Program Philosophy

The Counseling Psychology Ph.D. Program at Marquette University offers training in the scientific discipline of psychology and in counseling psychology as an area of professional specialization. It is based on an integrated scientist-practitioner approach to training professional psychologists which emphasizes both scientific inquiry and professional practice. In this approach, the science and practice of psychology are viewed as complementary and interdependent, where each informs the other in a synergistic manner. This model was developed at the Boulder Conference on clinical psychology training in 1949 and was subsequently endorsed by Division 17, Counseling Psychology, of the American Psychological Association (APA) in 1954. Our Program is also based on the Model Training Program in Counseling Psychology that was adopted by the Joint Writing Committee of the Council of Counseling Psychology Training Programs (CCPTP) and APA Division 17, Counseling Psychology, in 1998.

In our particular Program, students acquire a solid foundation of knowledge in the biological, cognitive, affective, individual, social, and developmental bases of human behavior. Through course work in research design, measurement, statistics, qualitative research methods, and program evaluation, students develop the skills needed to critically evaluate the research of others as well as independently conduct their own research. Training in human development, psychopathology, assessment, individual and group psychotherapy, and ethics, along with practicum and internship experiences, provide students the necessary clinical skills to practice as competent entry-level professional psychologists.

Our Program is designed to be comprehensive and developmental. We use a generalist training model which includes broad preparation in the diverse areas needed to practice competently as psychological scientists and practitioners in today's health care systems. The training also involves a sequential program of cumulative learning experiences which are graded in complexity. The Program is designed to maximize students' preparation for obtaining quality predoctoral internships and postdoctoral positions and for successfully completing psychology licensure requirements. We believe that this model provides the best training for advancing students toward an array of rewarding career goals in colleges and universities, hospitals and health care organizations, university counseling centers, public and private clinics, community agencies, correctional facilities, as well as in government and business organizations.

Our Program also emphasizes training in the specialization of counseling psychology. Historically, this specialty has emphasized two perspectives, the first of which focuses on development. This perspective emphasizes normal growth and development, improving individuals' quality of life, and focusing on strengths and resources as opposed to psychological deficits and problems. Donald Super, one of the pioneers in Counseling Psychology, noted that "Counseling Psychologists tend to look for what is right and how to help use it." The ability to diagnose and treat psychopathology is an essential skill in our graduates, but our Program also emphasizes the assessment of strengths and resources, as well as the development of resource-focused interventions designed to maximize the healthy and optimal functioning of individuals and communities. In fact, we consider it an ethical obligation to focus on strengths and resources in addition to deficits and problems when conducting assessments and designing treatment plans for clients. Minimizing either one can result in an incomplete conceptualization that is likely to result in less effective interventions and potentially deleterious effects. Another implication of a developmental emphasis involves prevention and the need for proactive systems interventions. For example, fighting poverty, racism, and other destructive societal and community influences are more important in certain contexts than applying individualized counseling interventions.

Counseling psychology historically has also emphasized understanding individuals in their sociocultural context. Earlier in our history, educational and occupational contexts were emphasized, while more recently individual and cultural diversity have received a great deal of attention. Our Program takes a biopsychosocial approach to understanding human behavior, and is based on the view that a comprehensive approach such as this results in the most complete understanding of human development and functioning. We believe that sensitivity to biological, psychological, social, cultural and developmental influences on behavior increases students' effectiveness both as practitioners and researchers as well as the additional roles in which they are likely to engage (e.g., instructor, supervisor, consultant). This approach also helps students develop an appreciation for the importance of prevention with regard to behavioral as well as medical and social problems. Indeed, we view competence in working with all of these factors as necessary for the successful practice of counseling psychology.

Our departmental policies also clarify our commitments with regard to diversity in our programs. Our policy on diversity reads as follows:

The Department of Counseling and Educational Psychology, as well as Marquette University as a whole, are committed to social justice. These commitments are reflected in the Marquette University Statement on Human Dignity and Diversity, which reads, "As a Catholic, Jesuit university, Marquette recognizes and cherishes the dignity of each individual regardless of age, culture, faith, ethnicity, race, gender, sexual orientation, language, disability or social class." Our Department emphasizes the importance of diversity and multicultural influences on development in all of our programs, including our coursework and research, as well as throughout our practicum and internship training. The Department expects that all faculty and students will engage in respectful explorations of issues regarding diversity and multiculturalism as we develop more fully our commitment to social justice. In addition, faculty and students are all expected to explore their own attitudes, knowledge, and behaviors with regard to various forms of discrimination so that the quality of our research, teaching, and practice improves.

Finally, our counseling psychology program at Marquette also exists within the context of the Jesuit educational tradition. This includes assisting students to develop a care and respect for self and others consistent with the Jesuit tradition of cura personalis , or care for the person, and service to others. This 450-year-old tradition emphasizes a care for the whole person and the greater community, a tradition which is also very consistent with the history and emphases of counseling psychology. This orientation is also consistent with the mission and vision of the School of Education at Marquette University, the graduates of which "will be 'men and women for others' who have a commitment to transforming social inequities in their schools, institutions, and communities and who exhibit Marquette's hallmarks of excellence, faith, leadership, and service."