Counselor Education (Ph.D.) - Graduate - 2012 University Catalog
You are viewing the 2012 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.
Graduates of doctoral programs in Counselor Education may find employment as program managers and developers. They are employed by private and public school systems as directors of guidance, guidance center supervisors, and master counselors. They hold positions in business and industry, especially in urban areas. Companies that offer Employee Assistance Programs (EAPs), in particular, hire doctoral-level counselors to develop and manage mental health and holistic care programs as a service for their employees.
Individuals with Counselor Education doctoral degrees work in administrative and managerial roles in health care agencies, nonprofit organizations, community agencies, and student affairs/academic affairs units in colleges and universities as well as in businesses. In addition to working in such agencies and in business, holders of Ph.D. degrees in Counselor Education also serve as consultants for agencies on specific projects - for example, consultants to state departments of education concerning guidance outreach to under-served populations.
The combination of scholarly preparation and advanced counseling and supervision practice will allow Ph.D. graduates many opportunities for professional growth and employment. A state-of-the art curriculum, faculty mentoring, and the thoughtful choice of a cognate in the doctoral program will contribute to these opportunities.
COUNSELOR EDUCATION
Complete the following 8 requirements for a minimum of 68 semester hours.
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CORE COURSES
Complete the following 5 courses, plus an additional course to be determined by the department:
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CLINICAL EXPERIENCE
Complete 6 semester hours-9 semester hours of clinical experience as determined by the department.
COUN 824 Professional Internship I (1.5 hours lecture, 1.5 hours lab) 3 -
COGNITIVE OR ELECTIVE STUDIES
Complete 9 semester hours - 12 semester hours from counseling or another relevant discipline with approval from doctoral advisory committee.
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RESEARCH CORE
Complete the following 3 courses, plus an additional 2 courses to be determined by the department:
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REQUIRED DISSERTATION COURSES
Complete a minimum of 15 semester hours from departmental dissertation course.
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QUALIFYING PORTFOLIO/EXAM/ASSESSMENT
Successfuly complete the qualifying portfolio, examination or assessment requirement.
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ADMISSION TO CANDIDACY
Following completion of pre-dissertation research courses and qualifying exam, you may be admitted to candidacy.
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DISSERTATION REQUIREMENT
Complete a dissertation in accordance with Graduate School and doctoral program requirements.
Course Descriptions:
COUN810: Advanced Counseling Theory and Methodology (3 hours lecture)
This course provides doctoral students with advanced theoretical and methodological information regarding counseling theory. Students engage in critical analysis of major theoretical perspectives in counseling, including strategies for dealing with affective, cognitive and behavioral dysfunction, and the requisite skills needed for teaching master's level Counseling Theories courses. The purpose of the course is to explore, in depth, the traditional major theories and theorists of counseling and psychology, and to examine the major Western and Eastern orientations of counseling and psychology, as well as state-of-the-art non-traditional models. 3 sh.
Prerequisites: Doctoral Standing in Counselor Education Program (CNED).
COUN812: Counselor Supervision (2 hours lecture, 1 hour lab)
This course prepares counselors to become clinical supervisors. Theoretical concepts addressed include the context and models of supervision, ethical and legal considerations, organizing the supervision relationship, technology in supervision, the evaluation process, supervision interventions and techniques, and multicultural issues in supervision. Students develop a theoretical approach to supervision and demonstrate that approach by supervision master's level counseling students in either internship or practicum. 3 sh.
Prerequisites: COUN 810, Doctoral Standing in Counselor Education Program (CNED).
COUN816: Clinical, Leadership and Organizational Assessment (3 hours lecture)
This course prepares students to use testing procedures in assessing three critical areas of the profession: psychopathology, leadership skills, and organizational development. Students conduct multiple assessments in the course; they administer the instruments, write assessment reports, and consult with clients to develop appropriate interventions. They learn procedures for constructing valid and reliable psychological inventories. State-of-the-art issues relating to testing, such as high-risk testing, test bias for immigrant workers, ethical issues in testing, and pros/cons of computer assessment, are addressed. The course includes a 20-hour experimential component in which students develop instructional skills by assisting in teaching a masters level individual appraisal course. (Testing Fee required) 3 sh.
Prerequisites: Doctoral Standing.
COUN818: Advanced Group Counseling (1.5 hours lecture and 1.5 hours lab)
This course provides doctoral students with advanced theoretical information and experiential practice regarding group counseling and process. Students examine a variety of theoretical approaches applied to group counseling. The experiential component gives students an opportunity to apply the process of advanced facilitation, the analysis of the dynamics of groups, the facilitator's role through participation and process illumination, and the requisite skills needed for teaching group process courses in master's programs. 3 sh.
Prerequisites: COUN 810 and Doctoral Standing in Counselor Education Program (CNED).
COUN820: Advanced Career Counseling Techniques and Practice (3 hours lecture)
A doctoral level course critically examining state-of-the-art research related to career development and the psychology of work. Particular emphasis will be placed on exploring the implications of race, gender, sexual orientation, disability status, social class, and immigrant status as it related to career development. Students will focus their own research on career counseling techniques, assessment, career resources, and career programs that address the needs identified for client characteristics listed above. Students examine different theoretical approaches to career counseling and develop an approach to working with career clients. Experiential learning involves providing individual career counseling and-or practical instructorship on a master's level career course. 3 sh.
Prerequisites: Doctoral Standing in Counselor Education Program (CNED).
COUN824: Professional Internship I (1.5 hours lecture, 1.5 hours lab)
Instructorship, is a post-practicum, supervised experience in which the student refines and enhances counseling/teaching knowledge and skill through teaching (CACREP Glossary). Through individual and group supervision, doctoral co-instructors/interns will assist in design, analysis, teaching and evaluation of courses in the CACREP accredited Master's program, as well as gain knowledge of the academic world, mentoring constructs, and professional leadership avenues for their professional as Counselor Educators and Master's Clinicians. 3 sh.
Prerequisites: Doctoral standing.
ELRS820: Qualitative Methods for Educational Research (3.0 hours lecture)
This introductory course is designed to give doctoral students a working knowledge of the theoretical, conceptual, and practical foundations of qualitative research in education. Attention will be given to the purposes, strengths, and limitations of qualitative social science research, as well as to its social, political, and ethical dimensions. Students will learn about writing proposals for qualitative research and have some practice with qualitative data collection and analysis. Students taking the course for 4 semester hours will be required to conduct a small-scale qualitative study. Starting Summer 2012: This course introduces students to the theories and practices of qualitative research. Students develop skills to critically analyze qualitative studies and the various components of research design. They are also introduced to a rich array of qualitative approaches and possibilities in educational research. They develop an understanding of what is involved in designing original research and have hands-on practice with qualitative data gathering. 3 sh.
Prerequisites: Matriculation in a doctoral program at MSU.
ELRS821: Quantitative Methods for Educational Research (3.0 - 4.0 hours lecture)
Starting Summer 2012: This course introduces students to major methodologies and fundamental skills of quantitative research. Students critically examine the features of common research methods, including experimental, quasi-experimental, and non-experimental designs, as well as related sampling techniques. Students study the underlying principles of measurement, focusing on such concepts as validity, reliability, and bias. Students also acquire skills for interpreting basic statistical procedures. Topics include descriptive statistics, introduction to probability and statistical inference, and the presentation and interpretation of statistical data in empirical literature. The course provides students with an opportunity to use statistical computing packages, such as SPSS, to support data analysis and interpretation. 3 - 4 sh.
Prerequisites: Matriculation in a doctoral program at MSU.
ELRS823: Advanced Qualitative Research in Education (3 hours lecture)
This is a doctoral seminar designed to help students apply their initial understanding of qualitative methods developed in ELRS 820: Qualitative Methods of research in Education to their own doctoral research. The course will address the theoretical underpinnings of qualitative research, including articulating a research question, addressing methodological design issues, and considering approaches to analysis. Students will have the opporutnity to do in-depth reading in areas of particular applicability to their own research as well as to pilot an inquiry project. Offered as EDCO 823 through Spring 2011. Starting Summer 2012: This is the second in a sequence of two doctoral courses in qualitative research methods, building on students' initial understanding of qualitative research from ELRS 820 Qualitative Methods of Research in Education. This course offers students the opportunity to develop a more in-depth understanding of qualitative research and its application to original research, including dissertations. Students explore the interconnections and congruence between theoretical and conceptual framing, research design, and data analysis and representation. 3 sh.
Prerequisites: ELRS 820.
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Admission
Admission decisions will be based on faculty review of the completed application, which must include the following:- Master’s degree in Counseling or Counselor Education, preferably CACREP accredited or aligned
- 2 years minimum post Master’s professional counseling experience related to the applicant’s chosen concentration: community, school, higher education/student affairs, or addictions
- Submission of recent GRE scores (no more than 5 yrs old)
- Transcripts indicating receipt of the bachelor’s and master’s degrees (minimum counseling master’s program GPA of 3.5 is required)
- 3 letters of recommendation indicating readiness for doctoral study: One reference from a professional in the applicant’s field and two faculty references
- Current resume
- Personal interview: If invited for a personal interview, requirement includes writing sample, done on campus