phd counselor education cacrep

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Counselor Education and Supervision Doctorate (Ph.D.)

Kansas State University has offered CACREP-accredited counseling programs since 1999. As our programs transition from in-person modalities to 100% digitally delivered, our programs will undergo review for CACREP standards compliance. The content of the Ph.D. in Counselor Education & Supervision program is fully compliant with CACREP standards, and the online modality will be reviewed for accreditation consideration in 2024.

The Ph.D. in Counselor Education and Supervision prepares graduates for professional leadership roles in counselor education, supervision, advanced counseling practice, and research. The doctoral program is designed for those who aspire to careers in counselor education at colleges and universities; teaching, counseling, and supervision at community colleges; director of counseling programs in P-12 programs; consultation to community agencies, business/industry, and/or state departments; counseling and supervisory positions in student development; and/or, mental health private practice counseling. Graduates will complete the program with the coursework to apply for a mental health counseling license.

The program requires a minimum of 96 hours post baccalaureate and includes coursework in counseling, supervision, teaching, leadership, and research, culminating in a dissertation that is a unique contribution to the field. Students develop an area of focus of 6 hours of courses outside of the department planned with concurrence of the committee. The program includes a minimum of 12 hours of dissertation research.

Program Fast Facts (PDF)

See the Cashiers and Student Accounts website for tuition and fee schedules .

Admission Requirements

Admission to graduate study is granted by the Dean of the Graduate School upon the recommendation of the faculty in the graduate program. Applicants seeking admission to this degree program must submit the information noted below. Before starting the online application, gather all information and documents for all of the admission requirements so that they can be uploaded into the application system. All materials must be received before review will begin.

• Completed Online Graduate School Application . (Follow the prompts for completing the application process.)
• April 1 for fall enrollment
• November 1 for spring enrollment
• August 1 for spring (January) enrollment
• Domestic Students: A $65 application fee is required for all domestic students; the application will not be processed without this fee. The fee can be paid by credit card when completing the online application.
• International Students: A $75 application fee is required; the application will not be processed without this fee. The fee can be paid by credit card when completing the online application.
• You must upload into the online application system a scanned copy (PDF preferred) of the official transcript(s) from each college or university where you received your bachelor's degree(s) and completed any post baccalaureate course work or degrees. Transcripts become part of your records at Kansas State University and cannot be returned. Please be aware that printouts from university student portals are not considered a copy of your official transcript.
• If you are admitted, you will be required to submit an official transcript for GPA and degree conferral verification from the institution(s) where you received your degree(s) and completed any post-baccalaureate credits.
• Students whose transcripts are not in English must furnish a translation by an appropriate authority. Failure to list any colleges or universities attended may result in dismissal from the university.
• Career and professional goals and aspirations, and how being accepted to the program will benefit the goals and aspirations;
• Evidence of commitment to the counseling profession;
• Competencies and experiences related to the program (e.g., counseling skills and experience, interpersonal skills, teaching skills, program development experience);
• Evidence of motivation, leadership, and strong work ethic;
• Knowledge, competencies, and experience related to research;
• Research interests;
• Evidence of experience with diversity and, if applicable, fluency in languages other than English; and
• Professional experiences that support application.
• The paper is to be well written and thoughtfully presented. For resources to help writing the paper, see the Purdue Writing Lab (OWL) . An additional writing sample(s) that is independently authored may be submitted as part of the application process (e.g., graduate course paper, thesis, published article).

An important aspect of doctoral work is to advance and apply scholarship on educational issues within the context of the academic program. For the purpose of this application, please consider a complex issue related to counselor education and supervision that you find important and compelling, and develop a scholarly essay (approximately 5-8 pages) which includes:

• an overview of the issue you’ve chosen to explore (e.g., research, practice, ethical, cultural considerations),
• a presentation of the current state of knowledge in the literature related to the issue (citing sources as appropriate), and,
• conclude with a possible interpretation of the critical issue from at least two different perspectives, including a first stab at the potential for future research on the topic. How could you further study this issue?
• The essay should be uploaded as a MS Word document or PDF file, double-spaced, formatted in APA (7th ed.) style, and include a minimum of 5 scholarly (peer-reviewed) sources. The essay will be assessed according to the following elements: overview of the issue, incorporation of existing literature, interpretation of the critical issue, articulation of future research ideas, and overall coherence and readability.
• Three letters of recommendation are needed from college or university educators and/or colleagues or supervisors who are qualified to address your professional skills and your potential for success in the graduate program. Enter the names and email addresses of the recommenders into the appropriate area in the online application.
• You must upload into the online application system a professional resume/vitae that includes previous academic degrees, past and present employment, professional activities and roles, and other pertinent information.
• An interview with faculty members in this program may be requested before an admission decision is made (e.g., phone, video conference, on campus).
• To demonstrate competence in the English language, an official report of scores on the Test of English as a Foreign Language (TOEFL), International English Language Testing System – academic exam (IELTS) or Pearson Test of English (PTE) must be sent to Kansas State University for all applicants whose primary language is not English. Enter your scores in the online application and upload the report of your scores.
• Learn more about English proficiency requirements

International applicants must meet the same academic standards for admission as those required of domestic students. When applying for admission, international applicants must provide an Affidavit of Financial Support and documentation of English language proficiency . Detailed information about these issues is provided at the Graduate School's International Students web page.

* Course is synchronous

Professional courses (24 credit hours)

• EDCEP 821 - Fundamentals of Program Evaluation (3)
• EDCEP 953 – Multicultural and Social Justice Issues in Counselor Education (3)
• EDCEP 955 - Legal and Ethical Issues in Counseling (3)*
• EDCEP 957 – Teaching and Learning in Counselor Education (3)
• EDCEP 958 - Advanced Group Counseling (3)*
• EDCEP 962 – Leadership & Advocacy in Counselor Education & Supervision (3)
• EDCEP 967 - Appraisal and Psychopathology (3)
• EDCEP 985 - Advanced Counseling Theory (3)

Cognate area (6 credit hours)

Students will develop an area of focus of courses outside of the department planned with concurrence of the committee.

Research Courses (12 credit hours)

• EDLEA 838 - Qualitative Research in Education (3)
• EDLEA 938 - Advanced Data Analysis in Qualitative Methods (3)
• EDCEP 817 - Statistical Methods in Education (3)
• EDCEP 917 - Experimental Design in Educational Research (3)

Practicum/Internship (12 credit hours)

• EDCEP 977 - Advanced Counseling Practicum (3)*
• EDCEP 987 - Counseling Supervision Practicum (3)*
• EDCEP 991 - Internship in Counseling and Educational Psychology (6)*

Research (12-15 credit hours)

• EDCEP 999 - Doctoral Research (12-15)

During the coursework phase of the program, all doctoral students are required to attend one on-site residency experience in Manhattan, Kansas. Such residency opportunities will be offered annually in early August starting in 2025 and will be scheduled as a Friday evening through Sunday morning experience.

Student Learning Outcomes

Please see the Assessment Alignment Matrix (PDF)

SLOs Aligned with 2016 CACREP Standards Program Outcomes

• Graduates will demonstrate knowledge and skill in scholarly examination of theories relevant to counseling, ethically integrate evidence-based theories to counseling practices recognizing culturally relevant needs in multiple settings, and evaluate effectiveness of methods.
• Graduates will demonstrate knowledge and skill in legal, ethical, culturally relevant, and theory-based supervisory instruction implementing technology as appropriate and grounded in relationships that promote the development of skills in evaluation, remediation, and gatekeeping.
• Graduates will demonstrate knowledge and skill in accreditation standards and processes, ethical online and on-campus curriculum design, assessment, and evaluation methods relevant to counselor education.
• Graduates will demonstrate knowledge and skill of the roles and responsibilities and ethical and culturally relevant pedagogy and teaching methods for adult development and learning in counselor education.
• Graduates will demonstrate knowledge and skill in ethical and culturally relevant processes and strategies for designing and conducting research and scholarship inclusive of program evaluation; qualitative and quantitative, univariate, multivariate, and emergent designs, methods, and analysis, research questions for professional writing for journals, grants, and conference proposals.
• Graduates will demonstrate knowledge and skill in theory-based ethical leadership and advocacy in professional organizations and on behalf of the profession and professional identity; response to crisis and disasters; practices related to multicultural and social justice issues; and engagement and consultation with local, state, national, community policymakers.
• Graduates will demonstrate knowledge and application of professional dispositions including professional behaviors; adherence to site, course, and program tasks and policies; multicultural competence in counseling; flexibility and adaptability; openness to feedback and change; congruence and genuineness; integrity; emotional stability and self-control; and initiative.

Course Syllabi

• EDCEP 810: Mental Health in Schools
• EDCEP 815: Using Tests in Counseling
• EDCEP 816: Section A: Research Methods in Education
• EDCEP 817: Section ZA: Statistical Methods in Education
• EDCEP 822: Counseling Adolescents
• EDCEP 823: Counseling Theories
• EDCEP 824: Lifespan for School Counselors
• EDCEP 832: Counseling Techniques
• EDLEA 838: Qualitative Research in Education
• EDCEP 852: Career Development
• EDCEP 855: Professional Counseling Orientation and Ethical Practice
• EDCEP 856: Counseling Children
• EDCEP 857: Program Management
• EDCEP 858: Group Processes
• EDCEP 860: Trauma & Crisis Counseling
• EDCEP 867: Counseling Mental Health Disorders
• EDCEP 871: Leadership, Advocacy, and Consultation for Counselors
• EDCEP 877: Practicum
• EDCEP 887: School Counseling Intership
• EDLEA 938: Advanced Data Analysis in Qualitative Methods
• EDCEP 951: Multicultural Counseling
• EDCEP 953: Multicultural & Social Justice Issues in Counselor Education
• EDCEP 958: Advanced Group Counseling
• EDCEP 962: Leadership & Advocacy in Counselor Education & Supervision
• EDCEP 967: Appraisal & Psychopathology
• EDCEP 977: Advanced Counseling Practicum
• EDCEP 985 ZA: Advanced Counseling Theory
• EDCEP 987 ZB: A dvanced Counseling Supervision Practicum
• EDCEP 991: Advanced Counseling Internship

Ph.D. in Counselor Education & Supervision Program Objectives

• PO-CES1 - Demonstrate advanced knowledge and skills in counseling theories and evidence-based counseling practices (CACREP Standards VI.B.1)
• PO-CES2 - Provide high-quality clinical supervision of counselors in a variety of settings (CACREP Standards VI.B.2)
• PO-CES3 - Educate, evaluate, and mentor students in counselor education programs (CACREP Standards VI.B.3)
• PO-CES4 - Engage in scholarly research and professional writing for publication in counseling journals (CACREP Standards VI.B.4)
• PO-CES5 - Assume leadership roles in counselor education programs, professional associations, and counseling organizations (CACREP Standards VI.B.5)

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Online Ph.D. in Counselor Education & Supervision (CACREP)

Online Delivery

The Doctorate of Philosophy in Counselor Education and Supervision is offered online and requires four one-week summer residencies. The program received CACREP accreditation in July 2017.

Mission Statement

The Doctorate of Philosophy in Counselor Education and Supervision at Adams State University prepares graduates to work as counselor educators, supervisors, researchers, and practitioners in diverse academic and clinical settings. Graduates are prepared to extend the knowledge base of the counseling profession as leaders for a climate of scholarly inquiry.

The Ph.D. in Counselor Education and Supervision at Adams State University prepares graduates to:

• Work as counselor educators and supervisors, researchers and practitioners in academic and clinical settings.
• Extend the knowledge base of the counseling profession in a climate of scholarly inquiry.
• Inform professional practice by generating new knowledge for the profession through dissertation or comparable research projects focused on areas relevant to counseling practice, counselor education, and/or supervision.
• Assume positions of leadership in the counseling profession.

The deadline to submit reports for the July 2024 Board of Directors meeting is May 15, 2024.

About CACREP

Understanding accreditation, types of accreditation.

It is important to distinguish between the accreditation of programs and the certification of individuals, two separate processes that are frequently referred to as if they are one and the same. On the one hand, accreditation implies the setting of minimal standards which training programs must meet. In order to become accredited, a counselor education program must fulfill certain requirements or standards with regard to institutional settings, program mission and objectives, program content, practicum experiences, student selection and advising, faculty qualifications and workload, program governance, instructional support, and self-evaluation. On the other hand, certification implies recognition that individuals have met minimal professional standards to practice independently as a counselor. In order to be certified, counselors must meet certain levels of education and training in counseling, they must follow the code of ethics, and they are held accountable to show competent and ethical performance in practice.

In the United States, there are two types of accreditation – institutional and specialized. Institutional looks at the entire institution. Specialized accreditors, such as CACREP, look at professional preparation programs within institutions.

When programs are reviewed by CACREP, there are a few standards that address issues at the institutional level (such as financial aid), but most of the application and review focus on the program that offers the graduate degree in counseling. It is the degree-specific program that holds accreditation, not the department or college in which it is housed. Eligibility for CACREP includes having institutional accreditation, so the institutional issues such as financial viability and resources are addressed.

Benefits of Accreditation

Why should my program seek accreditation? Click here to learn more.

Value of Accreditation

Accreditation basics.

Accreditation in the United States is a unique peer review system of quality assurance.

For CACREP, this means that programs voluntarily submit a self-study that is reviewed against the CACREP Standards by counselors and counselor educators to ensure that students receive a quality educational experience.

The vision of CACREP is to provide leadership and to promote excellence in professional preparation through the accreditation of counseling and related educational programs.  As an accrediting body, CACREP is committed to the development of standards and procedures that reflect the needs of a dynamic, diverse, and complex society.  CACREP is dedicated to

• encouraging and promoting the continuing development and improvement of preparation programs; and
• preparing counseling and related professionals to provide services consistent with the ideal of optimal human development.

CACREP maintains collaborative relationships with other groups that focus on accreditation, licensing, certification, and the professional development of counselors and related practitioners.

The mission of CACREP is to promote the professional competence of counseling and related practitioners through

• the development of preparation standards;
• the encouragement of excellence in program development; and
• the accreditation of professional preparation programs.

Core Values

In March 2002, the CACREP Board of Directors developed this  Statement of Core Values  to provide additional clarification and support for the existing Mission and Vision statements.

The CACREP Board of Directors believes in

• advancing the counseling profession through quality and excellence in counselor education;
• ensuring a fair, consistent, and ethical decision-making process;
• serving as a responsible leader in protecting the public;
• promoting practices that reflect openness to growth, change and collaboration; and,
• creating and strengthening standards that reflect the needs of society, respect the diversity of instructional approaches and strategies, and encourage program improvement and best practices

CHEA Recognition

CACREP has been recognized by the Council for Higher Education Accreditation, a national advocate and institutional voice for self-regulation of academic quality through accreditation.  CHEA is an association of 3,000 degree-granting colleges and universities and recognizes 60 institutional and programmatic accrediting organizations.CHEA recognition provides assurance to the public and higher education institutions that CACREP is a legitimate accreditor with authority granted by a regulating body who has reviewed the standards, processes, and policies of CACREP.CHEA recognition also assures the public that the programs  that achieve CACREP accreditation are legitimate degree programs.  Both CHEA and CACREP assist the public in avoiding spending money on illegitimate degrees promoted by degree mills and accreditation mills.

CACREP's Scope of Accreditation CACREP accredits master’s and doctoral degree programs in counseling and its specialties that are offered by colleges and universities in the United States and throughout the world.

The CACREP Board of Directors

The CACREP Board is composed of between 13 and 15 members.  It must include at least eight (8) counselor educators, at least two (2) counseling practitioners, and at least two (2) public members, who are not current or former members of the counseling profession.

All Directors serve for one (1) five year term and are not eligible for reappointment.  They must also agree to and abide by the Board Member Conflict of Interest Policy .

Here’s why CACREP matters:

• CACREP matters because we have continuously advocated for our Professional Counselor identity as a necessary element of counselor education and training
• CACREP values inclusion and protecting the public through academic standards for our profession by establishing minimum standards to guide the Counseling profession, supporting anyone, with any identity, possessing the relational skills and dispositions who are motivated to help others by becoming a Professional Counselor

Earl Grey Chair Faculty Member, Southern New Hampshire University

Cheri meder.

Board term ends 6/30/2024 Faculty Member, Adams State University

Sonja Sutherland

Board term ends 6/30/2027 Faculty Member, Walden University

Aaron Mertes

Board term ends 6/30/2028 Faculty Member, Montana State University Billings

Board term ends 6/30/2025 Faculty Member, California State University Sacramento

Carlos Del Rio

Board term ends 6/30/2028 Faculty Member, Bellevue University

Christopher Schmidt

Board term ends 6/30/2025 Faculty Member, Villanova University

Board term ends 6/30/2027 Practitioner

John Steward

Board term ends 6/30/2028 Practitioner

Keith Klostermann

Board term ends 6/30/2026 Faculty Member, State University of New York at Fredonia

Kent B. Provost

Board term ends 6/30/2026 Faculty Member, Governors State University

Kyla Marie Kurian

Board term ends 6/30/2027 Faculty Member, North Carolina Central University

Marianne Schimelfenig

Board term ends 6/30/2026 Public Member

Publications

Cacrep flyer.

CACREP has developed a 1-page flyer for anyone to use in advocacy efforts, such as with administrators, state legislators, and others.

A Guide to Graduate Programs in Counseling

Written for undergraduate students and other prospective counselors, A Guide to Graduate Programs in Counseling is the first of its kind to create a comprehensive, reliable means of learning about the counseling profession, entry level preparation (i.e., master’s degrees in counseling specializations), and what to consider when searching for, applying to, and ultimately selecting a graduate program in counseling that is the “perfect fit.”

CACREP Connection

CACREP publishes an e-newsletter called CACREP Connection, which is designed to keep programs informed of the latest news regarding CACREP Accreditation, Initiatives, Policies and Standards.

CACREP Annual Report and Vital Statistics

CACREP publishes an annual report summarizing CACREP initiatives and activities over the year as well as reporting data on accredited programs and students.

Articles About CACREP

This includes articles published about CACREP in outside publications.

Research Corner

Welcome to CACREP’s Research Corner! CACREP continuously strives to support research that examines the various impacts of accreditation and related issues through initiating student research, faculty research, and CACREP-commissioned research on current affairs within the counseling profession. Here you will find information about CACREP’s Research Agenda, professional literature that supports CACREP’s efforts, and research opportunities for students and faculty.

Professional literature says…. 81.7% of LPCs sanctioned for ethics violations graduated from non-CACREP-accredited programs (Even & Robinson, 2013) Test takers from CACREP programs scored significantly higher on the NCE exam than test takers from non-CACREP programs (Adams, 2006) Graduate students from CACREP programs passed the NCE at higher rates (86%) than did students from non-CACREP programs (77%) (Milsom & Akos, 2007) 88% of students from CACREP programs successfully obtained the NCSC credential, compared to only 52% of students from non-CACREP programs (Milson & Akos, 2007)

Recent CACREP References

If you have any questions or are interested in getting involved in CACREP’s Research Initiatives please contact us at [email protected] .

Research Initiatives for Graduate Students

The CACREP Research Initiative for Graduate Students (CRIGS) program offers current CACREP graduate students the opportunity to become a CRIGS Research Fellow for a one year term. Research Fellows will collaborate with one another, as well as with CACREP Staff, to engage in research endeavors that mirror and support CACREP’s vision, mission, and values. Research Fellows involved in the CRIGS program will have the unique opportunity to be involved in scholarly endeavors that align with the goals and objectives of the CACREP Research Agenda.

Student and Faculty RFPs

CACREP is soliciting research proposals from counselor educators and researchers that examine the impact and/or utility of CACREP accreditation. Research proposals should be developed in alignment with the CACREP Research Agenda (dated 2018) and attempt to address research related to one or more areas of interest explicitly identified on the current agenda.

CACREP Research Agenda

CACREP develops an annual Research Agenda to identify significant information and advocacy needs as well as emerging issues relevant to its mission. CACREP believes these issues have short- and long-term impact on the quality of its accreditation process. The Research Agenda is not an exhaustive listing of research topics, but rather highlights priority topics that are directly related to its mission and strategic initiatives.

Martin Ritchie Award for Excellence in Advocacy

CACREP’s Martin Ritchie Award for Excellence in Advocacy recognizes individuals who engage in superlative advocacy efforts on behalf of CACREP and its vision, mission, and values, which ultimately serve to advance the counseling profession through quality and excellence in counselor education.

The Carol Bobby Pioneer Award for Visionary Leadership

As a reflection of her career defined by visionary leadership and commitment to students, the purpose of CACREP’s Carol Bobby Pioneer Award for Visionary Leadership is to celebrate a doctoral student in a CACREP-accredited counselor education and supervision program who embodies visionary leadership aligned with CACREP’s core values.

Previous Decision Announcements

Announcements of previous accreditation decisions are listed below:

• January 2023
• January 2022
• January 2021
• January 2020

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• PhD in Counselor Education and Supervision

Counselor Education and Supervision Doctor of Philosophy in Counselor Education and Supervision

As a counselor, you know how important mentors and positive professional role models can be. Capella University offers groundbreaking online learning combined with in-person experiences that can help you develop your inner mentor and advance as a leader in counseling.

Our CACREP-accredited PhD in Counselor Education and Supervision program can help you advance as a practitioner, leader, clinical supervisor, educator, and researcher. This program offers you a way to practice real-world application of theories with hands-on experience during your practicum and internship courses. You'll build your skills in counseling, teaching, research, leadership, advocacy, and supervision.

Begin dissertation prep early

Take what you learn and apply it to real-world situations in your practicum and internships.

Practicum/internship

Focus on developing advanced counseling, clinical supervision, teaching, leadership, and research skills.

Strategic alignment

Our curriculum is designed to incorporate the values, principles, and ethical standards of national, regional, and state professional counseling associations and honor societies.

Use the code WINTER  to waive the $50 application fee.

At a glance

• Online and in-person
• 12 core courses
• Internships
• Advanced doctoral phase
• CACREP-accredited

Reduce your tuition by $5,000

Enroll in a qualified program and apply for a $5K Capella Progress Reward, a scholarship to help fund your doctoral degree.

Courses and skills

Explore counselor education and supervision courses.

• This degree requires at least 72 quarter credits
• You’ll need to complete 12 core courses in addition to two internship courses, a practicum, and dissertation requirements.

Your work toward completion of this CACREP-accredited counselor education and supervision PhD features an in-depth study of doctoral-level instructional delivery in advanced counseling practice/therapy, counseling supervision, teaching, research, leadership, and advocacy.

View all courses

What you'll learn

This program is designed to prepare counseling professionals for advanced clinical practice, leadership, teaching, and supervisory roles. Build your skills in multiple methods of graduate-level instructional delivery in counseling, clinical supervision, leadership, and advocacy.

On successful completion of this program, you should be able to:

• Apply principles supporting personal and professional development, modeling exemplary comportment
• Conduct valid, reliable, and ethical research that contributes to the knowledge base for the field of counselor education and supervision
• Evaluate current theories and practices of the counseling profession to promote evidence-based practice, supervision, and teaching
• Advocate for social justice and the advancement of professional counseling
• Apply professional codes of ethics, cultural competence, and legal standards to counselor education and supervision practice
• Communicate professionally and effectively with diverse individuals and groups through written, verbal and electronic formats

Review the Capella career exploration guide  to learn more about this program and professional paths to explore.

Tuition and learning format

How much does the phd in counselor education and supervision cost.

The total cost of your degree will depend on academic performance, transfer credits, scholarships and other factors. See GuidedPath cost information below.

A structured learning format with an active peer community and faculty guidance. We’ll set the schedule, you meet the deadlines.

• Based on the quarter system; 1-2 courses per 10-week quarter
• 1 semester credit = 1.5 quarter credits
• Weekly assignments and courseroom discussions
• Pay for what you take, price varies by courseload or term

$730  per credit, 60  coursework credits, 0 max transfer credits

Learn more about GuidedPath »

Tuition breakdown

Program phases.

$730 Per quarter credit

60 coursework credits

Per quarter credit

12 credits of practicum and internship included in program costs. Travel, lodging, meals and other expenses not included.

Dissertation

$2,920 Per quarter

Per quarter

Resource kit fee

$175 Per quarter

Coursework phase only; includes eBooks, textbooks, interactive media, software, course packs, articles, test kits, and other instructional materials

Application fee

$50 One-time fee

One-time fee

Tuition and program length are unique to you

Your total tuition and program length depend on a variety of factors:

• The program specialization you choose
• Scholarships and finances
• Prior coursework
• Employer and/or military benefits
• Amount of time spent working on practicum
• Number of quarters spent working on dissertation
• Complexity of your dissertation
• Academic performance
• School/work/life balance
• Unexpected life events

About cost scenarios

The cost scenarios below are examples based on general program pricing and 2023–24 Capella tuition rates, and assume the average number of transfer credits a student brings into the program. Pacing information is current as of January 1, 2023. These rates are the same nationwide and may change depending on factors affecting program length and price.

To discuss whether the specialization you’re interested in has additional factors that may affect program cost and length, contact a Capella enrollment counselor.

Cost scenarios

*Eligibility rules apply. Connect with us for details.

Get the details

Connect with an enrollment counselor to further discuss the cost of the program and explore your eligibility for scholarships and discounts.

Scholarships and savings

Are there scholarships available for doctoral degrees.

Your education is an investment in your future that's within reach. There are  more ways to save  than you might think.

Federal grants

The U.S. Department of Education provides grants that can be used to pay for education expenses, including doctoral program tuition and fees.

Employer & association discounts

If your employer or organization is a Capella network partner, you may be eligible for a discount. Ask your employer what offers are available.

$5K toward your doctorate

Apply for a  $5K scholarship Capella Progress Reward , a scholarship to help fund your doctoral degree.

Accredited and recognized

Capella is accredited by the higher learning commission..

Accreditation and recognitions provide assurance that we meet standards for quality of faculty, curriculum, learner services, and fiscal stability. See all our  accreditations  and  recognitions .

CACREP Program/Learner Outcomes Data for Capella University 2022-2023 CEU Annual Report

How to apply, phd in counselor education and supervision admission requirements.

Applicants must provide the following information for  admission  to Capella programs and specializations:

• A master’s degree from an institution accredited by an agency recognized by the U.S. Department of Education, or from an internationally recognized institution
• Completion of a CACREP-accredited curriculum equivalent master's degree program 
• Your official master’s transcripts, with a minimum grade point average of 3.25 or higher on a 4.0 scale
• A valid, government-issued form of photo identification
• 2 Letters of recommendation completed by supervisor, faculty member and professional colleague
• An extended goal statement and writing sample. Your Resume or curriculum vitae (CV)

GRE and GMAT are not required for admission.

International Student Requirements

If you completed your most recent academic coursework, degree, or credential at an institution outside the United States, regardless of your citizenship or where you currently live, you are considered an international applicant.

In addition to the above admission requirements, you will need to submit these materials:

• Minimum score on acceptable test for proof of English proficiency
• Transcript evaluation

Learn more about  international student admissions .

Faculty and support

What support does capella offer online students.

Our programs are designed to meet the unique needs of doctoral students. We’ve structured the experience in manageable pieces that build on one another to help you earn your doctorate. You’ll have support from faculty, staff, and online resources along the way.

Doctoral faculty

Work with faculty members who have years of experience and specialize in their areas of expertise throughout each phase of your program, including literature review and implementation planning.

Enrollment counselors

These experts will set you up for success. They’ll help you find the right degree program and answer all your questions about Capella.

Academic coaches

Through quarterly appointments and as-needed counseling sessions, these specialists introduce you to Capella and help you tailor your program to your personal goals and experiences.

Articles and resources

Expand your perspective on academic and career topics with articles and resources from Capella University.

How to Choose a Career in the Helping Profession

The options for working in the helping profession are seemingly endless, but if you’ve done some exploration, you know that each professional path requires a different type of educational focus.

Collaborative Efforts in Counseling, Clinical Psychology, and Social Work

An overview of similarities, differences, and collaborative opportunities in these related fields.

What’s it like to be a doctoral student?

What does it take to earn a doctoral degree? Learn more about the experience and explore each step of the journey.

Career exploration

What can you do with a phd in counselor education and supervision degree.

Graduates of this program are prepared to work as counselor educators, clinical supervisors, leaders, researchers, and advanced practitioners in academic and clinical settings. This specialization requires coursework and clinical experience.

Related job titles to explore*

• Counselor educator
• Adjunct or part-time counseling faculty
• Full-time counseling faculty
• Counselor supervisor

Employment settings to explore

• Inpatient facility
• Government – local, state, federal
• Community mental health center
• Day treatment hospital
• Psychiatric hospital
• Land-based or online college or university
• College counseling center
• Residential treatment center
• Mental health agency
• Private/group practice

*These are examples intended to serve as a general guide. Some positions may prefer or even require previous experience, licensure, certifications, and/or other designations along with a degree. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title, a promotion, salary increase, or other career outcome. We encourage you to research requirements for your job target and career goals.

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The Ph.D. in Counselor Education and Supervision is designed to provide doctoral-level preparation for professionals who seek higher education positions in counselor preparation programs and advanced clinical training and leadership positions in the counseling field.  A unique feature of this program is its emphasis on increasing knowledge, awareness, and skills in interacting with socially and culturally diverse populations.  The program addresses professional roles in five doctoral core areas:  (1) counseling, (2) supervision, (3) teaching, (4) research and scholarship, and (4) leadership and advocacy.  These five doctoral core areas represent the foundational knowledge required of doctoral graduates in counselor education.  Doctoral-level students in counselor education may work as counselor educators, counselor supervisors, direct service providers, program consultants, researchers, program evaluators, and in other roles that require leadership in the areas of counseling, human services, family development, and community organizations.  Potential employment settings include institutions of higher education, schools, hospitals, employee assistance programs, substance abuse treatment centers, community mental health agencies, and private practice centers.

The Ph.D. in Counselor Education and Supervision requires a minimum of 63 credit hours beyond those earned in an accredited master’s program of at least 48 credit hours.  Advance preparation is required in the following areas:

• Implications of ways in which diversity (e.g., race, gender, age, religion, spirituality, ethnicity, mental/physical ability, nationality, and sexual orientation) influence counseling practice and counselor education
• Theories pertaining to the principles and practice of counseling, career development, group work, and consultation
• Clinical skill development in counseling, group work, and consultation
• Theories and practice of counselor supervision
• Design and implementation of quantitative research and methodology
• Design and implementation of qualitative research and methodology
• Models and methods of assessment and use of data
• Ethical and legal considerations in counselor education and supervision
• Instructional theory and methods relevant to counselor education

In addition to a 100-hour clinically based doctoral practicum, doctoral students participate in internship experiences of at least 600 clock hours that include teaching, supervision, and research.

Students also collaborate with faculty as a part of their Professional Development Plan in teaching, supervision, counseling services, research, professional writing, and service to the community, region, and profession.

Program Objectives

• To acquire, integrate, and apply empirical and theoretical knowledge of the field of counseling
• To develop leadership and advocacy skills in counselor education, supervision, advanced counseling practice, and research
• To apply advanced skills and competencies in field-based settings
• To conduct research and generate new knowledge in counseling
• To design, adapt, and evaluate curricula in the field of counseling
• To develop depth and breadth in professional growth and continued life-long learning
• To examine the influence of social context and policy variables on human behavior
• To show increased sensitivity and clinical skills that demonstrate awareness of the diversity of race, gender, age, religion, ethnicity, mental/physical ability, nationality, and sexual orientation as relevant to counseling professionals

Admission Requirements

Applicants should possess a CACREP-approved Master’s Degree in counseling with a cumulative GPA of 3.5 (on a scale of 4.0) or higher.  Students with master’s degrees requiring less than 60 credit hours or degrees from non-CACREP-approved Master’s programs may need to complete prerequisite courses.  All doctoral students accepted into the program who graduated from a CACREP accredited program prior to 2009 or who graduated from a non-CACREP accredited program must provide documentation of a graduate level substance abuse/addiction course or add a substance abuse/addiction course to their program of study.  At least one year of experience as a professional counselor is preferred.

Degree Requirements

The Ph.D. in Counselor Education and Supervision requires 63 credit hours of coursework, including the dissertation.  If students add the optional Concentration in Play Therapy, their program becomes 69 credit hours.

Core Courses (21 credit hours)

• CSLG 8100 - Advanced Theories of Counseling (3)
• CSLG 8105 - Introduction to Counselor Education and Supervision (3)
• CSLG 8110 - Clinical Supervision in Counseling (3)
• CSLG 8203 - Instructional Theory in Counselor Education (3)
• CSLG 8345 - Advanced Multicultural Counseling (3)
• CSLG 8346 - Applied Multicultural Counseling (3)
• CSLG 8998 - Seminar in Prospectus Design (3)

Clinical Courses (12 credit hours)

• CSLG 8431 - Doctoral Practicum in Counseling (3)
• CSLG 8442 - Doctoral Internship: Supervision (3)
• CSLG 8443 - Doctoral Internship: Research (1 to 3) *
• CSLG 8445 - Doctoral Internship: Teaching (3)

Students take CSLG 8443    beginning in their second semester of doctoral studies, for 3 consecutive semesters (Spring, Fall, Spring, etc.).  They enroll for 1 credit hour each semester and accumulate a total of 3 credit hours over this 3 semester sequence.  A minimum of 200 clock hours is required over the 3 semesters. 

Research Courses (24 credit hours)

• RSCH 8110 - Descriptive and Inferential Statistics (3)
• RSCH 8111 - Qualitative Research Methods (3)
• RSCH 8120 - Advanced Statistics (3)
• RSCH 8140 - Multivariate Statistics (3)
• RSCH 8210 - Applied Research Methods (3)
• CSLG 8999 - Dissertation (1 to 9) (minimum of 9 credit hours)

Elective Courses (6 credit hours)

Select a minimum of two of the following:

• CSLG 7000-8999 (3)
• RSCH 7000-8999 (3)
• Courses outside the above list must have approval of the student’s Doctoral Advisory Committee and an Academic Petition must be submitted requesting the change.
• GRAD 8990   , required for all doctoral students, is satisfied by RSCH 8210   .

Play Therapy Concentration (Optional) (12 credit hours)

• CSLG 7142 - Introduction to Play Therapy (3)

Plus two of the following:

• CSLG 7143 - Child-Centered Relationship Training: An Approach for Parents/Caregivers/Teachers (3)
• CSLG 7144 - Contemporary Theories of Play Therapy (3)
• CSLG 7147 - Multicultural and Social Justice Issues in Play Therapy (3)

Plus one of the following:

• CSLG 7145 - Special Topics in Play Therapy (3)
• Remaining course not taken above ( CSLG 7143   , CSLG 7144   , or CSLG 7147   )
• Other course approved by the Director of the Play Therapy concentration

Total = 63 Credit Hours

Admission to candidacy.

Students are considered candidates for the doctoral degree on successful completion of the Comprehensive Examination and acceptance of the Dissertation Proposal.

Students select a program advisor and committee by the end of their first fall semester in the program.  The program advisors assist students during the initial stages of the program, which includes developing a Program of Study aligned with the program plan in DegreeWorks for the catalog year in which the student entered the program, developing a Professional Development Plan, and identifying faculty whose research interests and expertise are congruent with students’ areas of inquiry for the dissertation.  The assistance of the advisor does not relieve students of responsibility for following departmental and University procedures.  Following the comprehensive exam, students select a dissertation advisor/chair and committee.  The program advisors continue to provide academic advisement to students through their program, regardless of whether they are part of students’ dissertation committee.

Comprehensive Exam

The main objective of the written portion of the qualifying exam is to ensure that the student is adequately prepared to write a dissertation to complete the Ph.D. degree requirements. Being prepared means the following:

• Examinees must have completed all degree core content courses.
• Examinees must be able to analyze and synthesize information obtained from coursework and research within a multicultural counseling context.
• Examinees must demonstrate advanced knowledge in the core areas of counselor education.
• Examinees must demonstrate competencies in research methodology and evaluation.

The comprehensive exam is a 2-day written exam administered on campus.

Dissertation Committee

A Dissertation Committee, comprised of at least five faculty members, will be formally appointed for each student after admission to candidacy. At least three committee members must be on the Counseling Program faculty and one member will be appointed by the Graduate School. A person outside the University may serve as a full member of the Dissertation Committee in situations where knowledge or expertise of a particular nature is desired. With the mutual consent of the student and the faculty member, a faculty member will be designated to serve as the Chair of the Doctoral Committee. Chairs of Doctoral Committees are specifically responsible for seeing that the student progresses in an expeditious manner towards completion of the degree. Chairs will assist students in organizing committee meetings, conducting original research, presenting the proposal, and organizing the dissertation defense. Eligible faculty are all tenured faculty (Professor/Associate Professor), as well as Assistant Professors who have been reappointed for their second term. Each appointed Committee Member will have both voice and vote on all relevant matters pertaining to a doctoral student’s progress towards the degree. At least four committee members must be present for the oral defense of the dissertation. The oral defense is considered satisfactory upon the positive vote of at least four committee members. Prior to and following the appointment of this committee, students are encouraged to work with faculty on dissertation ideas.

Dissertation

Each candidate for the doctoral degree is required to prepare and present a dissertation that shows independent investigation and is acceptable in form and content to the Dissertation Committee. A doctoral dissertation must demonstrate the candidate’s ability to conceive, design, conduct, and interpret independent, original, and creative research and must make a unique contribution to knowledge in the field of counseling. Under the direct supervision of the Doctoral Committee Chair, students are encouraged to consult regularly with their Dissertation Committee members during the planning, conducting and writing of the dissertation. Following the approval of the dissertation proposal students are required to maintain continuous enrollment (fall and spring semesters) for dissertation study until work is completed. Continuous enrollment begins on the date the Graduate School approves the student’s dissertation topic. Students who exceed the required number of dissertation hours for degree completion will register for GRAD 9999    each semester until degree requirements have been completed.

Internships

Doctoral students are required to complete a total of 600 clock hours of internship in the areas of teaching, supervision, and research.  Students and their doctoral advisors develop collaboratively components of their internship experiences in accordance with relevant CACREP standards.  

A Doctoral Practicum is taken in the first year of study. The practicum requires 100 hours over the course of a semester at an approved site in the community. The Practicum involves the acquisition of new skills and learning regardless of the site selected.

Education (PhD) – Counselor Education

Program at a glance.

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The CACREP Accredited Counselor Education track in the Education PhD program is designed specifically for those who wish to pursue careers as counselor educators at the university level or as supervisors in schools or agencies. The Counselor Education PhD program offers courses and supervision that emphasize competence in teaching adult learners, counseling practice, clinical supervision, research/scholarship, and leadership/advocacy. As part of the program's pragmatic approach to preparing counselor educators, in addition to classroom studies, all doctoral students complete clinical and supervisory experiences in the UCF Community Counseling and Research Center. The UCF Community Counseling and Research Center serves as a hub for training and research in the program, with doctoral students providing (a) counseling services to children, adolescents, and adults through the provision of individual, couples, and family therapy and (b) supervisory services to master’s students during their practicum. The CCRC serves more than 1400 individuals, couples, and families in the central Florida community. Our programs objectives are centered on a primary goal, which is the education of outstanding counselor educators prepared to assume leadership roles in diverse settings. The Counselor Education track in the Education PhD program requires a minimum of 69 credit hours beyond the master's degree. Students must complete 24 credit hours of core courses, 21 credit hours of specialization courses, 15 credit hours of dissertation, and 9 credit hours of internship. All students must also complete the candidacy examination.

Total Credit Hours Required: 69 Credit Hours Minimum beyond the Master's Degree

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Enter your information below to receive more information about the Education (PhD) – Counselor Education program offered at UCF.

Track Prerequisites

A master's degree in Counseling (or a closely related field) and master's level competency in educational research and statistics.

Degree Requirements

Required courses.

• IDS7500 - Seminar in Educational Research (1 - 99)
• IDS7501 - Issues and Research in Education (3)
• EDF7475 - Qualitative Research in Education (3)
• EDF7403 - Quantitative Foundations of Educational Research (3)
• EDF7463 - Analysis of Survey, Record, and Other Qualitative Data (3)
• IDS7502 - Case Studies in Research Design (3)
• EDF7406 - Multivariate Statistics in Education (3)

Specialization

• MHS7406 - Advanced Theories in Counseling (3)
• MHS7801 - Advanced Practicum in Counselor Education (3)
• MHS7700 - Literature and Leadership in Counselor Education (3)
• MHS7311 - Scholarship and External Funding in Counselor Education (3)
• MHS7611 - Supervision in Counselor Education (3)
• MHS7730 - Research Seminar in Counselor Education (3)
• MHS7497 - Advanced Multiculturalism in Counseling (3)

Required Internship

• MHS7840 - Internship in Counselor Education (3)
• MHS7808 - Internship in Counseling Supervision (3)

Dissertation

• Earn at least 15 credits from the following types of courses: Doctoral students must present a prospectus for the dissertation to the doctoral adviser, prepare a proposal and present it to the dissertation committee, and defend the final research submission with the dissertation committee.
• To enter candidacy for the PhD, students must have an overall 3.0 GPA on all graduate work included in the planned program and pass all required candidacy examinations. Candidacy examinations will be scheduled by the student and major adviser. The associate dean for graduate studies and research must be notified of the date and location of the exam 30 days in advance. Students must be enrolled in the university during the semester the candidacy examination is taken. The following are required to be admitted to candidacy and enroll in dissertation hours: - Completion of all course work, except for dissertation hours. - Successful completion of the candidacy examination (both written and oral). - Successful defense of the written dissertation proposal. - The dissertation advisory committee is formed, consisting of approved graduate faculty and graduate faculty scholars. - Submission of an approved program of study.

Candidacy Examinations

• All PhD candidates will be required to complete a candidacy examination. Please note that there may be variations in length of exam time and content based on the respective requirements of each track. For the Counselor Education track in the Education PhD, there are five examination foci, each of which have a written component and a verbal defense component: - Counseling in Counselor Education. - Teaching in Counselor Education. - Supervision in Counselor Education. - Research & Scholarship in Counselor Education. - Leadership & Advocacy in Counselor Education. For more information on the candidacy exams, refer to the Counselor Education PhD Handbook.

Grand Total Credits: 69

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

Independent Learning

The dissertation satisfies the independent learning requirement.

Commencement - May 3 & 4

Plan for your visit to campus to celebrate your graduate. All event details are located HERE . 

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Online Ph.D. in Counselor Education and Supervision

Learn the theory and practice of educating and supervising future counselors in clinical settings and in your own higher education classroom.

Programs & Requirements

• Mission & Goals
• Career Outcomes
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Expand your impact. Empower others. Teach the next generation of counselors.

Learn the theory and practice of educating and supervising future counselors in clinical settings and your own higher education classroom.

Expand your impact. Empower others. Teach the next generation of counselors. Are you ready to apply your counseling expertise to a new challenge? Earning a PhD in Counselor Education and Supervision could be how you take your career to the next level, whether in the classroom or in a leadership capacity. Your courses will cover the advanced leadership skills needed to drive change as an administrator in behavioral health agencies and beyond. Coursework in areas like research design, counselor education, and inferential statistics will also help you prepare to contribute original knowledge to the counseling field.

By the numbers

Phd in counselor education and supervision.

The fully accredited online PhD in Counselor Education and Supervision from University of the Cumberlands teaches the knowledge and skills you need to launch a career in research and postsecondary teaching in counseling programs across the United States. Our program also covers the advanced leadership skills needed to drive change as an administrator in behavioral health agencies and beyond.   

Our curriculum covers the five major domains of contemporary counselor education curriculum: advanced clinical work, supervision, teaching, research and scholarship, and leadership and advocacy. The program breaks down into three essential components: core CES coursework, professional research and field experience coursework. In total, you’ll complete 66 post-master’s credit hours, including courses such as:  

• Advanced Counseling Theories and Skills
• Theories and Techniques of Clinical Supervision
• Leadership & Advocacy in Professional Counseling
• Online Teaching & Learning in Counselor Education
• Advanced Educational Research 

Finally, you’ll work in collaboration with graduate faculty members to research, write and defend an original dissertation that advances knowledge in the counseling profession. You’ll graduate equipped with:  

• Mastery that prepares you for a teaching career in higher education environments  
• Administrative expertise preparing you for leadership in clinical and educational settings  
• Advanced clinical skills aimed to maximize proficiency in an independent practice milieu  
• Independent research skills preparing you to make original contributions to your field  

Course Requirements

• CES 700   Program Orientation (0 Hours)
• CES 704  Professional Writing
• CES 705  Introduction to CES: Professional Identity
• CES 715  Online Counseling and Supervision
• CES 730  Andragogy in Counselor Education and Supervision
• CES 731  Multicultural Issues in Counselor Education and Supervision 
• CES 733  Ethical and Legal Issues in Counselor Education and Supervision 
• CES 735  Advanced Counseling Theories and Skills
• CES 831  Theories and Techniques of Clinical Supervision 
• CES 833  Leadership & Advocacy in Professional Counseling 
• CES 835  Online Teaching & Learning in Counselor Education
• CES 837  Neuroanatomy & Behavioral Medicine for Professional Counseling

And one elective from the following:

• CES 737  Trauma Counseling: Etiology, Treatment, and Interventions 
• CES 710  Mindfulness Based Cognitive Behavioral Interventions in Mental Health Counseling
• COUN 538  Intro to Play Therapy
• COUN 540  Human Sexuality in Counseling 

*CES 738 or CES 851 may also be used to fulfill elective credits

• CES 931  Advanced Practicum  
• CES 953  Advanced Internship  
• CES 955  Advanced Internship II   

Nine hours of the degree are earned through a series of courses focusing on research methods and research activities. The research courses culminate in the completion of a dissertation. Both CES 734 and CES 850 are required for all students. Each student will select either CES 851 or CES 738 depending on the methodology you intend to pursue with your dissertation research. Students may take both advanced research design courses and count one as their elective.

• CES 734  Quantitative Research Design 
• CES 850  Qualitative Research Design  
• CES 851  Advanced Qualitative Research Design or CES 738  Advanced Quantitative Research Design 

Department of Counseling Sample Syllabi *The syllabi in this folder are samples and may not reflect the most current syllabus content

• CES 838  CES Comprehensive Exam (0 Hours)
• CES 736  Dissertation Seminar  
• CES 839  Advanced Educational Research   

Students must be enrolled in a minimum of two semesters of dissertation coursework for a total of six (6) credit hours. 

• CES 950  Dissertation  
• CES 951  Dissertation 

NOTE ON DISSERTATION CREDITS AND PROCEDURES: The candidate must file an Intent to Graduate at the beginning of term of intended completion; must schedule Oral Dissertation Defense at least two weeks prior to Intended Date; and must file approved dissertation with Program Director prior to graduation. 

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Mission and goals.

The mission of UC's PhD in Counselor Education and Supervision online program is to develop counselor educators and supervisors who are innovative in their contributions to the profession through research, leadership, advocacy, and clinical excellence.

Counselor Education and Supervision Careers & Outcomes

All stats from U.S. Bureau of Labor Statistics

Licensed Professional Counselor Supervisor: $101,340

As a Licensed Professional Counselor Supervisor, you’ll provide an opportunity for your supervisees to discuss any work-related issues and difficulties they may have and help determine possible ways for them to be resolved. 

Psychologist: $81,040

Psychologists study cognitive, emotional, and social processes and behavior by observing, interpreting, and recording how individuals relate to one another and to their environments. 

Mental Health Program Manager: $101,340

Mental Health Program Managers plan, direct, and coordinate the business activities of their mental health facility. 

Educational or Career Counselor: $60,140

Advise and assist students and provide educational and vocational guidance services. 

Compliance Manager: $71,690

Examine, evaluate, and investigate eligibility for or conformity with laws and regulations governing contract compliance of licenses and permits, and perform other compliance and enforcement inspection and analysis activities not classified elsewhere. 

Postsecondary Teacher: $79,640

Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level.

Common Questions

All programs at University of the Cumberlands are offered at some of the lowest rates in the nation – and we even include free textbooks through our One Price Promise! For more information on how affordable this program would be for you, visit our Financial Aid page.

A Ph.D. in Counselor Education and Supervision is a doctoral degree that equips counseling professionals to teach in higher education classrooms. As a graduate counseling student at Cumberlands, you’ll learn the theory and practice of educating and supervising future counselors in clinical settings, as well as leadership skills you can apply in education, behavioral health, and human services settings.  

With your Ph.D. in Counselor Education and supervision, you’ll be able to choose from a variety of counseling career paths, including: counselor educator, licensed professional counselor supervisor, clinical director, regulatory affairs director, quality assurance director, compliance manager, compliance operations manager, risk manager, academic leadership, or assistant professor in a related field.   

As it turns out, University of the Cumberlands is one of the only higher education institutions to offer synchronous, CACREP-accredited programs online! When a PhD in Counselor Education and Supervision online program is available online, it provides a flexible, synchronous format to make it possible to pursue your studies even while working as a counselor. Admissions requirements typically include a CACREP-accredited master’s degree in counseling or the equivalent, as well as an active professional counseling license.

When considering pursuing an online PhD in Counselor Education and Supervision it is important to remember that a PhD is the same as a doctorate, and degree programs at this level are typically research-intensive and require an original dissertation. As a PhD in Counselor Education and Supervision online student, you’ll be taking courses in areas like research design, counselor education, and inferential statistics to help you prepare to contribute original knowledge to the field of counseling.

Pursuing your doctoral degree in counseling education and supervision could be one way to enhance your career and drive change on a larger scale. Some reasons you may find it worthwhile to further your education with a PhD in Counselor Education and Supervision program are that postsecondary education roles in the field of mental health are expected to increase by 12 percent between 2021 and 2030; a PhD in Counselor Education and Supervision offers the chance to build on your past education and experience while preparing to take your career in a new direction; and the median annual salary for postsecondary counseling professors was $77,500 in 2021, nearly $30,000 more than most other counseling professions. 

Faculty Experts

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Dr. Julia Dell'Aquila-Linares

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Dr. Lotes Nelson

Dr. Bridget Rutigliano

Cacrep assessment.

The CACREP Council accredits the Clinical Mental Health Counseling program, Addiction Counseling program, PhD in Counselor Education & Supervision, and the related Doctorate of Educational Leadership Online (EdD) Program. CACREP is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA) that accredits counselor-preparation graduate degree programs. For more information, visit  https://www.cacrep.org . 

CACREP Outcomes for the Department of Counseling at University of Cumberlands:

Vital Statistics:   2017 ,  2018 ,  2019 ,  2020

Program Evaluation Outcomes Report:   2015-2018 ,  2021 ,  2022

Interested in learning more about how our PhD in Counselor Education and Supervision program can help you achieve your professional goals? We're ready to talk.

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Counseling - Ph.D.

The hybrid online Counseling Ph.D. prepares students to work as advanced practitioners, counselor educators, and supervisors in clinical and academic settings. As a CACREP accredited program, the Counseling Ph.D. prepares graduates to be leaders and advocates for change in the professional counseling field. The Counseling Ph.D. degree emphasizes student contributions to counselor education through research while understanding and addressing the needs of today's communities. Students can work full-time during the program in order to continue to provide meaningful professional counseling services to the communities in which they live and work. Face-to-face classes occur only twice each quarter on a Friday through Saturday in the OSU Portland Center. Approximately 12 students are admitted each year into a cohort.

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The OSU Ph.D. in Counseling degree is part-time, and financial support such as loans and grants are more limited than for full-time programs. There are no teaching or research assistantships since these require full-time enrollment.

Why a Ph.D. in Counseling at Oregon State University?

• Take courses in an online/face-to-face hybrid format. Students meet twice each quarter on a Friday through Saturday at the OSU Portland Center .
• Be able to continue working full-time while taking courses part-time.
• Be a part of a collaborative cohort. Unlike fully online programs, students also meet regularly in-person and develop significant peer relationships. Ph.D. in Counseling students complete all courses in a cohort and develop significant peer relationships through frequent class meetings together.
• Learn from nationally recognized scholars and leaders in the professional counseling field with a focus on antiracism, diversity, equity, inclusion, and social justice. We are committed to engage in anti-racism work to better serve the needs of Black, Indigenous and People of Color (BIPOC) in our community. Most recently, OSU Counseling was honored to receive the 2022 Counseling Program award from the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities. The award is presented to a program that has demonstrated a commitment to the promotion of LGBTGEQIAP+ awareness and affirmation.
• Attend a high quality online program with a long history of delivering remote education, having offered graduate courses via Extended Campus since 1944 and full graduate degrees via Extended Campus since 1976. The Oregon State University counseling programs are the second oldest in the world, with counseling classes first offered in 1917. The Counseling program at Oregon State University was one of the very first CACREP-accredited programs.

Graduate from a CACREP-accredited program.

PROGRAM OVERVIEW

What to expect, how long does it take to complete the program.

Coursework is typically completed after two full years of part-time attendance. The remaining 7 credits of internship (630 hours) and 36 credits of dissertation take anywhere from 1 to 3 additional years. The median completion time is 48 months.

What are the admission requirements?

The minimum requirements for the Doctoral degree are a Master of Counseling or closely related field with a minimum GPA of 3.0. Academic background, personal and emotional suitability, volunteer or paid experience in the helping professions, and the educational and professional goals of each candidate are evaluated before admission is granted. Screening includes, but is not limited to, three letters of recommendation, one of which must come from a current or recent clinical supervisor, and a writing sample. A personal interview is required for those applicants who meet the initial application criteria. 

How do I apply?

All information related to applications can be found on the  "How to Apply" page .

Is the GRE required?

We do not require the GRE for admission into our program. We believe that there are many other criteria that will reflect if a candidate is a fit for the program including past academic work, professional and volunteer experience.

When does the program begin?

A new cohort enters the Doctoral degree program starts every summer quarter. 

Can international students apply?

Note: International students are not eligible to apply. Due to the hybrid nature of this program (in person and online), international students are unable to obtain an appropriate educational visa. For more information contact  International Admissions .

How many credits does it take to graduate?

The Doctoral program is 150 credits (including Master’s transfer credits).

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Clinical Mental Health Counseling - MCoun

The OSU Ecampus Clinical Mental Health Counseling master’s degree meets the educational requirements for licensure as a counselor in Oregon (LPC), Washington (LMHC), and in many U.S. states. Graduates are also eligible to become board certified counselors by the National Board of Certified Counselors. To determine whether this program meets licensure requirements in your state of residence, you must contact the appropriate licensing board(s).

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School Counseling - MCoun

The hybrid online Counseling Master's program prepares students to work as school counselors in Oregon and beyond. As a CACREP accredited program, the OSU School Counseling master’s degree aims to prepare graduates to be leaders and advocates for change in their schools and communities. Students can work full-time during this part-time program. Face-to-face classes occur only twice each quarter on a Friday through Saturday in beautiful Corvallis, OR. Approximately 24 students are admitted each year into a cohort.

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Counselor Education

• College of Education
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Counselor Education Program Evaluation/Accreditation

Program Evaluation Reports

• 2022-2023 Comprehensive Evaluation Report
• 2021-2022 Comprehensive Evaluation Report
• EPCE Program Evaluation 2016-2021
• EPCE Program Evaluation 2013-2016
• EPCE Program Evaluation 2011-2013
• EPCE Program Evaluation 2008-2011
• EPCE Program Evaluation 2004-2008

CACREP is the accrediting body for the Counseling programs at Texas Tech University.

CACREP Standards are meant to ensure that students graduate their programs with a professional counselor identity and the ability to demonstrate both knowledge and skill in the content areas. CACREP has eight required core content areas: Professional Counseling Orientation and Ethical Practice; Social and Cultural Diversity; Human Growth and Development; Career Development; Counseling and Helping Relationships; Group Counseling and Group Work; Assessment and Testing; and Research and Evaluation.

You can find more information about CACREP by visiting their website at cacrep.org .

CACREP Documents

• CACREP Mid-Cycle Report
• CACREP Faculty-Student Ratio Fall 2016-Summer 2021

CACREP Vital Statistics

• 2022-2023 CACREP Vital Statistics Survey
• 2021-2022 CACREP Vital Statistics Survey
• 2020-2021 CACREP Vital Statistics Survey
• 2019-2020 CACREP Vital Statistics Survey
• 2018-2019 CACREP Vital Statistics Survey
• 2017-2018 CACREP Vital Statistics Survey
• 2016-2017 CACREP Vital Statistics Survey
• 2015-2016 CACREP Vital Statistics Survey
• 2014-2015 CACREP Vital Statistics Survey
• 2013-2014 CACREP Vital Statistics Survey

Program Assessment Plans

• Counselor Ed M.Ed. CMH
• Counselor Ed M.Ed. SC
• Counselor Ed Ph.D.

Program Objectives

Program objectives represent a map or plan for meeting learning outcomes of a program. Specifically, the Counselor Education Program‘s Objectives were developed to communicate the desired learning activities of the program. Further, the objectives were developed based on feedback about the program from students, graduates, site supervisors, advisory board members, and employers. Using themes from the data, the faculty developed the program objectives and agreed upon them. The objectives are required by the program's national accreditation agency CACREP (Council for the Accreditation for Counseling and Related Educational Programs).

• To support students in establishing a firm professional counseling/counselor education identity 
• To foster professional and personal growth in counseling students 
• To create ethically responsible counselors 
• To encourage counselors-in-training to contribute to the profession in a unique and specialized manner 
• To embody advocacy and social justice approaches and develop counselors-in-training who advocate for their clients and communities 

The following table titled Program Objectives Systematic Evaluation provides an overview of the program objectives and specific measures that evaluate the objectives. Specifically, the five program objectives are listed in the left column and the measures to evaluate the objectives are listed in the columns adjacent to the objectives.

• Program Objectives Systematic Evaluation Table
• Program Objectives Systematic Evaluation Data
• Clinical Mental Health Counseling Program
• School Counseling Program
• Doctoral Counselor Education Program

Comprehensive Program Evaluation Plan

• 2023 Program Evaluation Plan

Program Changes

• Counselor Education Program Changes

Student Dispositions

• Rubric to Rate Students Dispositions
• Rationale for Assessing Student Dispositions
• Dispositions for Fall 2021 by Program
• Program Coordinator Roles, Responsibilities

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FAQs on Counseling Master’s Programs: CACREP and MPCAC Accreditation

If you’re pursuing a master's degree in counseling, understanding the significance of accreditation is essential. The ACA (American Counseling Association) recognizes both CACREP (The Council for Accreditation of Counseling and Related Educational Programs) and MPCAC (Master’s in Psychology and Counseling Accreditation Council) as critical sources of accreditation for counseling programs.

In this blog, we’ll take a closer look at what CACREP and MPCAC accreditation is, its significance for counseling master’s degrees, and what accreditations or licensures you need to become a certified mental health counselor.

FAQ 1: What are CACREP and MPCAC accreditations?

Accrediting bodies like CACREP and MPCAC ensure counseling programs provide the minimum requirements of evidence-based training for counseling students. They ensure program consistency, experience, and path to licensure for counselors-in-training. When you’re looking for a graduate counseling program, you want to make sure that the program you choose will adequately prepare you for licensure and the job titles you’ll hold afterward.

In order for a counseling master’s program to be CACREP or MPCAC accredited, it must fulfill certain requirements or standards for institutional settings; program mission and objectives; program content; practicum experiences; student selection and advising; faculty qualifications and workload; program governance; instructional support; and self-evaluation. 1,2 One distinctive feature of MPCAC accreditation is its recognition of 8-week programs, unlike CACREP's minimum requirement of 10 weeks. This accreditation ensures that graduates of an 8-week program model are well-prepared for the challenges of professional practice in mental health counseling.

FAQ 2: Do I need to go to a school that’s CACREP or MPCAC accredited to become a licensed counselor?

No, it is not required to go to a CACREP or MPCAC accredited school to become a licensed counselor. To be a licensed counselor, a student’s counseling program must meet the state’s licensure requirements. Thus, most states don't require CACREP or MPCAC accreditation, nor do most counseling jobs. Attending an accredited program also doesn't mean you're guaranteed to get your license. Students at CACREP and MPCAC accredited counseling programs will still need to complete all requirements and pass all examinations that students who attend non-accredited schools need to complete.

MPCAC accreditation signifies that a counseling master's program meets rigorous educational standards, ensuring graduates are adequately prepared for licensure and professional practice. 3 While specific state requirements may vary, MPCAC accreditation holds significant weight in the licensure process and is recognized by many state licensing boards.

FAQ 3: What else should I consider in a counseling graduate degree?

Accreditation is one thing, but there are a host of other factors to consider when choosing a clinical mental health counseling program. They include curriculum requirements and faculty to student ratio.

Curriculum requirements

Whether the counseling graduate degree program you are considering is accredited or not, you should compare the curriculum to your state’s requirements. Every state has different requirements for licensure, and Oklahoma City University encourages applicants to consult with the licensing board in their state to ensure they understand the requirements before enrolling in a program.

For example, state boards will require completed hours of academic credit in specific topic areas to apply for licensure. If you examine your school's curriculum, you should see pretty clear equivalents. You should also be mindful that some states do require CACREP accreditation. This is typically expressed by States’ Licensure Websites.

Using the requirements of the state of Oklahoma State Board of Behavioral Health, which manages Licensed Professional Counselor licenses and OCU’s curriculum , here are a few examples: 4

• OCU equivalent: Personality and Human Development
• OCU equivalent: Professional Identity & Ethics
• OCU equivalent: Research Methods

The state board should have short explanations of each requirement so that you can closely compare those with complete course descriptions. Each state will also dictate a certain number of hours of practicum and internship experience.

Faculty to student ratio

CACREP accredited programs require no more than 12 students to one instructor. Adhering to the MPCAC model for 8-week programs, OCU holds an 8:1 (8 students per instructor) ratio, to ensure a rich and rewarding field experience for counselors-in-training.

FAQ 4: Can I achieve NCC designation without going to a CACREP-accredited school?

Some prospective counselors also wonder if you can become a Nationally Certified Counselor (NCC) if your program isn't CACREP accredited. Yes, you can obtain NCC status without enrolling in a CACREP-accredited program. There are a few additional steps you have to complete, which are as follows: 5

• Earn a graduate degree in counseling (including practicum/internship requirements) from an institutionally accredited educational institution
• Take the Counselor Preparation Comprehensive Examination (CPCE) if required by your school
• Complete post-graduate "supervision" or supervised experience hours
• The National Board for Certified Counselors, Inc. (NBCC) will review your coursework to determine your eligibility
• Submit an endorsement from a professional colleague who holds a graduate degree in a mental health field
• National Counselor Examination (NCE) for Licensure and Certification
• National Clinical Mental Health Counseling Exam (NCMHCE)
• Complete the required NCC application sections “Ethics Attestation” and “Applicant Agreement and Release Authorization,” which require the disclosure of all prior legal, criminal, and disciplinary matters, which the NBCC will then review
• Address any additional requirements as outlined by your states’ licensing board
• Apply for a license with your state board of counseling

FAQ 5: What are the requirements for earning a mental health counseling license?

In order to become a licensed mental health counselor, you should follow the steps outlined below under NCC designation (depending on if your program is CACREP accredited or not). While this is generally the order that tasks will be completed, it can vary slightly. Check out our blog on How to Earn Your Clinical Mental Health Counseling License for more specific information.

How OCU can prepare you for licensure

Oklahoma City University’s online M.Ed. in Clinical Mental Health Counseling offers a robust, rigorous degree program with remote skills labs that will help you learn popular counseling theories, hone interpersonal skills, and gain additional expertise in the field. The curriculum is approved by the NBCC and the Oklahoma State Board for Behavioral Health and meets all core counseling competencies within the American Counseling Association guidelines.

Thoughtful course material encourages self-reflection and professional development while also meeting or exceeding the board requirements of other states. Courses use empirically supported teaching strategies to engage students with specialization topics like research, evidence-based counseling techniques, adolescent counseling, marriage and family therapy, and more. Finally, ​​ the internship and practicum offer an exciting chance to immerse yourself in real-world experiences, all while fulfilling essential licensure requirements.

Earn your M.Ed. from a reputable university

Start with a solid foundation for your career by earning a master's in counseling from a university with a reputation for molding competent, compassionate clinical mental health counselors. The OCU Clinical Mental Health Counseling faculty hold CACREP certified degrees in Counselor Education and Supervision. OCU online M.Ed. students will also gain invaluable clinical mental health counseling knowledge and experience that includes core CACREP and MPCAC areas like counseling theories, treatment planning, professional practice and more.

Schedule a call with an admissions outreach advisor to learn more about the online clinical mental health counseling program at OCU.

• Retrieved on March 26, 2024, from https://www.cacrep.org/accreditation/
• Retrieved on March 26, 2024, from https://www.counseling.org/resources/licensure-requirements/education-accreditation
• Retrieved on March 26, 2024, from https://mpcacaccreditation.org/about-mpcac/
• Retrieved on March 26, 2024, from https://www.ok.gov/behavioralhealth/ACADEMIC_REQUIREMENTS_-_LPC.html
• Retrieved on March 26, 2024, from https://www.nbcc.org/certification/ncc

Return to Clinical Mental Health Counseling

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Liberty’s graduate programs in counseling, social work receive eight-year accreditations from CACREP, CSWE

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April 15, 2024 : By Office of Communications & Public Engagement

In March, Liberty University’s School of Behavioral Sciences received the maximum of eight additional years of accreditation for all five of its graduate counseling programs through the Council for Accreditation of Counseling & Related Educational Programs  (CACREP): M.A. in Clinical Mental Health Counseling , (both online and residential formats), M.A. in Marriage, Couple & Family Counseling (residential), M.Ed. in School Counseling (online), and Ph.D. in Counselor Education & Supervision (online).

Additionally in March, Liberty’s Master of Social Work (MSW) program received an eight-year accreditation of its own from the Council on Social Work Education (CSWE). Achieving full accreditation is a significant achievement with great benefits to MSW students, serving as a testimony to the high quality of the program and enabling students to obtain future licensure as Licensed Master Social Workers and/or Licensed Clinical Social Workers. The B.S. in Social Work, offered both residentially  and  online , received an eight-year accreditation by CSWE last year.

“These accreditations are the national gold standard of quality for these programs, and we look forward to the way this will facilitate our students serving as Champions for Christ in these fields,” said Dr. Kenyon Knapp, dean of the School of Behavioral Sciences. “I am so grateful for the hard work and dedication of our counseling and social work faculty. Although the entire departments were involved, special recognition should go out to the CACREP Liaison team of Dr. David Brown, Dr. Shannan Shiderly, and Dr. Patricia Kimball, as well as to Dr. Christine Fulmer for writing the CSWE self-study and (Department of Social Work chair) Cheryl Nitz for her leadership and coordination.”

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