PhD in Counselor Education
The doctor of philosophy degree (Ph.D.) in counselor education prepares students for careers in counselor education, counseling supervision, counseling leadership, and community and school counseling management through research, teaching, supervision, clinical, and leadership course work and experiences. Opportunities exist within this program to create areas of specialization that are relevant to the academic, professional, or research interests of the student. The program objectives and curricular experiences of the doctoral program reflect a deepening of master’s-level curriculum and an expansion into the five core areas of doctoral-level practice: teaching, supervision, research, clinical practice, and leadership and advocacy.
Persons applying for admission to doctoral study must meet the admission requirements of the College of Graduate Studies, the College of Health and Human Services, and the counselor education program. These requirements include an application for graduate admission, one set of official transcripts from each institution attended showing any and all undergraduate/graduate credits and degrees attained, three letters of recommendation, and a non-refundable application fee that must be submitted to the College of Graduate Studies to begin the admission process.
In addition, counselor education program requirements for admission to the doctoral program are:
- A minimum GPA of 3.5 on a 4.0-point scale for all graduate-level academic work
- A master’s degree in counseling from a program that is approved by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Applicants with degrees from non-accredited programs must demonstrate their equivalency to approved programs or make up any deficiencies that may be present in their training.
- GRE scores are not required for admission but may be submitted as supplemental materials.
- A résumé and statement of purpose three-to-five pages in length.
- One writing sample. This is typically fulfilled by submitting a copy of your best academic work completed in previous graduate courses.
- A personal interview with program faculty to determine the personal and professional suitability and leadership potential of the applicant. Applicants will be notified if they are selected for an interview.
- Three letters of recommendation, at least one of which must address the applicant’s academic potential (i.e. from a university faculty member).
Applicants are interviewed and admitted to doctoral study during the fall or spring semesters of each academic year.
For more information or to ask questions, contact:
Madeline Clark
Doctoral Program Coordinator
419.530.4775
madeline.clark@utoledo.edu
| Code | Title | Hours |
|---|---|---|
| COUN 7510 | Supervision In Counseling And School Psychology | 4 |
| COUN 7520 | Education And Leadership In Mental Health Professions | 4 |
| COUN 7530 | Advanced Theories Of Counseling And Consultation | 4 |
| COUN 7930 | Doctoral Research Seminar | 4 |
| COUN 8180 | Advanced Multicultural Issues in Counselor Education and Supervision | 4 |
| COUN 8410 | Advanced Practicum In Individual And Group Therapy | 4 |
| COUN 8940 | Counseling Internship | 8 |
| COUN 8960 | Doctoral Research Dissertation | 10 |
| RESM 7330 | Qualitative Research I: Introduction And Basic Methods | 3 |
| RESM 8120 | Quantitative Methods II | 3 |
| RESM Electives | 6 | |
| Two additional Electives | 6-8 | |
| Total Hours | 60-62 | |
The curriculum leading to the doctor of philosophy degree in counselor education consists of a minimum of 60 semester hours. While the degree allows the student to focus on areas of interest, scholarly preparation resulting in a culminating research dissertation is required.
60 Semester Hours beyond Master's in Counseling
| First Term | Hours | |
|---|---|---|
| COUN 7510 | Supervision In Counseling And School Psychology | 4 |
| COUN 7530 | Advanced Theories Of Counseling And Consultation | 4 |
| RESM 8120 | Quantitative Methods II | 3 |
| Hours | 11 | |
| Second Term | ||
| COUN 7520 | Education And Leadership In Mental Health Professions | 4 |
| COUN 8410 | Advanced Practicum In Individual And Group Therapy | 4 |
| RESM 7330 | Qualitative Research I: Introduction And Basic Methods | 3 |
| Elective | 3 | |
| Hours | 14 | |
| Third Term | ||
| COUN 8940 | Counseling Internship | 4 |
| RESM Elective | 3 | |
| Elective | 3 | |
| Hours | 10 | |
| Fourth Term | ||
| COUN 8940 | Counseling Internship | 4 |
| COUN 7930 | Doctoral Research Seminar | 4 |
| RESM Elective | 3 | |
| COUN 8180 | Advanced Multicultural Issues in Counselor Education and Supervision | 4 |
| Hours | 15 | |
| Fifth Term | ||
| COUN 8960 | Doctoral Research Dissertation | 5 |
| Hours | 5 | |
| Sixth Term | ||
| COUN 8960 | Doctoral Research Dissertation | 5 |
| Hours | 5 | |
| Total Hours | 60 | |
a. scholarly examination of theories relevant to counseling
b. integration of theories relevant to counseling
c. conceptualization of clients from multiple theoretical perspectives
d. evidence-based counseling practices
e. methods for evaluating counseling effectiveness
f. ethical and culturally relevant counseling in multiple settings
2. SUPERVISION
a. purposes of clinical supervision
b. theoretical frameworks and models of clinical supervision
c. roles and relationships related to clinical supervision
d. skills of clinical supervision
e. opportunities for developing a personal style of clinical supervision
f. assessment of supervisees developmental level and other relevant characteristics
g. modalities of clinical supervision and the use of technology
h. administrative procedures and responsibilities related to clinical supervision
i. evaluation, remediation, and gatekeeping in clinical supervision
j. legal and ethical issues and responsibilities in clinical supervision
k. culturally relevant strategies for conducting clinical supervision
3. TEACHING
a. roles and responsibilities related to educating counselors
b. pedagogy and teaching methods relevant to counselor education
c. models of adult development and learning
d. instructional and curriculum design, delivery, and evaluation methods relevant to counselor education
e. effective approaches for online instruction
f. screening, remediation, and gatekeeping functions relevant to teaching
g. assessment of learning
h. ethical and culturally relevant strategies used in counselor preparation
i. the role of mentoring in counselor education
4. RESEARCH AND SCHOLARSHIP
a. research designs appropriate to quantitative and qualitative research questions
b. univariate and multivariate research designs and data analysis methods
c. qualitative designs and approaches to qualitative data analysis
d. emergent research practices and processes
e. models and methods of instrument design
f. models and methods of program evaluation
g. research questions appropriate for professional research and publication
h. professional writing for journal and newsletter publication
i. professional conference proposal preparation
j. design and evaluation of research proposals for a human subjects/institutional review board review
k. grant proposals and other sources of funding
l. ethical and culturally relevant strategies for conducting research
5. LEADERSHIP AND ADVOCACY
a. theories and skills of leadership
b. leadership and leadership development in professional organizations
c. leadership in counselor education programs
d. knowledge of accreditation standards and processes
e. leadership, management, and administration in counseling organizations and other institutions
f. leadership roles and strategies for responding to crises and disasters
g. strategies of leadership in consultation
h. current topical and political issues in counseling and how those issues affect the daily work of counselors and the counseling profession
i. role of counselors and counselor educators advocating on behalf of the profession and professional identity
j. models and competencies for advocating for clients at the individual, system, and policy levels
k. strategies of leadership in relation to current multicultural and social justice issues
l. ethical and culturally relevant leadership and advocacy practices