The Clinical Counseling training program offers the Master of Science degree through integrated academic, scientific and professional training. The program provides students with intensive instruction in the theoretical framework of psychology and clinical counseling and broad experience in empirically supported methods of practice in clinical counseling.
Scientist - Practioner Model
Our program design is informed by the scientist-practitioner model of training in psychology. The training goal of the Clinical Counseling program is to produce clinicians who can integrate the science of mental health research with practice. Accordingly, graduates of the program will be proficient consumers of the research literature who in turn utilize empirically supported treatment methodologies to help their clients. Although our ultimate training goal is to produce proficient service providers, interested students can avail themselves of additional training and research experiences during their course of study thereby becoming producers of mental health research. Given that the scientist-practitioner model of training is ideal for psychologists who utilize scientific methods in the conduct of professional practice (Belar & Perry, 1992), we believe a training philosophy informed by this model will produce excellent counselors as well. To this end, the core courses are organized as integrated theory-research-practice units with a problem-solving emphasis.
Students receive training in the identification and treatment of a broad range of mental and nervous disorders. A variety of assessment and intervention approaches are covered with an emphasis on empirically supported techniques. Our graduates are well-prepared clinicians and consumers of the research literature. The training ensures the development of broad-based clinical skills and encourages close, cooperative work with other healthcare specialists, such as physicians, other mental health professionals and allied health professionals.
Upon entering the Clinical Counseling program, students are assigned a faculty advisor. Advisors guide students through the selection of electives, independent study and practicum experiences necessary to complete the program and meet the student’s training goals and needs. The advisor provides information, direction, feedback and long-term guidance. Advisors meet with students regularly to review academic performance and to discuss the student’s future plans. In addition, an annual meeting of the student-advisor-DCT is held to review a student’s program and appropriate recommendations are made for further training and professional development needs.