Educational Psychology – Counseling Psychology, Doctor of Philosophy
Note: The doctoral programs in Educational Psychology – Counseling Psychology and Educational Psychology – School Psychology are being phased out and no longer accepting new students. Students interested in doctoral programs in psychology are encouraged to apply to the PhD Combined Counseling/School Psychology program.
This 109-hour program prepares you to function as an applied counseling psychologist, a trainer of other counselors or psychologists, and/or as a researcher. This program meets the criteria of the National Register of Health Service Providers in Psychology and the Association of State and Provincial Psychology Boards.
Thank you for your interest in our doctoral programs. Northern Arizona University’s doctoral programs in Educational Psychology – Counseling Psychology, and Educational Psychology – School Psychology, are not accredited by the American Psychological Association (APA). However, NAU does have an new doctoral program, Combined Counseling/School Psychology, Doctor of Philosophy that has been granted initial accreditation, on contingency, by the American Psychological Association (APA). For more information, please see the Combined Counseling/School Psychology, Doctor of Philosophy degree page.
There have been some very important developments concerning our Educational Psychology – Counseling Psychology and Educational Psychology – School Psychology programs that you should be aware of. Please carefully review the following statement.
Additional helpful information
Program philosophy Accordion Closed
There is a growing need in our society to train counseling psychologists to facilitate effective personal and interpersonal functioning in a variety of settings with diverse persons having varied problems and needs. Our doctoral program reflects a training curriculum that is sequential, cumulative, and graded in complexity.
At the core of the counseling psychology training program at Northern Arizona University is the integration of theory, research, and practice. We believe that this core is best realized using a scientist-professional training model that includes a systematic analysis of human behavior, careful applications of best practice, and a methodical evaluation of the effectiveness of these applications.
We emphasize assessment and intervention strategies that focus on assets and strengths as an individual experiences adjustment and remedial problems in life regardless of the person’s level of cognitive, emotional, or behavioral functioning.
An individual’s adjustment and remedial problems are more fully understood using comprehensive measures incorporating perspectives of: (a) life-span development and transitions, (b) person-environment interactions, (c) individual and cultural diversity, and (d) client empowered decision-making. Our faculty promotes the optimal development of individuals, families, groups, and environmental systems using empirically supported interventions that include relatively brief counseling approaches, prevention, consultation, psycho-education, and career-development.
Gelso, C. J., & Fretz, B. R. (1992). Counseling psychology. San Diego, CA: Harcourt, Brace, & Javanovich, Inc.
Epperson, Fouad, Stoltenberg, & Murdock (2005). Model training program in counseling psychology. Retrieved July 14, 2009, from the Council of Counseling Psychology Training website.
Goals and objectives Accordion Closed
- To prepare psychologists who have a comprehensive foundation in the core and foundational areas of psychology. Students will acquire and demonstrate knowledge competencies in:
- biological bases of behavior
- cognitive and affective bases of behavior
- social aspects of behavior
- history and systems of psychology
- human development
- To prepare psychologists who use ethical decision-making and responsible professional behavior and apply best practices in counseling psychology assessment, intervention, follow-up, and evaluation when working with individuals, families, groups, and organizations, while demonstrating interpersonal and cross-cultural sensitivity. Students will acquire and demonstrate knowledge and skill competencies in:
- professional standards and ethics
- theories and methods of psychological measurement
- assessment and interventions related to a person’s assets and strengths
- effective interventions including evaluating their efficacy
- individual and cultural diversity
- dysfunctional behavior or psychopathology
- time-limited interventions
- person-environmental interactions
- educational and career development theory and practice
- To prepare psychologists who have thorough knowledge and skills in analytical and quantitative methods to effectively consume and generate empirical evidence associated with counseling psychology theory and practices. Students will acquire and demonstrate knowledge and skill competencies in:
- research methodology
- techniques of data analysis
- understanding the influence of professional practice on the science of psychology
- the application of research methodology and techniques of data analysis during each year of training
- To prepare psychologists who demonstrate the ability to train others in the content and skill areas of counseling psychology and provide effective prevention, psycho-education, and consultation methods with individuals, families, groups, members of environmental systems, and other professionals. Students will acquire and demonstrate knowledge and skill competencies in:
- pedagogical theory and methods
- theories and techniques in prevention and psycho-education
- theories and practice of consultation and supervision
- To prepare psychologists who integrate theory, research, and practice and apply their expertise in a variety of settings with diverse persons having varied problems and needs. Students will acquire and demonstrate the knowledge and skill competencies in:
- applying scientific theory and methods to assessment, intervention, training, prevention, psycho-education, and consultation
- integrating psychological theory, research, and practice in applied settings during each year of training
Degree requirements Accordion Closed
- For this degree, you must complete 109 semester hours beyond the bachelor’s degree and have a master’s degree.
- The degree minimally requires two years of full-time equivalent coursework post-master’s, a preliminary examination, comprehensive examination, a one-year internship (2,000 hours), and completion of a dissertation.
- This is a Flagstaff-based program and most of the necessary coursework is available only in Flagstaff during fall and spring semesters.
- You must complete at least two consecutive semesters of full-time residency during fall and spring semesters
Please review the online catalog for selected courses where prerequisites are required. Please check with the department or a faculty adviser if you have questions regarding prerequisites.
Please review the clinical hours table for the number of practicum hours and internship hours required in clinical, testing, and intervention Educational Psychology classes.
Program of studies Accordion Closed
The program of studies is the agreed-upon plan between you and your faculty adviser on completing program requirements.
It is used as a verification document when you apply for graduation. You should complete the program of studies with your adviser during the first semester of graduate work.
The original, signed program of studies should be given to the Department Chair to be placed in your file in the Educational Psychology Department and you and your adviser should both keep copies.
Amendments to your program of studies can be made with your adviser’s approval.
The timeline policy and residency policies for Doctoral degree can be viewed through the Graduate College.
Professional code of ethics and licensure guidelines Accordion Closed
Counseling program faculty Accordion Closed
Dr. Robert Horn, Department Chair and Associate Professor