Future Students in the Doctoral Program in Counseling Psychology

Do you want to work as a Doctoral-level Counseling Psychologist?

If yes, please consider our training program in Counseling Psychology.

—————————————————————————————————————

PROGRAM DESCRIPTION

coun students1Mission Statement

The mission of the doctoral program in Counseling Psychology is to prepare counseling psychologists who are trained in evidence-based psychological services and research methods, are sensitive to individual, social, and cultural differences, are advocates for mental-health and personal growth throughout the lifespan, and are competent to practice in healthcare systems and in academia.

Scientist-Practitioner Model of Training

The doctoral program in Counseling Psychology at the University of Central Arkansas provides graduate education in the scientific practice of psychology and in counseling psychology as a professional specialization. The program of study is grounded in the scientist‑practitioner model for training psychologists that stresses training in both research methods and professional practice. This model affirms the idea that practice and research should reciprocally influence and strengthen one another and are thus complementary components of graduate psychology education. The role of scientist-practitioner is to be (1) a consumer and practitioner of evidence-based clinical practices, (2) an evaluator of professional actions and, (3) a researcher who produces new data and who reports these findings to the professional community. The scientist-practitioner model was developed at the Boulder Conference on clinical psychology in 1949 and subsequently accepted in 1954 by the Society of Counseling Psychology (Division 17) of the American Psychological Association (APA).

Need for Psychologists

The need for quality counseling psychological services has been strongly felt throughout the state of Arkansas, the United States, and beyond. The doctoral emphasis in counseling psychology responds to this need in a pragmatic manner by preparing graduates to competently perform a variety of counseling psychology functions.

Values

The philosophy of the doctoral program in Counseling Psychology is operationalized through the following specific values.  In turn, it is hoped that graduates will adopt and incorporate these values.  The Counseling Psychology Emphasis values:

  1. Respect for each person.
  2. A community of individuals.
  3. Strength in diversity.
  4. Service to others.
  5. A science-practitioner foundation.
  6. Giving back to the profession.
  7. Giving back to the community.

APA Accreditation

The doctoral program in Counseling Psychology began in 2008 and is accredited by the American Psychological Association (APA).

  • Questions related to the program’s accredited status should be directed to the Commission on Accreditation
    • Office of Program Consultation and Accreditation
    • American Psychological Association
    • 750 1st Street, NE, Washington, DC 20002
    • Phone: (202) 336-5979 / Email: apaaccred@apa.org
    • Web: www.apa.org/ed/accreditation

—————————————————————————————————————

STUDENT OUTCOME, ADMISSIONS, AND OTHER DATA

Please click here for information regarding student outcome, admissions, and other relevant data (e.g., time to completion, program costs, internships, attrition, and licensure).

—————————————————————————————————————

TO APPLY TO THE PROGRAM

Admissions Requirements

All applicants for the doctoral program in Counseling Psychology must meet the general requirements of the Graduate School and specific requirements of the doctoral program. In order to be considered for Fall admission into the program, all completed application materials must be submitted to the UCA Graduate School office by January 15. 

Complete and submit the following by January 15:

  • Materials should be sent to the following address:

     

  • An Online Graduate School Admission application (Graduate School Admissions)
  • Official transcripts of all completed college course work to the Graduate School office
  • Official Graduate Record Examinations (GRE) scores on the General Section to the Graduate School office
  • Counseling Psychology Application for Admission (see Application Form).
  • Three letters of recommendation from former college professors or individuals otherwise qualified to comment on the applicant’s professional and academic potential.
  • Essay: Statement of Career Path and Aspirations – a 500-word essay focusing on your career aspirations as a counseling psychologist and research interests. This may include: a) significant people or events that have led you to pursue a career in psychology, b) strengthens and limitations and c) impact you would like to make (for others, the field, etc).
  • Current resume’ or vita.

In addition to the above, please be aware that the following are also required by January 15:

  • Background check: Before the application can be processed, the applicant must submit a background check at the following link:
  • Twelve semester hours of undergraduate preparation in psychology (any outstanding prerequisite coursework must be completed by the end of the first year in the program).
    • Psychological Statistics
    • Research Methods/Experimental Psychology
    • Theories of Personality
    • Abnormal Psychology

It is the applicant’s responsibility to ensure that all materials are received by the admissions deadline.

Transfer of Graduate Credit

For students who have completed some graduate work at other universities, the Counseling Psychology Program may allow the transfer of some graduate credit applicable to the student’s doctoral work at UCA. Requests to transfer graduate-level coursework will only be accepted after the student has been accepted into the program. Requests for transfer of credit must be made in writing by the student and his/her faculty advisor to the Counseling Psychology Director of Training. The Counseling Psychology Committee and Department Chair will consider inquiries regarding transfer of credit on an individual basis, and only those courses that essentially duplicate a UCA course will be considered for transfer. All course transfers must be approved by the Counseling Psychology Committee and the Department Chair.

Selection Criteria

Financial Considerations

Application Links

—————————————————————————————————————

GOALS AND OBJECTIVES OF THE PROGRAM

The following are the Goals and Objectives of our program, and should give the current or prospective student a better idea of the types of things you will learn and the approach of the program. It is anticipated that graduates will exhibit the following knowledge, skills, attitudes, and behaviors:

(Research.)

  • Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
  • Conduct research or other scholarly activities.
  • Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.

 (Ethical and legal standards.)

  • Be knowledgeable of and act in accordance with each of the following: (a) the current version of the APA Ethical Principles of Psychologists and Code of Conduct; (b) relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and (c) Relevant professional standards and guidelines.
  • Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
  • Conduct self in an ethical manner in all professional activities.

(Individual and cultural diversity.)

  • An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
  • Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
  • The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
  • Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.

(Professional values, attitudes, and behaviors.)

  • Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
  • Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
  • Actively seek and demonstrate openness and responsiveness to feedback and supervision.
  • Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

(Communications and interpersonal skills.)

  • Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
  • Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
  • Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

 (Assessment.)        

  • Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
  • Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
  • Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
  • Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
  • Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
  • Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

 (Intervention.)

  • Establish and maintain effective relationships with the recipients of psychological services.
  • Develop evidence-based intervention plans specific to the service delivery goals.
  • Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
  • Demonstrate the ability to apply the relevant research literature to clinical decision making.
  • Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
  • Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.

 (Supervision.)

  • Demonstrate knowledge of supervision models and practices.

 (Consultation and interprofessional/interdisciplinary skills.)

  • Demonstrate knowledge and respect for the roles and perspectives of other professions.
  • Demonstrates knowledge of consultation models and practices.

Distal Student Learning Outcomes

Other more distal outcomes include:

  1. Graduates will be able to demonstrate having met core requirements necessary to be licensed in Arkansas as a
  2. Graduates will be able to demonstrate successful entrance into the mental health profession by obtaining

coun students2

Highlights of the program include:

  • Scientist-practitioner training in evidence-based treatments and conducting applied mental health research
  • APA Accredited
  • Close working relationships with active Counseling Psychology faculty
  • Research Associate positions for competitive applicants
  • Learning environment that encourages scholarship and innovation
  • Funding for conference travel to present research
  • 3-4 new students admitted each year

Diversity and Multiculturalism: Its Importance

The program values cultural and individual diversity, which includes personal and demographic characteristics, as well as including (but not limited to) age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and social economic status. The program considers these aspects as valuable in recruitment and hiring, in teaching and training, and in providing practicum and internship experiences. At the core of these values lies respect for the person, and we are dedicated to insuring that the program supports this approach. For more details, follow this link to Institutional Diversity at UCA.

Courses, Practica, and Internships

The program of study is typically five years (120 credit hours). Four years are spent in full-time coursework at UCA, and the fifth year is a full-time professional psychology internship. Graduates will be prepared to provide evidence-based assessment and treatment services and to conduct research in clinical and university settings.

Research requirement

Students are expected to join on-going core Counseling Psychology faculty research programs and labs:

Core Counseling Psychology Program Faculty

  • Femina Varghese (Ph.D. in Counseling Psychology, Texas Tech University). Offender employment and ethnicity, Director of Training.
  • Elson M. Bihm (Ph.D. in Counseling Psychology, Texas Tech University). Counseling psychology, developmental disorders, philosophical psychology.
  • Christina Jeffrey (Ph.D. in Counseling Psychology, Texas A & M University). Counseling supervision, multiculturalism.
  • J. Arthur Gillaspy, Jr. (Ph.D. in Counseling Psychology, Texas A & M University). Addictions.
  • R. Kevin Rowell (Ph.D. in Counseling Psychology, Texas A & M University). Mental health of elderly.
  • Dong Xie (Ph.D. in Counseling Psychology, Ohio State University). Culture and Personality.

Other Psychology Faculty

Counseling Psychology Students 2015-16

Counseling Psychology Students 2015-16

 

 

 

 

 

 

 

 

 

 

To provide feedback about this web site, or for information about the program not addressed in this web site, please email Dr. Femina Varghese, Director of Training.