Counselor Education (Ph.D.) - Graduate - 2010 University Catalog

You are viewing the 2010 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.

The primary objective of this Ph.D. program is to prepare scholars and practitioners to become leaders in maximizing the mental health and quality of life for individuals, families, communities, and educational organizations. 

Program graduates may seek employment in communities, agencies, schools and in colleges and universities in the following roles:

  • Academic faculty members
  • Supervisors
  • Program managers or program developers
  • Consultants
  • Researchers
  • Evaluators 

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 underserved 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. 

PROGRAM REQUIREMENTS

Complete the following 8 requirements for a minimum of 68 semester hours.

  1. CORE COURSES

    Complete the following 5 courses, plus an additional course to be determined by the department:

    COUN 810 Advanced Counseling Theory and Methodology 3
    COUN 812 Counselor Supervision 3
    COUN 816 Clinical, Leadership and Organizational Assessment 3
    COUN 818 Advanced Group Counseling 3

  2. CLINICAL EXPERIENCE

    Complete 6 semester hours-9 semester hours of clinical experience as determined by the department.

  3. COGNITIVE OR ELECTIVE STUDIES

    Complete 3 courses from counseling or another relevant discipline with approval from doctoral advisory committee.

  4. RESEARCH CORE

    Complete the following 3 courses, plus an additional 3 courses to be determined by the department:

    EDCO 820 Qualitative Methods for Educational Research 3-4
    EDCO 821 Quantitative Methods for Educational Research 3-4
    EDCO 823 Advanced Qualitative Research in Education 3

  5. REQUIRED DISSERTATION COURSES

    Complete a minimum of 15 semester hours from departmental dissertation course.

  6. QUALIFYING PORTFOLIO/EXAM/ASSESSMENT

    Successfuly complete the qualifying portfolio, examination or assessment requirement.

  7. ADMISSION TO CANDIDACY

    Following completion of pre-dissertation research courses and qualifying exam, you may be admitted to candidacy.

  8. DISSERTATION REQUIREMENT

    Complete a dissertation in accordance with Graduate School and doctoral program requirements.

Course Descriptions:

COUN810: Advanced Counseling Theory and Methodology

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, congnitive, 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.

COUN812: Counselor Supervision

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 who are completing internship or practicum. Twenty-five hours of supervision required. 3 sh.

Prerequisites: Doctoral Standing.

COUN816: Clinical, Leadership and Organizational Assessment

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

This course provides doctoral students with advanced theoretical information and experimental practice regarding group counseling and process. Students examine a variety of theoretical approaches applied to group counseling. The experimental component gives students an opportunity to apply and experience 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: Doctoral Standing.

EDCO820: Qualitative Methods for Educational Research

This introductory course is designed to give doctoral students a working knkowledge 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. 3 - 4 sh.

Prerequisites: Matriculation in a doctoral program at MSU.

EDCO821: Quantitative Methods for Educational Research

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 educational psychological measurement, focusing on such concepts as validity, reliabiliity, and bias. Students also acquire skills for interpreting basic statistical procedures. Topics include descriptive statistics, introduction to statistical inference, and the presentation and interpretation of statistical data in educational literature. The course provides students with an opportunity to use statistical computing packages, such as SPSS, to support data analysis and interpretation. Students will learn about writing proposals for quantitative research and have some practice with data collection and analysis. Students taking the course for 4 semester hours will be required to conduct a small-scale quantitative study. 3 - 4 sh.

Prerequisites: Matriculation in a doctoral program at MSU.

EDCO823: Advanced Qualitative Research in Education

This is a doctoral seminar designed to help students apply their initial understanding of qualitative methods developed in EDCO 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. 3 sh.

Prerequisites: EDCO 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

Deadlines

Review of completed applications, including review for doctoral assistantships, will begin on or about November 1 each year. The final application deadline is February 1 each year for the following Fall semester.