us know the page where you found them. Email: [email protected]

Please note: This is a new program for the 2024–2025 academic year. Prospective students should apply for this program by July 1, 2024 for the fall 2024 semester . Most graduate classes for new programs will begin on August 14. See umgc.edu/calendar for more information.

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Online Master's Degree: Clinical Professional Counseling

Clinical professional counseling, degree at a glance.

Transfer up to 12 credits
All courses available online
Program-specific admission requirements
Available to MD residents
Limited spaces for fall 2024

TUITION RATES

$534 per credit (in-state)
$659 per credit (out-of-state)
$336 per credit (military)
Other fees may apply

Earn a Master of Science in Clinical Professional Counseling at University of Maryland Global Campus and build the skills, knowledge, and expertise to help you become a trained professional in an important field. Benefit from a comprehensive, rigorous curriculum designed to help you access career-focused information in a convenient online program . Learn from expert faculty members who blend practical experience with theory and techniques to help you develop a solid foundation in mental health and wellness. Become a professional mental health counselor who can help serve this critical field. Apply to UMGC today!

Please note: You must satisfy all program-specific admission requirements before enrolling in this degree program.

Build a Solid Foundation for a Career in Clinical Mental Health Counseling

At its core, this online master's degree program emphasizes UMGC’s goal of helping students develop an understanding of ethics and civic awareness alongside personal, theoretical, and professional competencies; job-seeking skills; and capacity for lifelong learning. As you progress through the online program curriculum, you will take increasingly specialized coursework in crucial clinical mental health counseling-related subject areas.

In this program, you’ll benefit from a curriculum that begins with a self-paced onboarding course and continues to help you build career-focused skills in the following course groupings:

Foundational courses in professional orientation, applied counseling theory and techniques, human development, and multicultural/diversity knowledge and awareness.
Core courses in advanced theory, application, and techniques that incorporate psychopathology and diagnosis, group counseling, and research methods and program evaluation.
Specialized courses to help you build advanced knowledge and practical applied skill-development in clinical mental health counseling specialties, including substance use and dependency; career development; behavioral disorders; and marriage, couples, and family.

See Courses & Program Info

View a complete list of program courses; eligibility requirements; field experience details; NCE, LGPC, and LCPC information; and more.

Fulfill Program Admission Requirements

Review the program-specific admission requirements carefully, as you’ll need to meet certain eligibility requirements and submit documentation to be considered for admission to the program.

Program Admission Requirements

For fall 2024, this program is only available to Maryland residents .

You will need to meet the following requirements in order to be considered for admission to this program.

Apply by July 1, 2024 for the fall 2024 semester.
Meet UMGC’s graduate admission requirements .
Hold an undergraduate GPA of at least 3.0.
Submit official transcripts from previous colleges or universities.
Two recommendation letters: These should ideally be from previous professors or someone who can comment on your academic ability and/or potential for success as a professional counselor.
Essay/statement of purpose: Describe your relevant professional experience and education, your interests, and your goals in pursuing this counseling degree. The essay should be a maximum of two typed pages, single-spaced.
Resume or CV: Please attach this to your essay/statement of purpose.
Signed attestation: Signed attestation of Maryland residence and intent to seek licensure and employment in the State of Maryland. You are expected to remain a Maryland resident throughout the duration of the program.

You will receive specific formatting guidance and submission instructions when you apply to the program.

As you advance through this counseling program curriculum, you’ll need to meet additional requirements before beginning the first supervised fieldwork in the practicum course. Within the first 120 days of program enrollment, you will need to complete a criminal background check . Submission of these required materials will be part of the practicum site approval process.

Experience Recommended for Success

While this is not required, previous work or volunteer experience in health or human services, social work, counseling programs, or a related educational program may help you

Understand and apply concepts you’ll encounter throughout the counseling degree curriculum.
Gain exposure to a variety of professions in the clinical mental health counseling field.
Build your interpersonal skills.
Develop an understanding of the challenges faced by individuals and communities.

View Clinical Professional Counseling Courses

This program requires a total of 60 credits. You'll begin by taking an Onboarding Program Orientation before starting your coursework.

Required foundation courses: 12 credits
Required core courses: 39 credits
Elective courses: 9 credits

Foundation Courses

Professional Orientation in Counseling (3 Credits, CNSL 604)
Legal, Ethical, and Professional Practices in Counseling (3 Credits, CNSL 606)
Social and Cultural Foundations in Counseling (3 Credits, CNSL 611)
Lifespan and Development: Perspectives and Counseling (3 Credits, CNSL 612)

Core Courses

Research Design and Program Evaluation in Counseling (3 Credits, CNSL 614)
Applied Theories of Counseling (3 Credits, CNSL 621)
Counseling Techniques: The Helping Relationship (3 Credits, CNSL 622)
Psychopathology and Diagnosis (3 Credits, CNSL 624)
Group Counseling (3 Credits, CNSL 626)
Advanced Techniques of Counseling (3 Credits, CNSL 627)
Assessment and Appraisal in Counseling (3 Credits, CNSL 628)
Foundations of Substance Use and Addictions Counseling (3 Credits, CNSL 631)
Marriage, Couples, and Family Counseling (3 Credits, CNSL 632)
Career Development and Counseling (3 Credits, CNSL 633)
Practicum (3 Credits, CNSL 690)
Internship 1: Professional Counseling (3 Credits, CNSL 691)
Internship 2: Professional Counseling (3 Credits, CNSL 692)

Elective Courses

You’ll need to take three elective courses (for a total of 9 credits) from our approved list in the "Select Clinical Professional Counseling Electives” section.

Select Clinical Professional Counseling Electives

This program requires a total of 9 elective credits . To fulfill this requirement, take three courses from the following approved list:

Introduction to School Counseling (3 Credits, CNSL 634)
Introduction to Psychopharmacology (3 Credits, CNSL 641)
Substance Use and Dependency Treatment Delivery (3 Credits, CNSL 643)
Co-Occurring Disorders (3 Credits, CNSL 644)
Special Topics in Addiction Counseling (3 Credits, CNSL 648)
Relationships Counseling (3 Credits, CNSL 651)
Sexual Issues in Marriage and Family Therapy (3 Credits, CNSL 653)
Counseling Children and Adolescents (3 Credits, CNSL 661)
Child and Adolescent Psychopathology (3 Credits, CNSL 663)
Expressive and Creative Arts in Counseling (3 Credits, CNSL 668)
Military Culture (3 Credits, CNSL 671)
Counseling Military Families (3 Credits, CNSL 673)
Trauma, Crisis, and Disaster Counseling (3 Credits, CNSL 678)
Biopsychosocial Aspects of Health, Behavioral Health, Aging and Disability (3 Credits, CNSL 681)
Counseling the Older Adult (3 Credits, CNSL 683)
Biopsychosocial Approach to Sexuality Across the Lifespan (3 Credits, CNSL 685)
Diversity and Sexuality: Sociocultural, Medical, Technological, and Ethical Influences (3 Credits, CNSL 687)
Sex Therapy in Action: Assessment, Diagnosis, and Treatment of Psychosexual Issues and Dysfunction (3 Credits, CNSL 688)
Seminar: Special Topics in Counseling (3 Credits, CNSL 689)
Internship 1: Substance Use and Addictions (3 Credits, CNSL 693)
Internship 2: Substance Use and Addictions (3 Credits, CNSL 694)
Internship Bridge (3 Credits, CNSL 696)

Explore the Supervised Clinical Field Experience

The clinical professional counseling program requires 100 hours of supervised clinical field experiences embodied in practicum and 300 hours in each of two internships. These experiences are devoted to practicing specific clinical skills, including interviewing, assessment, intervention, documentation, and consultation in clinics, agencies, and other organizations that provide clinical mental health counseling services.

You will pursue site experiences that can provide the types of activities, numbers of clients, and supervision needed to meet counseling degree fieldwork requirements, as well as any specific fieldwork requirements of your state licensure board. We recommend that you familiarize yourself with the licensure and supervised fieldwork requirements for your state.

See Overall Master’s & Course Sequencing Requirements

Course progression & prerequisites .

You may take courses in any order, provided that you meet the prerequisites and corequisites supporting appropriate course sequencing. You can find this information in the individual course descriptions.

General Master's Degree Requirements

You must maintain a GPA of 3.0 or higher at all times.
All degree requirements must be fulfilled within five consecutive years.
Any transfer credits must have been earned within the above five-year time frame to be applied toward a graduate degree.
Please review the overall master’s degree requirements for additional considerations.

Prepare for the NCE Exam & LGPC Requirements

This program is structured to prepare you for the National Counselor Examination (NCE) , administered by the National Board for Certified Counselors. This exam is used by the state of Maryland and other states as a requirement for licensure as a professional mental health counselor. Each state also sets additional requirements related to post-degree supervised counseling experience as part of the licensing process.

The program is designed to prepare Maryland residents to meet the state’s requirements to become a Licensed Graduate Professional Counselor (LGPC) . If you are a Maryland resident, you may apply to become a Licensed Clinical Professional Counselor (LCPC) once you have completed 2,000 clinic hours post-graduation.

Read Important Information on Accreditation Standards

All aspects of the courses and practicum have been designed to align with Masters in Psychology and Counseling Accreditation Council (MPCAC) 2024 accreditation standards. However, at the present time the CPC program is not eligible for accreditation. The program will seek accreditation from MPCAC once MPCAC's standard of a minimum of four graduates within the prior two years has been achieved. In addition, this program has been carefully designed to meet the requirements for licensure as a professional counselor in Maryland, but students are encouraged to contact the MD Board of Professional Counselors and Therapists directly to determine if other requirements are necessary. Maryland does not require accreditation by MPCAC or CACREP to be eligible for licensure.

Review Course Catalog

This information is for students who enroll in the 2024–2025 academic year. As this is the first year this program is offered, there will be no differing UMGC program requirements for previous years. To review information about other programs, visit our program catalog archive .

Gain Guided Experience in Mental Health & Counseling Services

This program is designed to help learners like you become clinical professional counselors equipped with therapeutic, progressive diagnostic, and consultative skills. We aim to promote personal and professional growth through coursework and supervised field experiences, enhancing your ability to deliver client-centered, culturally responsive, and ethically competent mental health counseling services.

Our program focuses on helping students achieve the following:

Lead with Knowledge, Ethics, & Empathy

This online master's degree program is designed to help you prepare for mental health counseling-related employment as a licensed practitioner. Graduates may be prepared to work in various settings, including mental health centers, drug and alcohol treatment programs, correctional institutions, healthcare settings, social service agencies, private practice, and business and industry.

Practice Real-World Skills in Your Coursework

Throughout the online master's degree program, your instructors will assign coursework that will help you prioritize real-world skills and hands-on experiences. You may engage in course projects that include the following:

Interviewing practicing mental health counselors that work in different contexts (e.g., school, community, private practice) gaining insights into their use of assessment tools and current trends in the field of practice.
Role-playing and simulations, readying you to conduct intake interviews or create treatment plans.
Experiential modules like mock counseling sessions and group exercises that help you apply what you learn in a practical context.
Program evaluations, working collaboratively with classmates to evaluate, analyze, and generate actionable recommendations for program enhancement.
Case studies that apply professional standards and develop ethical decision-making

Explore UMGC Insights

Gain insight and delve deeper into a range of topics, including clinical mental health counseling, mental health and wellness, psychology, student networking, and more.

How to Network as a Student

Learn about the importance of networking as a student and the multiple opportunities UMGC offers.

Relationships, Resilience, and Wellbeing: The Science of Gratitude

Scientific research suggests that gratitude may be the key to a happier life.

Studying Psychology Can Open the Door to Many Career Opportunities - Video

Earn a degree in psychology to help address the shortage of mental health professionals.

You might be interested in similar programs

Compare All Programs

Get answers to questions that current and prospective students are asking about program-specific admission, credibility, taking courses in counseling online, and more.

What is an online master's degree in clinical professional counseling?

The online master's degree in clinical professional counseling is a career-focused graduate program that is designed to prepare you to meet the growing need for clinical mental health counseling professionals in community, business, and school counseling settings.

In this 60-credit online program, you’ll benefit from a counseling degree curriculum that begins with a self-paced onboarding course and continues to help you build career-focused skills in professional orientation, applied counseling theory and techniques, human development, and multicultural/diversity knowledge and awareness.

You will also build knowledge in advanced theory, application, and techniques that incorporate psychopathology and diagnosis, group clinical mental health counseling, and research methods and program evaluation. Specialized and elective courses will help you focus on specific subject areas, including substance use and dependency; career development; behavioral disorders; and marriage, couples, and family therapy.

Be sure to check with your state's licensure board for any additional information about clinical mental health counseling careers in your state and any requirements you must meet after successful completion of this program.

How long does it take to get a master’s degree in clinical professional counseling online?

As a 60-credit graduate program, UMGC's online master's degree in clinical professional counseling is one of our larger programs. If you take 12 credits of coursework each fall and spring term and 6 credits in the summer, you may be able to graduate in two and a half years. With a more conservative approach of 9 credits each fall and spring term and 6 credits in the summer, you may be able to graduate in less than three and a half years.

These estimates can change depending on how many credits you complete each term and the number of credits you may be able to transfer to UMGC.

Please note that you will have to pursue professional experience after successful completion of the program to receive licensure. Be sure to check with your state's licensure board for any additional details.

How much does a master’s in clinical professional counseling cost?

UMGC is committed to keeping our tuition and fees as affordable as possible. The online master's in clinical professional counseling follows the standard graduate program tuition rates, which appear at the top of this webpage. We also offer scholarships for eligible students and an interest-free monthly payment plan .

Costs associated with textbook rentals, purchases, and special technology needs will be minimized when possible, and should be expected by learners of this program. As a professional preparatory program, the need for specialized content that is current and aligns with professional standards of practice is essential.

What background do I need to get a master’s in clinical professional counseling online?

You don't need to have majored in a specific area to be successful in the online master's degree in clinical counseling program at UMGC. However, you will need to meet specific admission requirements to be accepted into this counseling program and also pass a background check to complete supervised fieldwork during practicum and internships.

Plus, previous coursework (e.g., introductory psychology, introductory statistics, research methods, and lifespan development) or experiences in related helping professions may be beneficial. These experiences will familiarize yourself with course concepts and professional counseling environments in different industries.

All program-specific admission requirements and recommended experiences are listed in the counseling degree courses section of this page.

Our helpful admissions advisors can help you choose an academic program to fit your career goals, estimate your transfer credits, and develop a plan for your education costs that fits your budget. If you’re a current UMGC student, please visit the Help Center .

Personal Information

Contact information, additional information.

By submitting this form, you acknowledge that you intend to sign this form electronically and that your electronic signature is the equivalent of a handwritten signature, with all the same legal and binding effect. You are giving your express written consent without obligation for UMGC to contact you regarding our educational programs and services using e-mail, phone, or text, including automated technology for calls and/or texts to the mobile number(s) provided. For more details, including how to opt out, read our privacy policy or contact an admissions advisor .

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College Counseling

Develop the skills necessary for advising college-bound students in this seven-course certificate program. Format: Online

This program is perfect for...

High school college and career counselors seeking to develop their professional competencies
College admissions personnel interested in high school and institutional processes and protocols
Professionals planning on creating independent educational consulting practices
Teachers and administrators pursuing greater expertise in post-secondary options for their students
Individuals working for educational non-profits or community-based organizations to guide under-resourced students to college

What you can learn.

Explore the unique responsibilities and resources available for guidance and college counselors
Discover the fundamentals of financial aid; types and sources; how to apply; eligibility; and how to best use scholarship search services
Learn the college admissions process, including choosing a school, writing letters of recommendation, and determining acceptance criteria
Discuss the unique needs of specialized college-bound groups, including students with learning differences, undocumented students, LGBTQ+ students, and military veterans

Chart a path to success.

If you have a passion for helping students succeed, an aptitude for working with parents, and the capacity for coaching and goal setting, it’s worth exploring a career in college counseling.

The College Counseling Certificate is designed for secondary school counselors, teachers, career counselors, admissions personnel, and professionals interested in expanding their skillset or establishing independent educational consultancies.

The program is also ideal for college admissions professionals seeking to advise high school students on post-secondary options.

Format: 100% online

Duration: 1-2 years to complete. Typical pace is 1-2 courses per quarter. Start any quarter.

Expect more from your education.

Cyndy is the founder of Higher Education Consultants Association (HECA). She is passionate about helping students access higher education and guiding counselors in helping students achieve their dreams.

Is a Career in College Counseling Right for You?

Perhaps you’re already involved in college admissions counseling or have done some undergraduate study in the field.

Maybe you’re seeking a promotion, contemplating a career change, or looking to open your own consultancy. In all of these circumstances, a certificate program can be right for you.

Two-week intensive courses.

Explore the field of College Counseling or learn new skills with these short, intensive two-week courses. These courses are a compliment to the certificate program.

Introduction to College Admissions An introduction to the numerous aspects of the college admissions process.

Introduction to Making College Affordable Examine issues around the cost of college and college affordability, including the relationship between the admission and financial aid applications.

Introduction to Writing College Essays Part 1: Brainstorming Explore techniques, standards and ethics for supporting high school students through the college essay writing process.

Introduction to Writing College Essays Part 2: Structure and Review Learn the essential skills that high school students need to compose college essays: identifying prompts, structuring the essay, managing drafts, and final editing.

Click below to view the required and elective courses, if applicable, for this program.

College Counseling Mentorship Program

This unique mentoring program connects alumni or current students who have taken at least three College Counseling courses with an instructor of their choice.

Estimated Cost Breakdown

All courses in this program are paid for individually, unless otherwise noted. An application form is required to establish candidacy in this program. From the 'Apply Now' button, complete the online application and pay the application fee if applicable.

Application & Candidacy Fee

Estimated program tuition, estimated program textbook/materials.

*The Application & Candidacy Fee establishes your candidacy in the program for a period of time covering normal progress toward completion and may allow you to access a variety of program benefits.

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The U.S. Department of Education requires colleges and universities to disclose certain information for any financial aid eligible program that, “prepares students for gainful employment in a recognized occupation”. This information includes program costs; occupations that the program prepares students to enter; occupational profiles; on time completion rate; and for the most recent award year: the number of students who have completed the program, the number of students who complete the program within the estimated duration, the job placement rate, and the median Title IV and private loan debt incurred by those who complete the program. For gainful employment information for this program, visit our Financial Aid page.

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Marriage and Family Therapy
M.A. - Chicago

M.A. Clinical Mental Health Counseling - Chicago

Promote mental wellness, prevention, and resilience in individuals and communities through mental health counseling in a variety of settings.

Accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP)

Two years full time
Three years part time

Practicum and internship provide field training

Immersive and practical training to prepare the next generation of mental health professionals.

The Master of Arts Clinical Mental Health Counseling program on The Chicago School’s downtown Chicago Campus offers a comprehensive curriculum that combines academic study with hands-on clinical training. You will be equipped to deliver effective counseling services to individuals facing various mental health issues, including depression, anxiety, grief, stress, relationship difficulties, and suicidal thoughts.

You will benefit from a transformative learning experience that can accommodate your personal commitments as you pursue the M.A. Clinical Mental Health Counseling degree. The program provides personalized advising, meaning you’ll be assigned a dedicated faculty member to guide you throughout your academic journey.

After you graduate from the Clinical Mental Health Counseling M.A., you will be equipped to embark on your career with an expansive toolkit of competencies such as:

Counselor identity
Ethical and professional issues
Diversity and multiculturalism
Diagnosis, assessment, and treatment planning
Methods of research and program evaluation
Advocacy and social justice

2023 CACREP Vital Statistics Report
2022 CACREP Vital Statistics Report

COURSE SYLLABUS REQUEST If you are interested in reviewing any of the syllabi of the courses in the Master of Arts in Clinical Mental Health Counseling Program, you may request them by sending an email to [email protected] .

Dr. Dana Laughlin, M.A., NCC, LCPC

Application
Application fee ($50)
GPA of 3.0 or higher is required
How you would contribute to the fulfillment of the program’s mission given your personal and professional characteristics and accomplishments, your academic background, and your experience, and
Upon successful completion of the program, how do you see yourself contributing to the profession as a clinical mental health counselor?
Three letters of recommendation
Admissions interview
Bachelor’s degree from an accredited university

Accreditation & Licensure

The M.A. Clinical Mental Health Counseling program in Chicago is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). To learn more about The Chicago School's institutional and programmatic accreditations, visit our Accreditation page.

For information on where The Chicago School meets, does not meet, or has not determined if the program meets licensure eligibility requirements for the state in which you wish to be licensed, please click here .

Fieldwork Opportunities

Practicum and Internship

Practicum and internship, sometimes referred to as field training or applied professional practice experiences, provides for the application of theory and the development of counseling skills under supervision. These experiences offer opportunities for students to counsel and provide other professional services to diverse clientele in their communities. Each student is responsible for identifying potential practicum/internship sites. Students are encouraged first to assess their counseling and professional interests, training needs, and goals (e.g., populations, settings, clinical presentations, and professional activities of interest). Then, students will tap into their existing personal and professional networks to learn of sites that provide clinical mental health counseling services. In addition, they may: conduct internet searches; consult the websites of local, state and national professional organizations; network with other human services organizations in their communities; and/or talk with the CMHC director of clinical training to brainstorm additional routes to site development.

Typically, students complete their practicum and internship at the same site. During the practicum course, students complete a supervised practicum experience at an approved site with an approved clinical supervisor for a minimum of 100 hours. The practicum course consists of the on-site clinical counseling supervised experience, and students must participate in group supervision, which meets weekly throughout the entirety of the semester, as well as coursework. Students will practice foundational counseling skills and, over time, integrate more advanced skills through practice in classes, supervised recorded sessions, and direct service at their sites. Moreover, the practicum experience often focuses on the personal qualities needed to develop genuine and effective counseling relationships with a wide range of clientele. As such, students learn self-assessment skills as well as how to understand clients’ worldviews.

After successfully completing the practicum course, students will enroll in Internship I. During the 14-week Internship I course, students complete the next level of supervised internship experience at an approved site with an approved clinical supervisor, for a minimum of 300 hours to further develop their individual and group counseling skills. The Internship I course consists of the on-site clinical counseling supervised experience, and students must participate in site and group supervision, which meets weekly throughout the semester, as well as coursework.

Following successful completion of Internship I, students will enroll in Internship II. During the 14-week Internship II course, students complete a more advanced level of supervised Internship experience at an approved site with an approved clinical supervisor, for a minimum of 300 hours to further develop their individual and group counseling skills. The Internship II course consists of the on-site clinical counseling supervised experience, and students must participate in site and group supervision, which meets weekly throughout the semester, as well as coursework. The internship is intended to reflect the comprehensive work experience of a clinical mental health counselor, and students will participate in the full range of roles and responsibilities available at their sites.

Note the practicum and internship experiences are conducted under the direction of a qualified on-site supervisor, and the minimum total number of hours accrued is 700 (i.e., 100 practicum hours + 300 Internship I hours + 300 Internship II hours = 700 total hours). An advanced internship course is available to students needing a full year of field work or 900 hours of internship to complete the necessary coursework for counseling licensure in certain states.

Transfer of credit for the practicum/internship is not granted and practicum/internship requirements are never waived. Further details regarding practicum and internship are available from the CMHC director of clinical training.

Students registered in this program incur a one-time $195 Experiential Learning Technology Fee.

Sample Courses

Theories of Counseling and Psychotherapy

The course reviews basic theories, principles, and techniques of counseling and psychotherapy, as well as applications to a variety of therapeutic settings. The course also focuses on personal theory construction, bias embedded in theory, and cultural diversity.

Diagnosis of Mental Health Issues

This course addresses the general principles of etiology, diagnosis, treatment, and prevention of mental and emotional disorders. Major definitions and descriptions of psychological phenomena as categorized and classified by the DSM diagnostic system are covered. This course includes models of mental status assessment as well as the application of how cultural factors influence mental health.

Lifespan Development

This course examines typical development from infancy through advanced age, focusing on the development of perceptual and cognitive processes, psychosocial roles, and familial interpersonal processes. Current clinical approaches are examined from diverse theoretical viewpoints and in light of recent research findings. Cultural diversity and individual differences are integral to this course.

Career Pathways

The Clinical Mental Health Counseling program at The Chicago School is committed to educational experiences that provide training in mental health counseling for a variety of clinical settings, such as:

Couples/family counseling
Social service and mental health agencies
College counseling centers
Non-profit organizations
Private practice

Focusing on three core areas of ethical practice, multiculturalism/social justice, and advanced clinical practice, the program prepares students to work with a range of diverse clientele, including those within underserved communities.

Financing Your Education

The Chicago School is dedicated to keeping our professional degree programs accessible to anyone regardless of financial status. In addition to the scholarships that may be available, our Financial Aid Department will provide you with information to determine what financial arrangements are right for you.

Chicago Student Experience

The Chicago Campus is located right on the Chicago River in the heart of the Windy City. Attending school in a metropolitan location like Chicago gives you an opportunity to immerse yourself in a culturally vibrant city overflowing with opportunities to network with working professionals and national and international organizations. Chicago is also home to some of the nation’s finest dining, entertainment, museums, and other activities that we are sure you will enjoy.

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We are all given a blank sheet in the beginning. What we choose to put on this blank sheet determines our outcome. The life experiences that have “filled my pages” have shaped me into who I am today. My endurance of difficult times and my willingness to persevere in the face of obstacles makes me unique.

I come from a single parent home. My parents have been divorced since I was two years old. My father stepped in when he had to throughout my childhood, but it was my mother who raised me.

I remember numerous days living in one room, wondering “How long life will be like this?” and “Why does everyone else have a completed family and living in one area?”. All while my mother and I moved to numerous locations in an attempt to survive in the face of divorce.

During this time, I attended an elementary school where I was placed in a special education program. Teachers and rest of the staff told my mother that I had a learning disability and my knowledge capacity was limited. She never believed them. My mother believed that I was capable of doing anything. She never gave up on me. She believed in me.

As soon as I was given an opportunity in the main stream I never looked back. I set out to prove those who doubted me wrong with every chance I was given. And now, I am able to say that I will be a college graduate in six months. It is both a personal triumph as well as for my family.

When I first entered the university setting after community college I had a rough time at first. It was my first time being away from home.

Additionally, there were many family issues occurring at the time. As such, my marks did not reflect my full potential. But as my transcript shows, my grades steadily improved every semester and will continue to do so on a graduate level if allowed to continue.

I have a diverse ethnic background. This enables an understanding my part regarding the social issues that are so pertinent today. I am part El Salvadorian and part Irish.

The community that I am from on Long Island, New York, was extremely diverse and full of people from different social classes. Having many diverse groups in one community paves the way for discrimination, which I unfortunately experienced in my childhood. However, because of my background, I have a much needed perspective.

I have a deep understanding of discrimination as well as an interest in learning more about racism and how it has developed. I am hoping to work with families of different ethnic backgrounds because I feel my past experiences and my college education have helped me to understand the challenges that minorities face, and a great understanding of how a culture affects a way of life along with family values.

I am also extremely family oriented. I utilised these skills during the difficult times of my own childhood when they were desperately needed. Divorce is a family issue. I want to extend help to families in similar situations.

I believe I am right for the Counseling/Psychology field. I believe that my life experiences have given me the compassion needed. I am passionate to help people. I know I can make a difference if given the chance.

Syracuse University is clearly the place to start. The “Family and Marriage Therapy Program” at Syracuse University will help me to pursue my dream.

I know this is a great institution full of great faculty that will provide me the tools I need to pursue such a career. As this Marriage Family and Marriage Therapy Program” is recognised as a culturally sensitive therapy, there is a great connection between what is offered and what I would like to accomplish with my education and career.

My overall goal is to pursue a PhD after completing the Master Program. I hope to one day open my own psychology practice.

I know if given the chance I can achieve much and help many.

All I need is for someone to believe. I won't let you down.

Profile info

This personal statement was written by esjojo23 for application in 2008.

esjojo23's Comments

just looking for some feedback.

This personal statement is unrated

Related Personal Statements

Sun, 13/01/2008 - 14:08

Very personal. i thought it was quite good though, i believed all u said was genuine. Did You get in?

Great job.... but also

Sat, 26/01/2008 - 03:50

Great job.... but also wondering did you get in?

Heartfelt statement

Fri, 28/03/2008 - 23:24

I think you did a great job. Your were honest, as everyone should be but yet it did not come off as if you were laying it on thick. So did they at least contact you for an interview?

a little self pitying and (i

Tue, 12/08/2008 - 14:40

a little self pitying and (i know it's a personal statement) but this i felt this was too personal. but at least it's original! i hope you are doing the course you wanted and are enjoying Uni life

Sat, 25/10/2008 - 11:53

I'd take you in if i'm the admission tutor. Your PS is genuine and it shows you have deep interest in the course.

Tue, 16/12/2008 - 18:33

After reading your personal statement i feel more inspired. Your statement was very inspirational and has helped me get through tryin to write my own for couselling. I hope u reach where u would like 2b when in the future because u deserve it.

God Bless U XX

I thought that the opening

Tue, 08/09/2009 - 21:40

I thought that the opening was pretty good although it sounded like it belonged more in a philosophy statement. Maybe you should study philosophy instead.

Tue, 23/07/2013 - 22:29

I think this is a real great article post.Really thank you! Fantastic.

Add new comment

Counseling Program and Degree

Pursuing a counseling degree is deeply rooted in my personal and professional aspirations. I am passionate about helping people and have always been compelled to do so. Witnessing the transformative power of counseling can help people develop, heal, and change people’s lives. I am inspired to get a counseling degree to acquire knowledge, skills, and an ethical foundation. I want to be equipped with the tools to change people’s lives. I must help others overcome challenges and realize their greatest potential. A counseling degree will help me comprehend human behavior and the psyche. This understanding will enable me to give attentive and compassionate treatment to varied patients, meeting their particular requirements. Counseling degrees provide career opportunities and personal satisfaction. Counselors are needed in schools, hospitals, community groups, and private clinics. This degree will allow me to change people’s lives and have a meaningful profession.

I have always been interested in human psychology and behavior. I am fascinated by our ideas, feelings, and behaviors complexity. I need a counseling degree to assist my clients in overcoming their issues. The counseling program will teach me theoretical theories, therapeutic methods, and research-based approaches. This understanding will guide me through the complex world of human behavior. Theoretical models help explain and understand human psychology by revealing the fundamental causes of ideas, emotions, and actions (Stoll et al., 2020). I can help others develop and recover by learning therapeutic skills. I use cognitive-behavioral, psychodynamic, and humanistic methods to meet each client’s requirements. A counseling degree will also provide me with effective, research-based approaches. I can provide the best treatment to my patients by being up-to-date on the newest research.

The counseling profession offers an appealing versatility that deeply resonates with me. This course will give me several employment environments to choose from. I am excited to work in schools, hospitals, private offices, or community groups since it offers opportunities for development, learning, and specialization in my interests and ideals. I want to help children of all ages handle academic and personal problems in schools. This variation will let me learn new skills, adjust to varied demands, and appreciate young people’s unique issues. I also advise hospital patients and their families through sickness, trauma, and sorrow. I can assist people in recovering by listening, supporting, and providing coping methods. Healthcare environments are fast-paced and ever-changing, giving me various situations to improve my clinical abilities and psychological intervention expertise (Stoll et al., 2020). Private practices allow me to have a deeper relationship with clients. I could explore people’s lives, develop genuine therapeutic connections, and encourage personal growth and mental health here. Private practices enable me to concentrate on each client’s requirements and customize treatment strategies. Community groups also allow large-scale goods. I can handle societal concerns like addiction, homelessness, and domestic violence with varied people in these situations. Community outreach and advocacy help society, create awareness, and encourage accessible mental health services.

Regarding my prospects for success in a graduate counseling program, I am confident in my ability to thrive. Communication and interpersonal skills drive my confidence. These qualities help build client connections and create a secure and supportive counseling environment. Effective communication requires attentive listening, empathy, and clear expression (Stoll et al., 2020). I developed these talents via personal and professional experiences. My heart and compassion boost my confidence in my counseling program abilities. I want to assist people to overcome their obstacles and flourish. My natural empathy helps me connect with clients and develop trust and teamwork, which is essential in therapy. My self-reflection makes me proud. I believe in self-reflection throughout my academic career and beyond. This commitment will help me understand my biases, counseling skills, and limitations. I can best serve my clients by periodically analyzing my ideas, beliefs, and behaviors. I also want criticism and progress. I am open to critiques and prepared to learn from others. Counselors must always remember and adapt. Thus, I look forward to graduate counseling’s difficulties and learning chances.

Counseling Aptitude

Research suggests that effective counselors possess several key personality characteristics. Counselors and professionals need empathy and emotional intelligence. Empathy is essential to building a good therapeutic connection and helping clients. Empathy is understanding and sharing another’s emotions. Counselors must empathize with their client’s feelings, thoughts, and opinions. Thus, counselors may help clients overcome their issues. I practice empathy in my therapy. Active listening shows empathy. I offer clients that their ideas and emotions are appreciated by paying attention, keeping eye contact, and delivering verbal and nonverbal clues. This degree of attention helps me comprehend their feelings and provide meaningful and sympathetic solutions. I also establish a secure, nonjudgmental atmosphere for clients to express themselves. Empathy includes listening, respecting, and validating others (Pilecki et al., 2021). I validate customers’ sentiments by noticing and validating them. Validation builds trust and rapport, enabling clients to express their feelings.

Human interaction requires emotional intelligence—perceiving, analyzing, and managing emotions. It requires deep self-awareness and the ability to negotiate others’ emotions. I have exercised emotional intelligence throughout my life. I can make meaningful connections and create a supportive atmosphere for my clients by paying attention to nonverbal cues, subtle emotional shifts, and my communication style. Self-awareness supports emotional intelligence. Emotional intelligence begins with self-awareness. I self-reflect constantly. I get emotional understanding by consistently evaluating my thoughts, emotions, and responses. Self-awareness helps me control my emotions and react empathetically (Pilecki et al., 2021). Emotional intelligence also involves understanding others’ feelings. Facial expressions, body language, and tone of voice are all ways people communicate. Through careful study, I have learned to understand these nonverbal clues and properly assess others’ emotions. I am sensitive enough to provide support and empathy even when others do not say how they feel.

Emotional intelligence also affects my counseling approach by adjusting my communication style to match others’ emotional requirements. Tailoring my speech to each person’s emotional composition strengthens the therapeutic partnership. I can make customers feel understood, appreciated, and protected by changing my tone, words, and interaction. This sympathetic approach fosters trust and encourages clients to share their ideas, feelings, and experiences without judgment. I show clients I care through listening and comprehending. Empathy validates, hears, and supports clients, making therapy more effective (Koç & Kafa, 2019). I notice and help people process their emotions by showing empathy. Emotional intelligence creates a supportive and interactive counseling environment. I can help colleagues by improving my emotional intelligence. Clients feel seen, heard, and understood when I notice and comprehend emotions, moderate my reactions, and change my communication approach. This allows for greater difficulties, coping techniques, and resilience. Emotional intelligence helps me coach clients compassionately and effectively, helping them develop and thrive.

Potential Areas for Growth

As I become an effective counselor, I expect to encounter various challenges. My academic program and counseling skills are some of these challenges. I expect to face challenges with managing the counseling program’s coursework and demands of the counseling program. Managing academics, assignments, and practical experiences requires time management and organization. I will make a study schedule, prioritize work, and approach teachers and classmates for help to overcome this issue (Pilecki et al., 2021). I will utilize counseling texts, academic databases, and online learning platforms to improve my counseling skills. My counseling curriculum provides complete information and practical skills for a successful counseling profession. Coursework may be daunting. To tackle this difficulty, I will create a specific study calendar that breaks down my responsibilities and assignments into digestible portions. This will enable me to give each topic enough time without cramming.

I will prioritize critical and urgent chores by prioritizing. This helps me organize and fulfill deadlines. I will remain disciplined and motivated throughout the program since procrastination may be a big problem. I want to bond closely with my instructors and students because I value teamwork and support. I can learn more by engaging in class discussions and asking questions. They can assist me in grasping the course content and establishing a well-rounded counseling style. I will use resources and classroom knowledge. Counseling textbooks provide theoretical foundations and evidence-based techniques (Koç & Kafa, 2019). I can remain current with the newest research by using academic databases. Online platforms may augment my curriculum with video lectures and interactive assignments. I will aggressively seek counseling experience to improve. Counseling requires hands-on learning to apply theoretical principles to real-world situations. Internships, practicums, and volunteer work provide me with practical experience and help me network.

I also expect to work with diverse demographics and traumatized or challenging mental health clients. These conditions need emotional resilience, self-care, and a solid support system (Koç & Kafa, 2019). To overcome this challenge, I have developed a comprehensive plan that includes regular self-care, supervision or consultation from experienced professionals, and personal therapy to process and manage any vicarious trauma or emotional burden. Working with diverse populations requires sensitivity, cultural competency, and an awareness of individual differences (Koç & Kafa, 2019). Each client’s experiences, background, and beliefs might affect counseling. It is crucial to treat every client with respect and an open mind. Self-care helps me work with diverse populations. Taking care of myself keeps me established and helps me assist and guide my clients. I prioritize relaxation, stress reduction, and emotional well-being via exercise, meditation, hobbies, and quality time with loved ones. I can assist others by caring for myself. Working with diverse groups and traumatized requires self-care and expert supervision or advice (Koç & Kafa, 2019). Supervision lets you analyze situations, examine personal emotions, and learn from experienced professionals. This will improve my clinical abilities, cultural competency, and awareness of dealing with diverse populations.

I also know that personal counseling helps manage the psychological costs of dealing with traumatized. Personal therapy gives me a secure place to examine my ideas, feelings, and responses throughout treatment. Self-reflection, recognition of prejudices, and techniques to preserve professional boundaries and deliver successful client care are possible. Personal counseling helps me understand my motivations and weaknesses, making me a more empathic and successful practitioner. Complex ethical considerations will be another challenge. I will face many ethical challenges as a mental health practitioner. Ethical decision-making weighs numerous considerations, considers risks and advantages, and always serves the customer (Pilecki et al., 2021). I aim to keep current on ethical rules and contact supervisors, coworkers, and ethical committees to address this difficulty. I can deliver the best treatment while upholding ethical standards by staying current. Trusted specialists can help you discuss ethical issues from varied viewpoints. These collaborative dialogues help me discover insights, explore alternatives, and make well-informed choices that value my clients’ well-being and autonomy.

In conclusion, I chose to pursue counseling because of my passion for helping people, my interest in psychology, and the profession’s adaptability. With these motivating factors, I can succeed in a graduate counseling school and have a lasting influence on the individuals I help. My interpersonal skills, gained through personal and professional experiences, are one of my greatest talents. I have always been an empathic listener and cherish human connection. My natural empathy and self-reflection will help me progress as a counselor. I believe in self-improvement and professional growth. Empathy and emotional intelligence will guide my therapy. I inspire people to explore their feelings, understand their issues, and make good changes by creating a nonjudgmental and supportive therapeutic atmosphere. Everyone deserves to be heard, understood, and supported, and I am committed to providing a safe environment for healing and development. I am ready for academic and professional challenges. My studies, practical experiences, and personal responsibilities require effective time management. To avoid burnout, I will emphasize self-care. Support and supervision from seasoned experts will help me navigate the counseling industry. I value ethics and will always adhere to them in my profession. I want to build trust and respect with my customers by protecting their privacy and well-being.

Koç, V., & Kafa, G. (2019). Cross-cultural research on psychotherapy: The need for a change. Journal of Cross-Cultural Psychology, 50(1), 100-115.

Pilecki, B., Luoma, J. B., Bathje, G. J., Rhea, J., & Narloch, V. F. (2021). Ethical and legal issues in psychedelic harm reduction and integration therapy. Harm Reduction Journal, 18(1), 1–14.

Stoll, J., Müller, J. A., & Trachsel, M. (2020). Ethical issues in online psychotherapy: A narrative review. Frontiers in psychiatry, 10, 993.

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Counseling@Northwestern / Online Master's in Counseling / Admissions / Application Requirements

To apply, you must be a U.S. citizen or permanent resident, and hold a bachelor’s degree from a regionally accredited institution. A degree in psychology or human services is preferred but not required. Those from international locations planning to study in the U.S. on a student or temporary visa are not eligible for admission to the digital campus at this time.

Your completed application must include the following items:

Transcripts: Provide both unofficial and official transcripts from all postsecondary institutions or programs attended. You may upload your unofficial transcripts directly to the online application. Official transcripts should be sent electronically to [email protected] or by mail to the following address: Application Processing Center Counseling@Northwestern PO Box 30096 011-001 College Station, TX 77842 If your degree was earned from a foreign institution, a course-by-course evaluation of that transcript may be required. Approved evaluations will only be accepted from WES (World Education Services) or ECE (Educational Credential Evaluators).
Letters of recommendation: Provide at least two letters from professional or academic references who can attest to your dedication to helping others and your ability to succeed in a challenging master’s program.
Resume or CV: Upload your current resume or curriculum vitae detailing any clinical experiences you may have.
Statement of purpose: Write a statement describing your interest in earning a graduate counseling degree online. Explain how your academic and/or professional background has prepared you to succeed in the program and how you will be an asset to the Northwestern community.
Supplemental essay: In a clear and concise way, write about a time in your life when you had to be courageous, as well as a time when you have juggled multiple priorities, and how you handled it. Your essay should be no longer than three single-spaced pages in 12-point type.
Test scores: Submit official scores for the Test of English as a Foreign Language (TOEFL) taken within the last two years if you completed your postsecondary academic work outside the United States. These scores must be sent directly from the Educational Testing Service to Northwestern University using institution code 1565 and object code 01. GRE scores are not required for admission to the program. Note: all students must be US citizens, DACA or permanent residents living in the United States throughout the program. Non-US citizens and students living outside the United States are not eligible for the program at this time.
Application fee: Pay the $95 application fee by debit or credit card within the online application. Please contact an admissions counselor before submitting your priority application in order to receive an application fee waiver.

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After your application is complete, you may be invited to participate in a peer group interview with one faculty member and up to eight other prospective students that takes place in our online classroom.

During the interview, you should demonstrate strong communication and listening skills, self-awareness, empathy, self-reflection, and maturity. Let your personality show during all four stages of the interview:

Questions about yourself:

Answer five or six fill-in-the-blank or hypothetical questions, such as “What is your biggest weakness?”

Case studies:

Discuss how you would handle a brief case study illustrating complex client problems.

Final reflections:

Share something that had an impact on you during the interview. This can be something you learned from a fellow interviewee or something you learned about yourself.

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Ask the interviewers any questions you have about the program.

To make the interview as successful as possible, ensure that you have a stable Internet connection, and choose a quiet location free of distractions.

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To succeed as a Counseling@Northwestern student, you will need to demonstrate the following key skills throughout your enrollment.

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Counseling@Northwestern is a writing-intensive program, requiring you to clearly present your thoughts, perspectives, and research in written form. In addition to writing for academia, you should be proficient at writing for the arts and sciences, health sciences, and legal audiences. We recommend that you familiarize yourself with American Psychological Association (APA) Style (7th ed) because you will be required to adhere to this style for all writing assignments.

Listening and Self-Reflection

You will spend much of your time in the program listening to others, whether you’re attending face-to-face classes or working with clients at your placement sites. When others are speaking, we expect you to demonstrate active listening, in which you hear what is being said and then respond meaningfully. In addition to listening, the program requires you to be in constant self-reflection. You will take part in various self-reflective experiences that challenge you to confront your perspectives so you can work effectively with diverse people in need.

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The core of the counseling profession is positive social interaction, and we expect you to demonstrate strong social skills from your interview through graduation. You should act respectfully toward your professors, classmates, clients, and site supervisors at all times. As part of the program, you will take a group dynamics course and participate in a group dynamics immersion that will give you a firsthand look at the complexities of counseling multiple clients at once.

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Counselling Personal Statement Examples

Looking for inspiration for your counselling personal statement ? Check out our collection of counselling personal statement examples to get a better idea of what to include and how to structure your statement.

Counselling Personal Statement

With over 10 years of experience as a counsellor, I believe I am an ideal candidate for a Master’s in Counseling. I am a mature and compassionate counsellor with solid communication skills and a proven track record of helping clients navigate challenges and find resolve.

I want to pursue a Master’s to enhance my knowledge and skills and provide an even higher level of care. The programme will allow me to expand my repertoire of methods and problem-solving skills to better serve clients. The field of counselling is constantly evolving, and continuing education helps ensure I am utilizing the latest research and techniques.

I look forward to exchanging knowledge with peers and conducting research to strengthen my practice.

Through work with adult, elderly and mental health clients, I have developed expertise in areas like risk assessment, treatment planning, and progress reviews. I have a strong foundation as a caring and supportive counsellor and aim to make a meaningful difference in people’s lives. I welcome the opportunity to have my skills challenged and strengthened through practical experience in the programme.

I am an enthusiastic, diligent and motivated counsellor dedicated to helping each client achieve success. While the work can be complicated, I have the empathy, active listening skills and adaptability required to understand and convey even complex needs. I tailor my communication to meet the needs of each client and to collaborate with external partners like housing services or emergency responders.

My Muslim and ability to speak Spanish, Hindi and Punjabi allow me to provide culturally sensitive support to clients from various backgrounds. I believe an effective counsellor must commit to constant learning and development. A postgraduate degree in Counseling will provide the knowledge and competence I need to guide clients through difficult situations and choices.

I have a proven track record, relevant experience, and dedication to becoming an even stronger counsellor. I appreciate your consideration of my application and look forward to the opportunity to advance my education through your programme.

Counselling Personal Statement Example

I have always had the desire to understand human thoughts, feelings and behaviour. I am driven to answer not just why people act in certain ways but also how they can improve their situations and mental well-being. I aspire to become a therapist or counsellor, helping people overcome challenges and live happier lives. I believe an undergraduate degree in psychology or counselling would provide the necessary foundation, which I would then build upon through a Master’s in Counseling and Psychotherapy.

Through volunteering, I have seen both the psychological impacts of disabilities as well as the benefits of therapeutic activities. At a riding centre for disabled children, I witnessed the fear and anxiety experienced by both children and parents in their daily lives. However, I also saw the joy the children felt while doing horsemanship, an activity that allowed them to express themselves as freely as able-bodied children.

During my time shadowing a health visitor, I witnessed firsthand the emotional toll that postnatal depression and societal stigma can take on new mothers. I aim to help people overcome conditions that inhibit well-being and healthy relationships. My experience with equine therapy has helped me strengthen my skills in interpreting behaviour and finding solutions, which would serve me well as a counsellor.

I have studied sociology at the GCSE and A-level, gaining valuable skills in analyzing people and societies. However, this has inspired me to study individuals in more depth through psychology and psychotherapy . My coursework in sociology, English literature and history has also allowed me to strengthen my skills in essay writing, analysis and structuring arguments.

I believe I would excel in this program due to my ability to show both compassion and critical thinking on a subject about which I am passionate. While some may question why anyone would choose a career surrounded by distress, I see it as an opportunity to create positive change where it is needed most. Misery can only be overcome by facing it, and I appreciate the chance to do so as a counsellor.

With my relevant experience, skills and drive to become an effective therapist or counsellor. I appreciate your consideration of my application and look forward to the opportunity to advance my education in psychology and counselling through your program.

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Essays on the Importance of . . . in Psychotherapy and Counseling

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Article Published: 11/11/2020

The following is a series of three short essays on the importance of various aspects of doing psychotherapy and counseling. I received my counseling degree in 1978, and I have a small private practice specializing in very brief therapy (mostly single-session), generally using hypnosis based on the work of Milton H. Erickson. I have published 11 books in this field and written many articles, and I have provided workshops, trainings, and presentations in the United States and abroad.

On the Importance of Inclusivity

Clients come to see us because they are stuck; that is, they know only one interpretation for a particular stimulus in their life and that interpretation leads to one response. Although this is a rather simplistic model of psychotherapy, it seems to fit the facts. This means that our main task as therapists is to help clients discover choices in interpretation and choices in responses. Then, they are not stuck!

Also, both we and our clients tend to think about what is troubling them in an either/or fashion. They are depressed, panicked, anxious, obsessive, sad, grieving, unhappy, desperate, blocked, and limited OR they are not. O’Hanlon (2003) found a fascinating way to deal with this stuck state of affairs. He calls it inclusivity , which gets into the realm of both/and . This is oxymoronic technique, using confusion or scrambling of meaning, and is best illustrated by the following statements, generally prefaced by “I wonder how it would feel to be . . .”

happily depressed/depressedly happy
compulsively spontaneous/spontaneously compulsive
obsessively casual/casually obsessive
sadly delighted/delightedly or happily sad
desperately free/freely desperate
actively blocked/blocked actively
grievingly full of warm memories/warmly grieving
calmly panicked/panicky calm
anxiously at peace/ peacefully or calmly anxious
stressedly calm/calmly stressed
openly protective/protectively open
freely dependent/dependently free

Please note that these are all oxymorons, like a “down escalator” or “jumbo shrimp.”

Recently, in the support group I facilitate, one of the members was talking about being depressed. This was first normalized by another group member talking about how depressed she had been and how she is still occasionally depressed about having cancer. I pointed out that almost everyone I know who has been diagnosed with a life-challenging disease goes through depression at one time or another. Then, I said, “I wonder what it would be like to be happily depressed?” The confusion that appeared in his face was a wonder to behold. Others in the group got the idea and added many both/and comments. (I leave this to your imagination.) He began to smile with the novelty of these new ideas. How could he be depressedly alive and active? What would it be like to be energetically slothful?

Inclusive statements scramble thinking and provide interesting choices for what had hitherto been restricted. I hope thinking more about the transformation involved in going from either/or to both/and will provide you with choices in your own life and also choices for your clients. You might even become effectively ineffective, for example! On the Importance of Expectation in Hypnosis and Psychotherapy

Expectation is considered the basis of the placebo effect in both medicine and psychotherapy. Expectation involves hope and anticipation and wishing.

In the beginning, psychoanalysis and psychodynamic approaches were structured for long-term involvement with a client, frequently going on for many years. As psychotherapy developed, the expectation was for fewer and fewer sessions. We now have brief therapy and very brief therapy and single-session therapy. Hoyt (2009) gives an excellent history of brief therapy, along with a scholarly based introduction to the subject. In my practice, I function as a very brief therapist, rarely seeing clients more than one or two times (more if they request). Let me relate how I arrived at this way of working.

I heard the late Steve de Shazer describe a research project carried out at the Brief Family Therapy Center in Milwaukee. Clients were randomly told at intake that their particular presenting problem usually took five or 10 sessions with a therapist. The therapists did not know about this. At follow-up, it was found that the clients who were told 10 sessions began to do “serious” work in their eighth or ninth session, and the clients who were told five sessions did this generally in the fourth session. Having spent most of my life as an academic scientist, I did a simple extrapolation and wondered what would happen if a client were told that their concerns could be resolved to their satisfaction in one session (two if really needed). So I began telling clients that I worked as a very brief therapist who rarely saw clients more than one or two times. My expectation was one or two sessions, and this turned out to be the case with most of my clients. The late Kay Thompson (2004), one of Erickson’s best students, was fond of saying something like, “If you do not believe in what you are doing, then why should the client?” I believe. It also undoubtedly helps that my sessions are always open-ended with respect to time. (I believe that the record for this is Erickson’s 17-hour session—my record is about three hours.)

Because I have written a book about how I work in this mode (Battino, 2006), I will just mention a few of the things that I do here.

Solution-Focused Brief Therapy (SFBT) – A session frequently involves some use of the SFBT m iracle question , with its expectation that the client will create in their post-miracle thinking such realistic and appealing life changes that they cannot help but incorporate these changes into their lives. The trick, if you will, is to get the client to provide as much detail as you can elicit for their post-miracle life. Connected with this is suggesting a number of ways they can act as if their life has changed in a particularly desirable way.
Narrative Therapy – When a client is stuck (why they come to see you), they feel as if they cannot act differently (i.e., they are being controlled in some way by internal forces). Externalization is then used to suggest to the client that the controlling power/entity can be resisted and overcome and even “exorcized.” Although describing the externalization process as an exorcism may appear to be strange, my clients liked this description, and we then work out ways for this to happen. When and how have they successfully resisted or overcome this internal demon? Usually, this work is done in the hypnosis segment of the session, but it can be done directly.
Gestalt Therapy, Two-Chair Technique – With a surprising number of clients, the Gestalt therapy two-chair procedure is just the correct thing to do. This is the case with polarities within the client and with conflicts with parents or other relatives or people. When a client really gets into switching roles, they are usually in some level of trance.
Reframing – Suggesting a different meaning to an event, feeling, or experience can be revolutionary. Being stuck means interpreting what is happening in one’s life in only one way. Reframing provides alternate meanings and allows the client to view their life from a changed perspective. Thinking of behaviors in different contexts is also a reframing. To perceive one’s self differently is change that is lasting.
Stories – Telling stories and building metaphors that contain alternative ways of being and thinking allow the client to discover new ways of living and acting. I tell lots of stories, many of them personal.
Hypnosis for Consolidation – It is generally accepted that people are more receptive to suggestions while they are in a trance state. The hypnosis segment of a session usually occurs at the end and is used to consolidate and repeat the various themes that have emerged during the session. New suggestions are introduced and woven into the tapestry of the session. The client’s inner mind can then pick and choose what makes the most sense for them. Many relevant possibilities are introduced here.

Milton H. Erickson was an artist in structuring a session with a client so that various expectations were “seeded” at the beginning of the session and then utilized at later, appropriate times. People anticipate change in various ways. Anticipating going to a hospital for surgery can be scary in terms of the procedure or it can be hopeful in terms of the expected outcome. When I got a full knee replacement, I did not look forward to the surgery or the long rehab period, but I certainly looked forward to being able to walk and hike comfortably. Which aspect do you focus on? When you focus on the hopeful and positive aspects of change, the negative aspects dim and blur and can be quickly forgotten or overlooked. When hoped-for change is seeded, then it is more likely to occur. The placebo effect is about anticipating positive change, healing, and health. The literature shows it to be remarkably effective. That is why my expectation is that therapy will proceed rapidly and effectively.

Expect happiness, health, joy, and the probability of rapid change. On the Importance of Concerns (vs. Problems) in Hypnosis and Psychotherapy

The development of solution-focused brief therapy (SFBT) by Steve de Shazer and colleagues was a paradigmatic 180-degree shift from the problem-focused therapy that was based initially on the medical model. Yet even with SFBT, the work is still about the “problems” that the clients present. The conversation with the client is about the solutions they have attempted and the solutions that they can attempt. If you ask clients to tell you about their problems, they will do so, and almost ad infinitum . If you ask them what has changed in their life recently that they would like to continue, what has worked for them, and what works for them from time to time, they will tell you that. The emphasis is on solution talk and not problem talk. Stating this another way, the emphasis is not on the organic medical “disease” model but a mental model in which the client has gotten stuck in ways of thinking and behaving that they would like to change.

I have a problem with clients having problems that need solutions. (This is too mathematical!) I prefer thinking about clients being concerned about their thoughts and behaviors (i.e., there are things in their lives that bother them). A concern is of a lesser magnitude than a problem. Problems are serious, and concerns are troubling. Concerns are more easily remedied. I like to think of my clients (and this is my personal belief) as being temporarily troubled . In fact, that is the only diagnosis I am willing to give: being temporarily troubled.

You may think that I am playing games with words here, and I am. Yet in talk therapy, the words we use are the essence of the treatment, the nature of the interaction, and the change agent. Going from a problem to a concern to being temporarily troubled is a major reframe. And reframing is the linguistic mind-changing mechanism of choice for second-order change. Watzlawick et al. (1974) wrote about reframing as the central approach to second-order change, or really changing the system. The goal of therapy is to get the client to do something different, and this occurs via thinking and believing differently about their life and circumstance. They are stuck because they typically have only one way of interpreting or viewing their lives, and this typically leads to only one response. Change comes from changing perspective.

I am simply urging a small change from problem to concern and suggesting that you think about using the diagnosis (if needed) of temporarily troubled .

Battino, R. (2006). Expectation: The very brief therapy book . Crown House Publishing Ltd.

Hoyt, M. F. (2009). Brief psychotherapies. Principles & practices . Zeig, Tucker & Theisen Inc.

O’Hanlon. B. (2003). A guide to inclusive therapy: 26 methods of respectful resistance-dissolving therapy . W.W. Norton and Company.

Thompson, K. F. (2004). The art of therapeutic communication. The collected works of Kay F. Thompson . Crown House Publishing Ltd.

Watzlawick, P., Weakland, J., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution . W.W. Norton & Company.

For more information about my work, please visit rubinbattino.com .

**Opinions and thoughts expressed in our Counseling Confab articles belong to the authors and do not necessarily reflect the opinions or practices of NBCC and Affiliates.

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personal essay for masters in clinical mental health counseling

Hi! i’m currently applying to a Master’s program in clinical mental health counseling. the personal essay has a few guiding questions (“why are you interested in counseling,” “why are you interested in our program specifically,” etc) and asks us to reflect on academic/professional/volunteer experiences, career aspirations, leadership potential, etc.

it’s supposed to be 2-3 pages long - a member of the admissions team recommended to me that it be 3 pages double-spaced.

Now of course I plan to discuss my professional/academic/volunteer experiences to talk myself up and tie them to why i want to be a mental health counselor. But my question is, how much should I talk about personal experiences?

I remember for undergrad, we were told our essay had to be unique and personal. I know that graduate school is different, but I feel like I need to be even just a little bit personal? it’s not like I one day took a random psych class and was like “yes i want to do this forever.”

But how personal should i get? i’m comfortable getting deep but i don’t know if that looks too unprofessional or informal?

any advice is welcome, im horrible at personal essays

thanks in advance!

ETA: im also wondering about formatting? Some samples I’ve seen start with “I am applying for admission to the _________ clinical mental health counseling program.” and others start with an anecdote. i have no idea which is correct and/or better? the latter feels more intuitive to me but I don’t want to be unprofessional

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Clinical mental health counseling program.

The concentration in Clinical Mental Health Counseling is primarily designed for those who wish to pursue employment in a clinical mental health setting and pursue licensure as a professional counselor.

The 60 credit program is a basis for preparation for the requirements for licensure as a Professional Counselor in the State of Tennessee.

Methods of Instruction

Methods of instruction in the Clinical Mental Health Counseling Program include: classroom teaching/lecture, student-led presentations, hybridized course delivery with content pushed out to students, engaging with the institution’s learning management system, Canvas, independent reading and research, and clinical placements in the appropriate field setting. In accordance with established graduate school matriculation policies, known in the Graduate Catalog as “ Continuation Standards ,” students are expected to maintain a B average in order to remain in the program. Students who earn a C in one class must repeat it for a better grade. Earning two Cs will result in program dismissal.

Application to the Counseling Program is made in the spring for fall admission. Candidates wishing to apply to the counseling program must submit a completed application to the Graduate School office no later than February 1. To be officially admitted to the Counseling Program, applicants must first meet all general requirements for admission to the UTC Graduate School. Applicants must hold a baccalaureate (also known as bachelor's) degree before beginning graduate school work. All forms and materials should be submitted directly to the Graduate School. Until fully admitted, students will not be allowed to register for core Counseling Program courses. Prior to admission into the Counseling Program, students may register for EPSY 5010 Methods of Educational Research. No applicant will be admitted to the Counseling Program with conditional admission status. In addition to regular graduate admission requirements, candidates must meet the following requirements:

Provide 2-3 professional and/or academic recommendations pertaining to the candidate’s potential as a counselor.
Submit a résumé reflecting professional experience and volunteer work, related to the helping profession.
As part of the application, you will be asked two Graduate School Essay questions. Along with the two Graduate School Essay Questions, you will also be required to submit a biographical sketch indicating the motivation to become a counselor. You may wish to use the two Graduate School Essay Questions as a guide to complete your biographical sketch. You will be able to upload your biographical sketch via the Application Portal after your Graduate School application has been submitted.
The applicant must attend an admission workshop that includes a group interview with faculty and pass a writing proficiency exam. After the interview and writing exam, candidates will be notified in writing as to their acceptance in the program. No oral confirmations of admission status will be provided.

Program Courses

(also displayed in the program catalog )


EPSY 5010	Methods of Educational Research
COUN 5020	Introduction to the Counseling Profession
COUN 5100	Ethics and Professional Issues in Counseling
COUN 5430	Theories of Human Development
COUN 5440	Theories and Techniques of Counseling
COUN 5450	Counseling Skills
COUN 5470	Group Counseling
COUN 5480	Measurements and Assessments in Counseling
COUN 5490	Career Development and Counseling
COUN 5610	Seminar in Clinical Mental Health Counseling
COUN 5630	Introduction to Counseling Supervision
COUN 5750	Diagnosis and Treatment of Mental Disorders
COUN 5760	Theory and Practice in Multicultural Counseling
COUN 5550	Counseling Practicum
COUN 5590/5720	Internship in Clinical Mental Health Counseling


COUN 5510	Crisis Counseling and Suicidology
COUN 5520	Addictions Counseling
COUN 5530	Family Counseling I
COUN 5540	Counseling Children and Adolescents
COUN 5620	Seminar in School Counseling
COUN 5500	Perspectives in Human Sexuality for Counselors
COUN 5997	Independent Study

Minimum degree requirements

Requirements for the Clinical Mental Health Counseling program Master’s of Education includes earning a minimum of 60 semester hours of course credit, including the core counseling courses and successful completion of 700 hours of clinical placement in the field, successful completion of professional fitness evaluations by program core faculty, a completion of exit examination processes (including completion of the Counselor Preparation Comprehensive Examination [CPCE], a final theories paper with an embedded case study, and satisfactory formative reviews from university and site supervisors), and adhere to the Continuation Standard . Students must maintain a 3.0 to remain enrolled in the UTC Graduate School and the Counselor Education program. A grade of C or Unsatisfactory in a course will require that a student repeat the course. Students who earn two Cs will be dismissed from the UTC Graduate School and Counselor Education graduate program.

Please contact Dr. Kevin Doyle . He is the Coordinator of the Clinical Mental Health Counseling Program.

Accreditation

The following agencies are responsible for accrediting the UTC Counseling Programs, and ensuring a quality education for the students in our program: CACREP .

Counselor Education Program

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529 Oak Street
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It's Not Just a Career. It's a Calling.

SMU excels in counseling education, with students highly sought for internships and positions. Earning SMU s Master of Science in Counseling provides you with education, training, and credentials to excel in the job market and make a significant impact on clients' lives.

in the nation for Best Master's in Counseling Programs (Best Value Schools)

Dive into the dynamic field of counseling with SMU’s Master of Science program, designed to empower you with the knowledge and skills necessary for profound professional and personal impact. This CACREP-accredited program offers specialties in Clinical Mental Health; Marriage, Couple and Family; and School Counseling, preparing you for a variety of roles in different settings. Gain a comprehensive understanding of psychological principles, therapeutic techniques, and ethical practices under the guidance of expert faculty committed to your success.

Take the first step towards a rewarding career in counseling by joining a community that values transformative education and personal growth. Our program not only focuses on developing competent counselors but also nurtures compassionate individuals ready to make a meaningful difference in people’s lives. Engage in hands-on learning experiences, from practicums to internships, in diverse environments to refine your skills and deepen your understanding of client needs. Discover how SMU can help you achieve your professional goals and become a leader in the field of counseling.

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Student experience.

Curriculum Highlights of SMU’s M.S. in Counseling Program

Students acquire knowledge in the disciplines that underlie counseling including education, psychology, human development, learning, and social change. Students develop basic skills in counseling and assessment and become familiar with the legal and clinical considerations that confront practitioners. Students engage in repeated practice and role playing with feedback and strategic modification and complete a year-long Practicum and Internship experience.

Career Readiness for Graduates of the Program

The Counseling program provides the educational and clinical requirements necessary for certification, licensure, and actual counseling practice. Successful graduates are able to pursue State Licensure as Marriage and Family Therapists (LMFT), Licensed Professional Counselors (LPC), or School Counselors. The opportunity to be licensed as a Chemical Dependency Counselor (LCDC) in the state of Texas can be incorporated in an elective concentration.

Common Workplaces for Professional Counselors

An M.S. in Counseling will prepare you in areas such as:

Community agencies
Religious institutions
Private practices

SMU's counseling program equipped me to work with a variety of populations from all walks of life.

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Best Online Psychology Master's Degrees

Best Online Psychology Master’s Degrees Of 2024

Updated: Jan 23, 2024, 1:08pm

The human mind has long been a subject of fascination and controversy, and psychology—the study of the mind—proves valuable across industries, fields and positions. Whether you work in public relations, user experience or human resources, a background in psychology can give you an edge in your career.

A master’s in psychology involves wide-ranging study that can lead to careers in diverse fields. You’ll gain advanced research and analysis skills and a strong understanding of human behavior. Plus, a master’s in psychology can qualify you to work as an industrial-organizational psychologist or a school psychologist .

If you want to dive deeper into the field while maintaining a flexible schedule, you can pursue your degree online. Keep reading to learn about the 10 best online psychology master’s degrees.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

6,290 accredited, nonprofit colleges and universities analyzed nationwide
52 reputable tech bootcamp providers evaluated for our rankings
All content is fact-checked and updated on an annual basis
Rankings undergo five rounds of fact-checking
Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We ranked 39 accredited, nonprofit colleges offering online psychology master’s degrees in the U.S. using 16 data points in the categories of credibility, affordability, student outcomes, student experience and application process. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites. Data is accurate as of June 2023.

We scored schools based on the following metrics:

Student Outcomes:

Overall graduation rate
Median earnings 10 years after graduation

Affordability:

In-state graduate student tuition
In-state graduate student fees
Alternative tuition plans offered
Median federal student loan debt
Percentage of students in federal student loan deferment

Student Experience:

Student-to-faculty ratio
Socioeconomic diversity
Availability of online coursework
Total number of graduate assistants
More than 50% of graduate students enrolled in at least some distance education

Credibility:

Fully accredited
Programmatic accreditation status
Nonprofit status

Application Process:

Acceptance rate

We chose the 10 best schools to display based on those receiving a curved final score of 84% or higher.

Find our full list of methodologies here .

Best Master’s In ABA Online Degrees
Best Online Master’s In Counseling Psychology
Best Online Psychology Degrees

Best Master’s in Psychology Online Programs

Why should you consider an online psychology master’s program, accreditation for online master’s in psychology programs, how to find the right online master’s in psychology for you, frequently asked questions (faqs) about the best online psychology master’s degrees, university of southern california, arizona state university digital immersion, ferrum college, william woods university, indiana wesleyan university-national & global, national louis university, palo alto university, lynn university, liberty university, southern new hampshire university.

Graduate Tuition

$2,244/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Based out of Los Angeles, the University of Southern California offers an online Master of Science in applied psychology that full-time students can complete in 16 months by taking two courses per term. The program’s 34-credit curriculum covers topics in consumer psychology, organizational psychology and research methods, and all students complete 240 hours of experiential field learning through a required internship.

Students can choose to complete the internship requirement through an optional summer experience in Dublin, Ireland.

Our Flexibility Rating: Learn around your 9-to-5
School Type: Private
Application Fee: $90
Degree Credit Requirements: 34 credits
Program Enrollment Options: Full-time
Notable Major-Specific Courses: Consumer psychology, organizational psychology
Concentrations Available: N/A
In-Person Requirements: Yes, for internship

Arizona State University Digital Immersion

$565/credit

Headquartered in Tempe, Arizona State University is among the largest universities in the nation by enrollment. ASU features an online master’s in psychology that requires 36 credits. The curriculum includes courses in applied social psychology, professional issues and research methods and concludes with a capstone course in which students analyze current psychological literature and recommend policy.

ASU delivers most online coursework asynchronously, and the program does not include in-person requirements.

Our Flexibility Rating: Learn on your schedule
School Type: Public
Application Fee: $70
Degree Credit Requirements: 36 credits
Notable Major-Specific Courses: Applied social psychology, professional issues in psychology
In-Person Requirements: No

$475/credit

Based in Ferrum, Virginia, Ferrum College enrolls fewer than 1,000 students and maintains an affiliation with the United Methodist Church. The college’s fully online Master of Science in psychology prepares graduates for Ph.D. programs in the field and takes one year of full-time study to complete.

The program’s 33-credit curriculum includes required courses in ethics, research methods and applied statistics. All students must also complete a thesis that involves significant original research. Ferrum College’s MS in psychology does not lead to licensure.

Application Fee: $50
Degree Credit Requirements: 33 credits
Notable Major-Specific Courses: Ethics and professional issues; research methods in social sciences; applied statistics in the social sciences

$450/credit

Based in Fulton, Missouri, William Woods University offers an online master’s in psychology program that requires 33 credits. The curriculum includes coursework in psychological testing and assessment, advanced statistics, research design and advanced cognition. All students complete an original thesis before they graduate.

This program is designed for both working professionals looking to expand their career options and students who want to eventually pursue doctoral programs in psychology.

Application Fee: Free
Notable Major-Specific Courses: Psychological testing and assessment; advanced statistics

$499/credit

Based in Marion, Indiana, Indiana Wesleyan University has expanded its distance learning presence in recent years. The university offers an online master’s in psychology program with two concentration options: industrial and organizational psychology, and life coaching and positive psychology. Both tracks require 30 credits and include core courses in lifespan development, personality development and research methods.

All students also complete a capstone project. IWU delivers all online coursework asynchronously for maximum flexibility.

Degree Credit Requirements: 30 credits
Notable Major-Specific Courses: Lifespan development, theories of personality development, research methods in psychology
Concentrations Available: Industrial and organizational psychology; life coaching and positive psychology

$790/credit

Headquartered in downtown Chicago, National Louis University features an online Master of Arts in psychology that students can complete in 18 months. The 36-credit curriculum includes four concentration options: general psychology, community psychology, psychological assessment and teaching of psychology. No matter their concentration, students in the program complete core foundational coursework in areas like abnormal and social psychology.

Online courses at NLU may include both synchronous and asynchronous elements.

$6,888/quarter

Located in the Bay Area in Palo Alto, California, Palo Alto University focuses primarily on counseling and psychology programs. The university’s online Master of Science in psychology includes limited in-person requirements. Students who pursue the Ph.D. prep concentration must complete a one-week, on-campus residency focused on clinical interviewing. Learners can take a generalist track or pursue a concentration in forensic psychology or technology and mental health.

The program uses Zoom to deliver synchronous coursework during the evenings.

Application Fee: $80
Degree Credit Requirements: 37.5 to 47 credits
Program Enrollment Options: Part-time
Notable Major-Specific Courses: Research methods and statistics; child and adolescent development
Concentrations Available: Ph.D. prep; technology and mental health; forensic psychology
In-Person Requirements: Yes, for Ph.D. prep concentration

$650/credit

Located in Boca Raton, Florida, Lynn University offers an online Master of Science in psychology with either a generalist concentration or an industrial/organizational psychology concentration. In both cases, the curriculum requires 37 credits, and core courses include personality psychology, advanced social psychology, and scientific writing and analysis. All students complete a thesis with original research as a capstone requirement.

Incoming students can apply to begin the program in the spring, summer or fall semesters.

Degree Credit Requirements: 37 credits
Notable Major-Specific Courses: Advanced research in psychology, personality psychology
Concentrations Available: General psychology, industrial/organizational psychology

Based out of Lynchburg, Virginia, Liberty University enrolls more than 135,000 students thanks in large part to its online programs. The university’s online master’s in applied psychology takes the typical student 18 months to complete. Students can choose between concentrations in general psychology, developmental psychology, industrial-organizational psychology and public mental health.

No matter their concentration, distance learners must complete 36 credits and take core courses in areas like social psychology and the psychology of learning.

Notable Major-Specific Courses: Social psychology, psychology of learning
Concentrations Available: General psychology, developmental psychology, industrial/organizational psychology, public mental health

$637/credit

Located in Manchester, New Hampshire, Southern New Hampshire University is a private university primarily focused on online programs. The university’s online Master of Science in psychology offers three concentration options: forensic psychology, industrial and organizational psychology, and child and developmental psychology. All students must complete 36 credits and take core courses in areas like social psychology and cognitive processes.

SNHU delivers all online coursework asynchronously, and the program does not include any in-person requirements.

Notable Major-Specific Courses: Social psychology, cognitive processes
Concentrations Available: Forensic psychology; industrial and organizational psychology; child and developmental psychology

A master’s in psychology is a widely applicable degree for all types of students. Here’s why you might pursue an online psychology master’s degree.

Master’s Degrees in Psychology: Fast Facts

Nearly 25% of CEOs hold a master’s degree as their highest level of education. ( U.S. Bureau of Labor Statistics )
According to the American Psychological Association (APA), neuroscience is the most competitive psychological subfield at the master’s level, while counseling psychology accepts the highest percentage of students.
Approximately 4 out of 5 graduate psychology students are women. (APA)
Forty-three percent of graduate psychology students identify as BIPOC. (APA)
The most diverse subfield of psychology among graduate students is developmental psychology. (APA)

Should You Earn Your Degree Online?

Online degrees have become more and more prevalent in recent years. However, they don’t suit all types of learners. To determine if distance learning is right for you, ask yourself a few key questions:

What’s your budget? Distance learners generally avoid some costs associated with on-campus learning, including housing and transportation. Moreover, some public universities allow out-of-state distance learners to pay in-state or otherwise discounted tuition rates.
What’s your learning style? Online learning requires plenty of discipline, organization, time management and self-motivation. If you rely on a peer group or the routine of a physical classroom for motivation, on-campus learning may provide a better fit.
What are your other commitments? Flexibility is one of the main reasons many parents and working professionals opt for online learning. If you’ll have significant obligations outside of school, an asynchronous online program might help you juggle your studies with your other commitments.

There are two important types of college accreditation to understand: institutional and programmatic.

Institutional accreditation is non-negotiable. You should enroll at a school only if it’s institutionally accredited, as this is the only way you can qualify for federal student aid. Plus, Ph.D. programs, employers and credentialing bodies may not recognize degrees that come from unaccredited universities.

The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) oversee the agencies that manage the institutional accreditation process. These agencies evaluate schools for the quality of their finances, academics and faculty. To verify a prospective school’s accreditation status, you can visit its website or check the directory on CHEA’s website.

Programmatic accreditation offers quality assurance and vetting in specific fields. Programmatic accreditation is uncommon among undergraduate and master’s-level psychology programs, though APA accreditation does apply to doctoral, postdoctoral residency and internship programs.

Once you’ve determined that you want an online master’s degree in psychology, it’s time to decide where you should earn it. Here’s how to choose a school.

Consider Your Future Goals

Psychology is a wide-ranging field. To choose the right program and specialization for you, it’s best to determine your career goals before committing to any specific program.

A master’s degree in general psychology can lead to careers in fields as diverse as public relations , education, human resources , user experience and marketing , among others. If you know you want to go into a specific field, such as industrial-organizational psychology , you may want to consider attending a psychology program that offers that specific specialization.

If you don’t want to enter the workforce immediately upon graduation, and instead plan to continue your studies in a doctoral program, you should choose a master’s program with a significant research component. A completed thesis can help you take the next step into a Psy.D. program or a Ph.D. in psychology. Some master’s programs also offer Ph.D. prep concentrations, which explicitly prepare you to continue your career in academia.

Understand Your Expenses and Financing Options

Eliminating the one significant outlier (USC at $2,244), per-credit tuition rates for the 10 programs ranked in our guide range from $450 to $799. Over the course of a typical 36-credit master’s degree, these rates translate to approximately $16,000 to $29,000 in total tuition costs.

As a comparison point, according to the National Center for Education Statistics , as of the 2021–22 academic year, the average annual tuition for a graduate program was $12,596 at public universities and $29,931 at private, nonprofit universities.

To get help funding your education, the first step is filling out the Free Application for Federal Student Aid (FAFSA®). The FAFSA is the portal to federal aid opportunities like grants, scholarships and loans, along with aid from other resources. You can also pursue graduate assistantships through your university. Keep in mind that some assistantships may be reserved for on-campus and Ph.D. students.

How long does it take to get an online master’s degree in psychology?

The 10 ranked programs in our guide generally take 12 to 18 months to complete. Keep in mind that completion times can vary depending on your school, program and enrollment status.

What can I do with an online master’s in psychology?

There are many psychology-related careers that you can pursue as a master’s degree holder, including market research analyst, user experience researcher, project manager , public relations specialist and human resources manager .

Is an online master’s in psychology respected?

Yes. As long as you attend an accredited university, a psychology master’s degree earned online carries the same weight as one earned in person.

Can I do a master’s in psychology online?

Yes, you can complete a master’s in psychology online. Many colleges offer fully online and hybrid psychology master’s programs.

Is it better to get an M.S. or an M.A. in psychology?

It depends on your goals. An M.A. in psychology often focuses on the applications of psychology, whereas an M.S. focuses more on research and scholarship.

Mikeie Reiland is a writer who has written features for Oxford American, Bitter Southerner, Gravy, and SB Nation, among other publications. He received a James Beard nomination for a feature he wrote in 2023.

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Online Master's Degree: Clinical Professional Counseling

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Immersive and practical training to prepare the next generation of mental health professionals.

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