Doctor of Philosophy (Ph.D.) in Counseling Psychology
Doctor of Philosophy (Ph.D.) in Counseling Psychology
Students emerge from our program with training experiences that make them highly competitive to attain positions in academia, mental health organizations, and other related occupations across community contexts.
This program began when a handful of visionaries decided to leverage the enormous strengths of Boston College and the vibrant Boston psychological community to train Counseling Psychologists equipped to advocate for social justice through their clinical work, research, teaching, leadership, and outreach. They succeeded.
We aspire to cultivate the highest level of competence in our students to conduct rigorous and cutting-edge research, to refine their clinical skills based in multiple theoretical orientations, and to ensure that all students have opportunities to advocate for social justice through their research, clinical work, teaching, and outreach. Our aim is to produce the next generation of counseling psychologists who are poised to make critical advances in our field that expand beyond traditional disciplinary boundaries and clinical settings.
At a Glance
By the Numbers
91%
licensure percentage
2012–2022
6
median number of years to complete the program
2012–2022
Curriculum
The program is designed to qualify candidates for membership in the American Psychological Association (APA) and its Division 17 (Counseling Psychology), and to provide the pre-doctoral educational requirements for licensure as a psychologist in the Commonwealth of Massachusetts and for inclusion in the National Register of Health Care Providers.
Requirements
- Courses: 24
- Credits: 54
- Comprehensive Exam
1. Students demonstrate foundational knowledge, and identification with, the field of psychology, generally and counseling psychology, specifically.
- Consistent with the APA training model, students take courses in each of the core domains of psychology: biological, cognitive/affective, and social aspects of behavior, history and systems of psychology, psychological measurement, research methodology, and techniques of data analysis. Additional coursework allows students to learn about the counseling psychology specialty. Taken together, these two bodies of foundational knowledge create a platform for the development of skills in practice and research. Throughout the foundational training, students are provided with multiple opportunities to develop a counseling psychology identity and to expand upon this identity.
2. Students demonstrate competency as theorists, researchers, and scholars, who are knowledgeable of the ways in which practice influences science.
- This content knowledge from the core coursework provides the substantive context for the identification of problems that frame students’ research agendas. Training in research skills, which takes place in courses, research assistantships, the research qualifying paper, and dissertation research, provides students with an increasingly more sophisticated set of tools, encompassing multiple methodologies and perspectives. Another major venue for research training is student assistantships, which provide a carefully supervised apprenticeship, with skill development encompassing a broad spectrum of activities within the research enterprise. These streams of research training are linked in our program by a focus on the interface of research and practice.
3. Students demonstrate competency as practitioners and are knowledgeable of the ways in which science influences practice.
- The development of practice skills is integrated throughout the program. Students learn foundational theories and research in psychotherapy, career counseling, and assessment in their first two years of coursework, including in the First Year Experience, which provides training in a diverse array of non-therapy roles in practice contexts. The practicum, begining in the second year, is also crucial to student's development Throughout their practicum work, students integrate science and research into their work via theory-driven and evidencebased case conceptualizations. Each year, the practicum increases in levels of complexity and responsibility.
4. Students demonstrate social justice practices in their professional work.
- Most of the content courses in counseling psychology provide explicit opportunities to consider social and political issues, thereby fostering an integration of social justice ideas in relation to specific foci within psychological practice and research. Students begin their training in promoting social justice in their professional work in their first year through a required course, Counseling Psychology in Context, and the First Year Experience, where they engage in nontraditional roles in a community program or context over the course of one year. Students also are required to take a course entitled Critical Perspectives on the Psychology of Race, Class, and Gender, which provides an opportunity for integration and application of knowledge about social justice to a wide array of issues and challenges in counseling psychology. In addition, students have opportunities to further develop their social justice skills via their work with master’s students in the skills training lab. Doctoral students typically attend the Diversity Challenge (the annual diversity conference held at Boston College) wherein they learn about how others in the field are infusing social justice ideas and practices in research and practice.
The Counseling Psychology Ph.D. program at Boston College has been accredited by the Commission on Accreditation of the American Psychological Association (APA) since 1982 when it received full accreditation. The program has been continuously accredited since that time. For more information, contact the American Psychological Association.
As part of this accreditation, the program is required to disclose specific educational/training outcomes and other information to prospective doctoral students.
Our APA accredited program achieves its mission and aims by remaining steadfastly committed to providing outstanding training in the scientist-practitioner model, which emphasizes a developmental contextual perspective with attention to the intersectionality of multiple forms of diversity, and a firm commitment to social justice and community-based practice. Our degree candidates have access to a breadth of top-notch practice opportunities in diverse mental health settings, including universities, schools, hospitals, and outpatient community mental health facilities. They are closely mentored by our internationally recognized counseling psychology faculty, who are applying their cutting-edge and purposeful research to address some of the most complex and challenging questions facing our society. Students are exposed to areas of research spanning school, workplace, community, and international concerns, including immigration, trauma resiliency and recovery, domestic violence, the psychology of working, bias-based bullying, culture, race, and gender issues, youth mentoring, and positive youth development.
Questions related to the program’s accredited status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 / E-mail: apaaccred@apa.org
Web: www.apa.org/ed/accreditation
Direct admit students will be required to take 2-3 courses (3 credits each) in addition to those listed in the program of study. (They may also need to take 1-2 prerequisites courses depending on their background.) At the end of their second year and the successful completion of the master's comprehensive exam, they will receive their master's degrees. Additionally, direct admit students will be required to complete three years of practicum training. Students will work individually with their advisor and the Program Director to determine their specific plan of study.
Courses
| Course | Course Title | Credits |
|---|---|---|
| APSY9842 | Seminar: Counseling Theory Deepens students' understanding of psychological theory, and facilitates a life-long journey of integrating theory with practice. Provides knowledge and understanding of traditional and contemporary theories of psychotherapy, and helps students develop a critical perspective that will enable them to evaluate the usefulness of these theories for their clinical work with clients. Class discussions cast a critical eye on the development of the discipline, including its philosophical and contextual roots, and analyze the values inherent in mainstream psychological practice. Considers strengths and limitations of each school, and uses case examples to gain expertise in applying theory to practice. | 3 |
| APSY9840 | Seminar: Professional Issues in Counseling Psychology This course traces the development of school counseling as a profession, and helps students understand the major functions of school counselors. Students gain an understanding of schools as dynamic organizations and learn to recognize and appreciate the intersection of family, school, culture, and community. Professional issues related to the practice of school counseling are examined, and recent innovations in the field are reviewed. | 3 |
| APSY9843 | Seminar in Career Development Advanced doctoral-level seminar on career development theory and research and on the psychology of working. First part of course consists of critical review of major approaches to understanding career behavior and development, empirical support for prevailing theoretical constructs, and empirical efforts related to career interventions. Special attention to issues specific to persons of color, women, gays, lesbians, individuals with disabling conditions, working-class adults, and non-college-bound youth. Examines space between work and interpersonal relationships. | 3 |
| APSY9844 | Seminar: Counseling Psychology in Context: Social Action, Consultation, and Collaboration Accompanying the First Year Experience (FYE) practicum, exposes students to research and practice at the meso- (community, organizations) and macro (government, policy, social norms) levels, in addition to the more traditional micro (individual) level. Students discuss their personal experiences within their FYE placement and read and discuss a series of articles and chapters central to the developing fields of critical psychology, liberation psychology, or counseling with a social justice orientation. | 3 |
| APSY8915 | Critical Perspectives on the Psychology of Race, Class, and Gender Using social and critical psychological frameworks, introduces multiple strategies for thinking culturally about select psychological constructs and processes (for example, the self, family and community relations, and socio-political oppression). Also pays particular attention to race and class as sociocultural constructs important for the critical analysis of the relationships of culture and psychology. Explores the implications of these constructs for intercultural collaboration, advocacty, and action. | 3 |
Students will take the below 7 courses will choose one (3-credit) advanced course in statistics and research.
| Course | Course Title | Credits |
|---|---|---|
| APSY6423/ MESA6420 | Intermediate Statistics Topics and computer exercises address tests of means, partial and part correlations, multiple regression, analysis of variance with planned and post hoc comparisons, analysis of covariance, repeated measures analysis, elements of experimental design, and power analysis. | 3 |
| APSY8667 | General Linear Models Addresses the construction, interpretation, and application of linear statistical models. Specifically, lectures and computer exercises cover ordinary least squares regression models; matrix algebra operations; parameter estimation techniques; missing data options; power transformations; exploratory versus confirmatory model building; linear-model diagnostics, sources of multicollinearity; diagnostic residual analysis techniques; variance partitioning procedures; dummy, effect, and orthogonal coding procedures; and an introduction to structural equation modeling. | 3 |
| APSY9841 | Quantitative Research Design in Counseling and Developmental Psychology In this year-long seminar, students examine quantitative research designs and application employed in the Counseling and Developmental Psychology literatures, including randomized, nonrandomized, cross-sectional, and longitudinal designs. Students present and critique published research exemplifying specific designs, propose empirical studies that could advance counseling and developmental psychology, and present findings from their own empirical work. | 3 |
| APSY8851 | Qualitative Research Methods Introduces the foundations and techniques of carrying out qualitative research. Topics include philosophical underpinnings, planning for a qualitative research project, negotiating entry, ethics of conducting research, data collection and analysis, and writing/presenting qualitative research. Requires a research project involving participant observation and/or interviewing. | 3 |
| APSY9941 | Dissertation Seminar in Counseling/Developmental Psychology This course is designed to assist students in the preparation of a formal doctoral dissertation intent. All aspects of dissertation development will be discussed. Students must present a series of draft proposals for faculty and student reaction. An acceptable dissertation intent is required for completion of the course. | 1 |
| APSY9988 | Dissertation Direction Dissertation related course work for advanced doctoral students. | 3 |
| Course | Course Title | Credits |
|---|---|---|
| APSY8645 | Advanced Psychological Assessment Provides an introduction to a variety of assessment tools commonly used to diagnose psychological disorders and inform treatment planning for children, adolescents, and adults. Assessment tools covered in this course include projective and personality tests, intelligence tests, tests of achievement, neuropsychological tests, and symptom checklists. Focus will be upon the theory, administration, scoring, and interpretation of these tools. Critical issues in the use of these measures, including ethical, psychometric, social, and legal concerns will be addressed. Students will complete and present integrated test batteries. | 3 |
| Course | Course Title | Credits |
|---|---|---|
| APSY8741 | Advanced Seminar in Psychopathology A developmental approach to understanding psychological disorders across the life span. The course will examine the emergence of a range of disorders in children, adolescents, and adults (e.g., depression, violent and abusive behavior). Particular attention will be paid to factors that increase risk and resilience. The implications for prevention and intervention strategies will be discussed. | 3 |
| APSY8822 | History of Psychology This course surveys the philosophical roots and the development of psychological thought from the Grecian and medieval periods to the present. Topics include: doctrines of human nature in early Greek philosophy; emergence of science in the post-Renaissance period; contributions of Descartes, Locke, the British empiricists and associationists to mental philosophy; major developments in nineteenth-century physiology; Darwin's evolutionary theory and its implications for psychology; emergence of psychology as an independent discipline; the rise and demise of the major systematic schools in psychology--structuralism, functionalism, Gestalt, behaviorism and psychoanalysis and, an overview of recent theoretical developments and controversies in contemporary psychology. | 3 |
| APSY8745 | Biological Bases of Behavior This course reviews a variety of topics within the biological bases of bahavior, employing a neuroanatomical starting point. Students learn neuroanatomy in some detail; moreover, course explores basic mechanics of the nervous system, basic psychopharmacology, and sensation and perception. Also examines cognitive functions associated with different regions of the brain as well as neurodevelopmental, psychiatric, and neurological disorders. In addition, students will have opportunity to read some of the more contemporary writings in the field of neuroscience. | 3 |
| APSY8917 | Cognitive-Affective Bases of Behavior This course discusses theories of human development and examines empirical research on cognitive and affective processes underlying behavior. In addressing the cognitive bases of behavior, it explores key mental processes (e.g., attention, memory, problem solving) and constructs (e.g., schemas, heuristics) that have been instrumental in understanding everyday functioning. The socio-affective bases of behavior addressed in the course include emotions, temperament, and self-concept. The students in this course explore fundamental theoretical questions, such as the role of biology and environment in development, and consider practical applications of current theoretical and empirical knowledge concerning the bases of human behavior. | 3 |
| PSYC/APSY9820 | Advanced Topics: Social Psychology An advanced seminar covering the scholarship of social psychology. | 3 |
Throughout doctoral training, students have an exciting assortment of opportunities for practice in the field of Counseling Psychology. Incoming students participate in the First Year Experience (FYE), which provides training in an array of non-traditional practice roles. Students learn to integrate a social justice approach to intervention at individual, community, and policy levels. Second and third year students engage in Advanced Practicum, which entails working 2-3 days per week in a field site, under the supervision of a licensed psychologist, as well as attending a doctoral practicum seminar on campus. Some students even choose to continue their practicum training into their fourth year with increasing levels of responsibility. In addition to training in psychotherapy, students gain supervised experience in assessment in at least one practicum. Science and research are integrated in the practice of therapy via theory-driven and evidence-based case conceptualizations.
We are fortunate that our students have access to a wide variety of high quality clinical training sites in universities, schools, hospitals, and outpatient community mental health settings. Being situated in the Boston area, we have developed excellent relationships with a number of these sites that frequently select our students for training. We also take pride in the fact that our doctoral students are considered highly sought after candidates for practicum training sites. In fact, our students are accepted to sites that are considered to be among the most competitive in the nation for practicum and internship training.
Examples of sites where students match:
- Cambridge Hospital/ Harvard Medical School
- University of Maryland Counseling Center
- University of Pennsylvania Counseling Center
- Edith Nourse Rogers Memorial Veterans Administration Medical Center
- Emory University/ Grady Health System
- Walter Read Medical Center
- Massachusetts General Hospital/ Harvard Medical School
| Course | Course Title | Credits |
|---|---|---|
| APSY9846 | Pre-Internship Counseling Practicum Seminar Pre-internship placement in a mental health setting accompanied by a biweekly seminar on campus. Placement requires 20-24 hours per week over two semesters. Focus will be on the integration of theoretical and research perspectives on clinical interventions utilizing the experience of site-based practice. Satisfactory completion of this course is a prerequisite for the doctoral internship. | 3 |
| APSY9847 | Advanced Pre-Internship Counseling Practicum Seminar Advanced pre-internship placement in a mental health setting accompanied by a biweekly seminar on campus. Placement requires 20-24 hours per week over two semesters. Focus will be on the integration of theoretical and research perspectives on clinical interventions utilizing the experience of site-based practice. Satisfactory completion of this course is a prerequisite for the doctoral internship. | 3 |
| APSY9848 | Advanced Clinical Case Consultation This one-credit course is required for doctoral students who have completed both Advanced Practicum courses and have chosen to do another practicum. The course meets monthly throughout the year and is designed to help students further develop their capacity to integrate theory and practice in their work clients.
| 1 |
| Course | Course Title | Credits |
|---|---|---|
| APSY9849 | Doctoral Internship in Counseling Psychology Internships cover a calendar year, and students must complete the equivalent of one full year (40 hours/week) or two semesters (two credit hours per semester). Applications should be submitted in November of the preceding year. Placement must be in an approved counseling setting for psychodiagnostic and interviewing experience with clients, group counseling, and other staff activities. | 2 |
| Course | Course Title | Credits |
|---|---|---|
| APSY9901 | Doctoral Comprehensive Exam In order to ensure that all students graduating from the program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses. | 0 |
Practicum
Throughout doctoral training, students learn to integrate a social justice approach to intervention at individual, community, and policy levels. Our students are accepted to some of the most competitive practicum and internship training locations in the nation.
“We are proud to be leaders in shaping the dialogue about how professional psychology can enhance its impact to be truly inclusive and transformative for people and communities”
Roles
- Psychology Professor
- Dean of the College of Education
- Psychologist
- Instructor
- Psychology Professor
Organizations
- Lesley University
- University of Missouri, Kansas City
- University of Maryland Counseling Center
- Albert Einstein College of Medicine
- Veterans Administration Medical Center
- University of Michigan
- Simmons College Counseling Center
Hear From Our Students
Tuition & Aid
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $10.8 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable.
Application Eligibility & Timeline
Successful applicants typically demonstrate evidence of their preparation for doctoral study, commitment to the scientist-practitioner training model, and commitment to the social justice mission of the program via their academic work, curricular and extra-curricular activities, and research experience.
To be eligible for the doctoral program, it is highly recommended that applicants already hold a master's degree although some students are admitted without one. Please see below for more information on the different admission pathways.
Doctoral applications are reviewed by faculty in January, and a small number of applicants are selected to attend a one-day interview in mid February. A final cohort of between five and seven students are offered acceptance to the program.
Ideally, successful applicants to the doctoral program should have completed as undergraduates or as graduate students the following courses:
- Principles and Techniques of Counseling
- Introductory Statistics
- Psychopathology
- Psychological Testing
- Group Counseling or Family Therapy
An applicants master's degree in counseling or a related field should include a 400-hour supervised counseling practicum. The master's level prerequisite courses for the doctoral program include the classes listed above; however, students without these specific prerequisites should still apply as some of our admitted students have not completed all of these master's level courses. Students who have not completed all of these prerequisites will complete them prior to or during their doctoral studies in our program at their own expense.
Our advice for talented students without a master's degree is that it is worthwhile to apply for a doctoral degree if that is your clear, long-term goal. The successful direct admit candidate generally has substantive post-undergraduate experience and relevant work experience that conveys commitment to and skills in scholarship and direct services to client populations. This applicant presents with outstanding credentials and clear evidence of preparation for doctoral study, a commitment to the scientist-practitioner model, and a focus on social justice.
We offer the option of enrolling in our master's degree to those qualified applicants who are not admitted to the doctoral program. It is important to note, however, that there is no guaranteed admission to the doctoral program from the master's program although approximately half of our doctoral admits usually come from our master's students.
Prerequisite Undergraduate Courses:
- Introductory Psychology
- Developmental or Life-Span Psychology
- Statistics
- Personality Theory
Application & Deadlines
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Fall 2025:
- Deadline: December 1, 2024
This program does not offer rolling admission after the deadline.
Résumé
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement
To be uploaded to your online application.
How have your personal experiences shaped your academic and career goals?
Letters of Recommendation
Three letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice. Academic letters are a better indicator of your qualifications for doctoral work as compared to professional letters. Ideally, academic letters should be as recent as possible, and from faculty who are in related fields.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the ""International Students"" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
To be uploaded to your online application.
All applicants to this program are required to submit one piece of work that demonstrates graduate-level writing ability. This document may be an academic term paper, a published work in which you are the primary author, a training manual or curriculum that you have created, a clinical case formulation, or another representative sample of your writing. The document should be approximately 15-25 pages.
International Students
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Requirements for International Students
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