Ph.D. in Counseling Psychology

Students in the Counseling Psychology Program complete extensive practicum and internship training in a variety of mental health and educational agencies in the Milwaukee area. Students are required to complete a minimum of 1000 clock hours of doctoral-level practicum after having completed a minimum of 600 hours of master's-level internship. Each semester of doctoral practicum is normally 300 hours in length (i.e., 20 hours per week times 15 weeks in a semester), so this ordinarily requires a minimum of 4 semesters of practicum. For full-time post-baccalaureate students, practicum usually begins in the third year after they have completed the prerequisite coursework and a 600-hour Master's Internship. After the Master's Internship is completed, students complete a 1000 hour doctoral practicum at a minimum of two different sites (often two semesters at each site), in order to expose students to a variety of sites, populations, assessment and treatment approaches, and supervisors. For those who enter the program having already completed Master's Internship, only the Master's Internship can be waived; none of the COPS 8965 practicum requirements can be waived.

The first two semesters of Master's Internship focus primarily on intake and intervention skills, while the following four semesters of doctoral practicum add psychological evaluation responsibilities and more specialized training. Each semester of practicum is supervised by a licensed psychologist and includes a developmentally-oriented curriculum which focuses on increasingly advanced topics as students progress through their clinical training (e.g., intake assessment, diagnosis, and treatment planning in the first two semesters of practicum; formal psychological evaluations in the third semester of practicum; beginning to specialize, supervision of master's students, consultation, and program evaluation in the fifth semester of practicum). Emphasis is also placed on obtaining exposure to a variety of client populations and settings so that students are broadly prepared to begin professional practice.

Licensure requirements for professional psychologists in the United States also require that students complete a predoctoral internship. Students in our Program must complete a minimum of 2000 hours in an appropriate behavioral health setting as a psychology intern. The internship must be completed in no less than 12 months (i.e., working 40 hours per week for roughly 50 weeks) but in no more than 24 months (e.g., working 20 hours per week for 100 weeks).

Our Counseling Psychology Ph.D. Program is designed to prepare graduates who are highly skilled at both research and practice. Therefore, research in addition to clinical practice training is infused throughout the Program, and students are expected to be active researchers throughout their doctoral studies.

We view the acquisition of research skills from a developmental perspective. As with clinical skills, students need to learn how to do research over time, starting with more elementary aspects and gradually undertaking more complex responsibilities. As students proceed through their coursework, cumulatively learning about and gaining experience with research methodology and the field of counseling psychology, they will be able to engage in research more independently as they approach their dissertations. Learning how to do research starts in the first semester, and proceeds all the way through the end of students' dissertations and internships.

All of our courses integrate research into the course activities in one way or another. Even our practicum courses, which obviously focus a great deal on the development of clinical skills, require a consideration of the reliability and validity of clinical assessments and the empirical support for any interventions that are considered in a particular case. We also have a four-course sequence of classes which explicitly focus on the development of research skills. Three of these focus on quantitative skills (COPS 8310, 8320, 8311) while the fourth (COPS 8330) focuses on qualitative skills. Most of our new doctoral students have taken the prerequisites for COPS 8310, Intermediate Research and Statistics (i.e., COUN 6050 or their equivalents) in their previous coursework. On occasion, even students who have previously completed these classes retake one of them if a long time has passed or for other reasons they do not feel confident about their ability to enroll in COPS 8310 at the beginning of their program.

Collaborative Research Project. While the Program coursework is designed to help students develop many important research skills, several aspects of research cannot be learned without actively engaging in the research process under the guidance and supervision of experienced researchers. Therefore, we expect students to be actively involved in research throughout their doctoral program so that they can begin to apply their classroom learning, as well as learn other aspects of the research process that are not easily taught within the classroom. To ensure that this happens, we have two requirements for completing the "Collaborative Research Project" (CRP): participation on a research team, and writing a report of a research project in which the student participated.

Students who have conducted research as part of prior graduate-level training in one of the behavioral sciences should discuss that experience with their advisors to see if they have already met the requirements of the CRP. Undergraduate research experience cannot be used to satisfy this requirement. To formally request that this requirement be waived, students can submit a "Research Learning Agreement—Progress Report" summarizing the experience, along with the research report that they wrote as part of that prior research experience, to their advisors.

The department is not flexible with regard to the program requirements which are described in the handbook. Students should begin the process of submitting a petition by consulting with their academic advisors. Students can then initiate a petition for an exception to Program requirements by submitting a written request to the department chair. Most of these petitions will be decided by a vote of the department faculty at their next regularly scheduled meeting, though the Graduate School will decide issues related to their requirements.

Students' dissertation research is a significantly larger undertaking than the CRP and usually aims to provide an original contribution to knowledge in counseling psychology. Students are also required to complete the Collaborative Research Project before they propose their dissertations.

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. The Counseling Psychology Ph.D. Program at Marquette University 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, Society of Counseling Psychology, in 1998 and updated in 2005.

In the Counseling Psychology Ph.D. Program at Marquette University (hereafter referred to as the “Program”), students acquire substantial understanding and competencies across the breadth of scientific psychology, including:

• History and systems of psychology,
• Biological aspects of behavior,
• Cognitive and affective aspects of behavior
• Development aspects of behavior 
• Social aspects of behavior
•  Research Methods, Quantitative Methods, and Psychometrics.

Through course work and experiential training in quantitative and qualitative research methods, measurement, statistics, and data analysis, students develop the knowledge, competencies, and skills needed to critically evaluate and integrate the breadth of scientific psychology. All students are consistently and actively engaged in research teams throughout the Program to further develop their knowledge and competencies in developing and conducting research. The research education and training culminates in the successful defense of each student’s doctoral dissertation. Coursework and experiential training (including practicum and internship) regarding individual differences in behavior; cultural diversity; human development; functional and optimal behavior; dysfunctional behavior and psychopathology; theories and methods of assessment and diagnosis; theories and practices of individual, group, family, and larger-system interventions; evaluation and implementation of evidence-based practices and processes; evaluation and implementation of practice-based evidence; and professional standards and ethics provide students the necessary knowledge and skills to practice as competent entry-level health service psychologists. All students are consistently and actively engaged in practicum throughout the Program to further develop their knowledge and competencies in the practice of health service psychology. The clinical education and training culminates in the successful completion of each student’s pre-doctoral internship. Our Program’s developmental and integrated biopsychosocial approach to teaching, training, research, and professional practice of psychology culminates in the graduation of our students as scientist-practitioners of health service psychology.

Our program utilizes a biopsychosocial approach to the integration of science and practice and is designed to be comprehensive, developmental, and integrative. Our training involves a sequential program of cumulative learning experiences that are graded in complexity. Our training program employs a hybrid generalist-specialty approach that aims to provide a generalist foundation on which students develop specialty areas in both research and practice. This model prepares students to competently engage in integrated psychological science and practice within a variety of systems including, but not limited to, health care systems, educational systems, employment systems, criminal justice systems, social service systems, and government systems. 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 opportunities in such areas as colleges and universities, hospitals and health care organizations, university counseling centers, public and private clinics, community agencies, correctional systems, and other government and business organizations.

Our Program emphasizes training in the substantive area 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 focuses 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 is 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. As noted above, 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 commitment to diversity in our programs. Our policy on diversity reads as follows:

The Department of Counselor Education and Counseling 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.

In addition, the Counselor Education and Counseling Psychology faculty fully endorse the Counseling Psychology Model Training Values Statement Addressing Diversity put forth by the Association of Counseling Center Training Agencies (ACCTA), the Council of Counseling Psychology Training Programs (CCPTP), and the Society of Counseling Psychology (SCP).

Counseling Psychology Model Training Values Statement Addressing Diversity¹

Respect for diversity and for values different from one’s own is a central value of counseling psychology training programs. The valuing of diversity is also consistent with the profession of psychology as mandated by the American Psychological Association’s Ethical Principles and Code of Conduct (2002) and as discussed in the Standards of Accreditation for Health Service Psychology (SOA) (APA, 2015). More recently there has been a call for counseling psychologists to actively work and advocate for social justice and prevent further oppression in society. Counseling psychologists provide services, teach, or engage in research with or pertaining to members of social groups that have often been devalued, viewed as deficient, or otherwise marginalized in the larger society.

Academic training programs, internships that employ counseling psychologists and espouse counseling values, and post-doc training programs (herein “training programs”) in counseling psychology exist within multicultural communities that contain people of diverse racial, ethnic, and class backgrounds; national origins; religious, spiritual and political beliefs; physical abilities; ages; genders; gender identities; sexual orientations; and physical appearance. Counseling psychologists believe that training communities are enriched by members’ openness to learning about others who are different from them as well as acceptance of others. Internship trainers, professors, practicum supervisors (herein “trainers”) and students and interns (herein “trainees”) agree to work together to create training environments that are characterized by respect, safety, and trust. Further, trainers and trainees are expected to be respectful and supportive of all individuals, including, but not limited to, clients, staff, peers, and research participants.

Trainers recognize that no individual is completely free from all forms of bias and prejudice. Furthermore, it is expected that each training community will evidence a range of attitudes, beliefs, and behaviors. Nonetheless, trainees and trainers in counseling psychology training programs are expected to be committed to the social values of respect for diversity, inclusion, and equity. Further, trainees and trainers are expected to be committed to critical thinking and the process of self-examination so that such prejudices or biases (and the assumptions on which they are based) may be evaluated in the light of available scientific data, standards of the profession, and traditions of cooperation and mutual respect. Thus, trainees and trainers are asked to demonstrate a genuine desire to examine their own attitudes, assumptions, behaviors, and values, and to learn to work effectively with “cultural, individual, and role differences including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status” (APA Ethics Code, 2002, Principle E, p. 1063). Stated simply, both trainers and trainees are expected to demonstrate a willingness to examine their personal values, and to acquire and utilize professionally relevant knowledge and skills regardless of their beliefs, attitudes, and values.

Trainers will engage trainees in a manner inclusive and respectful of their multiple cultural identities. Trainers will examine their own biases and prejudices in the course of their interactions with trainees so as to model and facilitate this process for their trainees. Trainers will provide equal access, opportunity, and encouragement for trainees inclusive of their multiple cultural identities. Where appropriate, trainers will also model the processes of personal introspection in which they desire trainees to engage. As such, trainers will engage in and model appropriate self-disclosure and introspection with their trainees. This can include discussions about personal life experiences, attitudes, beliefs, opinions, feelings, and personal histories. Assuming no one is free from biases and prejudices, trainers will remain open to appropriate challenges from trainees to their held biases and prejudices. Trainers are committed to lifelong learning relative to multicultural competence.

Counseling psychology training programs believe providing experiences that call for trainees to self-disclose and personally introspect about personal life experiences is an essential component of the training program. Specifically, while in the program trainees will be expected to engage in self-reflection and introspection on their attitudes, beliefs, opinions, feelings, and personal history. Trainees will be expected to examine and attempt to resolve any of the above to eliminate the potential negative impact on their ability to perform the functions of a psychologist, including but not limited to providing effective services to individuals from cultures and with beliefs different from their own and in accordance with APA guidelines and principles.

Members of the training community are committed to educating each other on the existence and effects of racism, sexism, ageism, heterosexism, religious intolerance, and other forms of invidious prejudice. Evidence of bias, stereotyped thinking, and prejudicial beliefs and attitudes will not go unchallenged, even when such behavior is rationalized as being a function of ignorance, joking, cultural differences, or substance abuse. When these actions result in physical or psychological abuse, harassment, intimidation, substandard psychological services or research, or violence against persons or property, members of the training community will intervene appropriately.

In summary, all members of counseling psychology training communities are committed to a training process that facilitates the development of professionally relevant knowledge and skills focused on working effectively with all individuals inclusive of demographics, beliefs, attitudes, and values. Members agree to engage in a mutually supportive process that examines the effects of one’s beliefs, attitudes, and values on one’s work with all clients. Such training processes are consistent with counseling psychology’s core values, respect for diversity and for values similar to and different from one’s own.

 

Our counseling psychology program at Marquette also exists within the context of the Jesuit educational tradition. This includes assisting students in developing a care and respect for self and others consistent with the Jesuit tradition of cura personalis, or care for the whole person, and service to others. This 450-year-old tradition emphasizes a care for the whole person and the greater community, a philosophy very consistent with the history and emphases of counseling psychology. This orientation is also consistent with the mission of the College of Education at Marquette University, which reads as follows: “Consistent with Jesuit tradition, the College of Education programs at Marquette University prepare teachers, school counselors, counseling psychologists, community counselors, and administrators to demonstrate a commitment to social justice through their work.”

Finally, it is important that students are aware of the environment and culture of our department and our Counseling Psychology Ph.D. program. A substantial amount of students’ learning about counseling psychology, and their professional development as new counseling psychologists, will occur outside of the traditional classroom. Thus, we expect that students will be fully engaged in the broad life of the Program, the department, the university, and the profession of psychology. Such involvement will take many forms, including ongoing participation on research teams; attending and participating in local, national, and international conferences or participating in the department’s Graduate Student Organization (GSO). Clearly, then, we expect students to be fully involved in more than the required coursework. While it is possible to take classes on a part-time basis, given our expectations for involvement, it is important that students recognize that their commitment to this program in reality needs to be full-time. Relatedly, students should live within proximity to the MU campus; if they choose to live more remotely, they should be aware that the expectations for departmental involvement do not change. Our department also highly values consistent self-reflection. Students need to be aware that self-reflection and self-knowledge are critical prerequisites to becoming a competent counseling psychologist and that many courses and program experiences require self-exploration.