Ph.D. in Counseling Psychology

The overarching goal of the Ph.D. in Counseling Psychology, offered through Seton Hall University's College of Human Development, Culture, and Media is to prepare counseling psychologists in the scientist-practitioner model to assume roles as responsible, competent members of the professional psychological community with an understanding of both the value of research and applied practice. The program has been accredited by the American Psychological Association (APA) through its Office of Program Consultation and Accreditation (750 First Street NE, Washington, D.C. 20002-4242; Phone: 202-336-5979) since October 22, 1999.

The Ph.D. in Counseling Psychology is a 94-credit, full-time program. All students follow a defined sequence of training in theory, multicultural competence, research, and practice. Consistent with the scientist-practitioner model, students are involved in research projects throughout their training. This begins in the first year, with an assignment as a research assistant to a faculty member, and culminates with the design, data collection, and analysis of at least one independent research project in addition to the dissertation.

Students have a variety of opportunities to engage in leadership activities and community outreach including involvement in professional organizations and the Counseling Psychology Student Association. First-year students complete practicum placements as a cohort working with populations across the lifespan. Second through fourth year students apply for externships in various settings within the areas including college counseling centers, hospitals, and community mental health centers. The program will culminate with a full-time internship during the fifth year.

Accredited By APA

The overarching aim of the Program is to prepare counseling psychologists in the scientist-practitioner model to assume roles as responsible, competent members of the professional psychological community. Such members understand the value of science and research for the practice of psychology and the value of applied practice for the science of psychology, and they have developed skills, knowledge, and self-understanding that allow them to help persons take responsibility for and control of their lives within the context of their development as human beings and the various systems and environments that impact their lives.

Additionally, professional psychologists are expected to demonstrate competence within and across a number of different but interrelated dimensions. Programs that educate and train professional psychologists strive to protect the public and the profession. Therefore, faculty, training, staff, supervisors, and administrators in such programs have a duty and responsibility to evaluate the competence of students and trainees across multiple aspects of performance, development, and functioning. It is important for students and trainees to understand and appreciate that academic competence in professional psychology programs (e.g., doctoral, internship, post-doctoral) is defined and evaluated comprehensively. Specifically, in addition to performance in coursework, seminars, scholarship, comprehensive examinations, and related program requirements, other aspects of professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will also be evaluated. As such, within a developmental framework, and with due regard for the inherent power difference between students and faculty, students and trainees should know that their faculty, training staff, and supervisors will evaluate their competence in areas other than, and in addition to, coursework, seminars, scholarship, comprehensive examinations, or related program requirements.

These evaluative areas include, but are not limited to, demonstration of sufficient

• Interpersonal and professional competence (e.g., the ways in which student-trainees relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories)
• Self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one’s own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories)
• Openness to processes of supervision (e.g., The ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and
• Resolution of issues or problems that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by the successful completion of remediation plans; by participating in personal therapy in order to resolve issues or problems).

Because counseling psychologists are working in increasingly diverse settings, the Program provides an intensive grounding in psychological theory comparable to that provided to students in other specialties. However, the philosophy of training maintains a strong emphasis on the approach to practice that distinguishes counseling psychologists from other professionals, as defined by APA Division 17: a focus on relatively intact rather than severely disturbed people; a focus on assets, strengths, and positive mental health regardless of the degree of disturbance; an emphasis on relatively brief interventions; an emphasis on person-environment interactions rather than an exclusive focus on person or environment; and an emphasis on educational and career development.

Rather than following specialized tracks within the program, students receive training in theory, research, and practice with a comprehensive generalist focus. Students may choose to further specialize through elective courses, internships and/or postdoctoral experiences that will expand on their training at Seton Hall. Past graduates have chosen careers in a variety of settings, including college and university counseling centers, health care and rehabilitation facilities, academic departments in universities, private practice and consultation, and business and organizational practice.