Ph.D. in Counselor Education and Supervision

The mission of the School of Counseling is to develop and maintain a world-wide educational community offering master’s and doctoral level degree programs in professional counseling in support of the DMU’s integrative mission with a culture of feedback wherein student voices are heard and respected.

The online Ph.D. in Counselor Education and Supervision at Divine Mercy University provides rigorous training in counselor education to prepare students for academic, research, clinical, consulting, and leadership careers.  The program is uniquely designed to facilitate a deeper and holistic understanding of the flourishing person by integrating the wisdom of philosophy and theology with cutting edge research in counselor education enabling students to make a difference in a variety of settings across the world. Students will acquire the necessary skills to engage in:

This 90-credit doctoral program builds on DMU’s Master’s in Counseling, Clinical Mental Health Counseling Program, as a foundation and incorporates 30 credits from the program for the 90-credit doctoral program. Students with graduate degrees in counseling or related fields from accredited institutions can transfer up to 30 credits into the Ph.D. program depending on courses taken in their prior graduate programs.  The doctoral program requires an additional 60 credit hours of coursework addressing professional roles in 5 areas: counseling, supervision, teaching, research and scholarship, and leadership and advocacy. Additionally, students are required to complete internship experiences in advanced counseling, supervision, and teaching, and a doctoral dissertation of original research.  Students are also required to travel to complete three extended weekend residencies in the duration of the program.  The residencies are designed as working residencies where students gather to encourage each other, practice skills they are learning, and focus on the completion of their dissertations.

State-of-the-art technology is used for both asynchronous (traditional online learning) with significant use of videotaping of various clinical and professional skills to be reviewed by peers and faculty, and synchronous learning where students will have virtual face-to-face interactions in their learning process.

The doctorate in Counselor Education and Supervision equips you with advanced knowledge and skills in counseling theory, research, and practice.  This degree opens doors to a variety of fulfilling career paths. Here are some common career opportunities:

Clinical Practice and Supervision

• A master's degree in counseling or a related mental health field from an institution accredited by an agency recognized by the US Department of Education.
  • Preference will be given to applicants who are professionally credentialed in a mental health occupation (clinical or school counseling, marriage and family therapy, social work, psychology, etc.). Those accepted without such credentials will need to take extra courses and internships for those credentials before graduating from the Ph.D. in CES.
• Graduate degree cumulative GPA:
  • Minimum overall 3.0 GPA on a 4.0 scale
• Complete the application process which includes:
  • Completed Application for Admission document
  • One Recommendation Form from an Academic Reference — if you believe you may have trouble obtaining an academic reference, contact the Admissions Office to discuss this requirement.
  • Submission of official transcripts from all post-secondary institutions even if a degree was not awarded.
  • Submission of essays as noted in the Application for Admission and two video clips of clinical work (role play) and a teaching/presentation, minimum of 20 minutes each.
  • Current Curriculum Vitae or Resume
  • $55 application fee
• International applicants must have completed the equivalent of a U.S. master's level degree. Applicants holding degrees from outside the United States must submit any international transcript(s) to a NACES-approved evaluation service for a course-by-course evaluation of their transcripts.
• International students whose first language is not English or who have not completed a degree in which English was the medium of instruction must have taken the TOEFL or IELTS within the past two years, and the scores must be submitted directly to DMU by the testing agency. TOEFL minimum: 100 on the IBT, 250 on the CBT, or 600 on the PBT. Academic IELTS minimum: 7.0 overall, with no individual band below 6.0.
• Note: If an applicant is interested in an international internship, this should be clearly noted on the application. The applicant would need to meet with the program director or designee to determine the viability of a particular international internship prior to being accepted into the program.

After all application materials have been received, the applicant will be invited to schedule a video conference interview with admissions. Pending the outcome of the individual meeting, a group video conference interview with other applicants and SOC faculty members will follow. If seeking admission after the Primary Application Deadline has passed, contact Admissions for further assistance. Seating is limited and cohorts may fill prior to published deadlines.

Individuals seeking admission to multiple programs of study (e.g., Ph.D. CES and Psy.D. Clinical Psychology) must submit separate applications specific to each program.

Successful participants in the Ph.D. in Counselor Education and Supervision program will demonstrate not only strong academic aptitude, exceptional research and writing skills, and the ability to gain breadth in the field of professional counseling with depth in a specific area, but also grit — the ability to persevere in the lengthy process of research and writing to complete the dissertation. To best support students, the Ph.D. in Counselor Education and Supervision at DMU uses a cohort model to create a learning community with three extended residencies on campus. The initial cohort requires a minimum number of applicants to ensure a cohort size that leads to an ideal learning environment.

Transfer of Credit

Students may transfer up to 30 semester hours from their Master's degree into the 90 credits of the Ph.D. coursework. For a transferred course to replace a Ph.D. in Counselor Education and Supervision course, the following requirements must be met:

1. The school at which the course was taken must be appropriately accredited.
2. Each course credit must be equivalent to one semester hour or 1.67 quarter hours.
3. The student must have earned a grade of B or better in the course.
4. The course must overlap with the Ph.D. in Counselor Education and Supervision course by at least 80%.
5. Transfer credits must have been completed as post-master's coursework (700–900 level) within the previous seven years to be accepted.
6. Courses with a recorded grade of B- or below will not be accepted.

Correspondence studies or life experiences will not be accepted for transfer credit.

Courses Available for Audit and Non-Degree Students

In general, courses in the Ph.D. program cannot be taken on a course-for-credit or audit basis unless special permission is received from the program director.

LIB 500 Library and Information Use & Research

LIB 500 is required for all entering students and provides an in-depth review of library organization, collections, services, and online resources; presents the methodologies of information searching, strategy development, and evaluation; and reviews the evaluation of information and information sources. (0 credit hrs)

PHT 608 The Catholic-Christian Vision of Flourishing: Vocation and Virtues

PHT 608 introduces students to the Catholic Christian vision of personal and interpersonal flourishing in terms of vocations and virtues, and human and spiritual resources. Students explore three levels of vocation and their discernment, examine how Catholic Christian practices can be sources of relationship, support, growth, healing, and flourishing, and identify psychological theory, evidence, and interventions that support this vision. (3 credit hrs) DMU MSC/MSP graduates who passed all their program PHT courses may transfer in a PHT course and take a 1-credit course to create a bibliography for the integration section of their dissertation.

PHT 643 Catholic-Christian Marriage and Human Sexuality

PHT 643 introduces students to marriage as a natural and divine institution that serves the flourishing and protection of individuals, families, and society. Students examine sexual differences from biological, psychological, and theological perspectives focusing on the writings of St. John Paul II, particularly his Theology of the Body. (3 credit hrs)

CES 710 Clinical Supervision and Consultation

Introduces clinical supervision and consultation theories and practice within various health and human services systems, including mental health hospital facilities, educational institutions, community counseling agencies, and private practice. Concepts, processes, theoretical frameworks, use of technology, and styles of clinical supervision and consultation within public and private sectors are explored. Provides the knowledge and skills necessary to engage within interdisciplinary treatment teams in consultation, negotiation/mediation, and systems-level intervention in mental health settings. (3 credit hrs)

CES 718 Research Design and Methods

Examines both the fundamentals and more advanced research design and methodology. A variety of research methodologies are examined: quantitative (experimental, quasi-experimental, non-experimental), qualitative, and mixed. Specific emphasis is placed upon searching for, understanding, and writing a literature review of empirical research for application to clinical practice. Students propose an empirical quantitative methods study on a counseling, integrative topic that will scaffold their subsequent dissertation research proposal. (3 credit hrs)

CES 729 Advanced Quantitative Methods

Introduces sophisticated quantitative methodologies for rigorous research and data analysis. Topics may include null hypothesis testing, factorial and multivariate analysis of variance, multiple regression, and meta-analysis. Emphasis is on understanding and critiquing the statistical analyses presented in professional counseling journals. (3 credit hrs)

CES 739 Advanced Qualitative Research

Introduces advanced theories, methodologies, and practical applications of qualitative research in the psychological sciences. Students develop a sophisticated understanding of qualitative research designs, methods of data collection and analysis, and the integration of theory into qualitative inquiry. (3 credit hrs)

CES 740 Advanced Seminar in Professional Identity: Legal & Ethical Issues in CES

Provides advanced training in professional orientation, law, and ethics in professional practice, research, and counselor preparation. The American Counseling Association (ACA) and the Association for Counselor Education and Supervision (ACES) will be the primary professional identity organizations and the primary professional conduct guides. Students explore the legal and ethical issues, responsibilities across multiple settings and modalities, and culturally relevant strategies in clinical practice and supervision. (3 credit hrs)

CES 750 Advanced Evaluation of Mental and Emotional Disorders (Psychological Measurement)

Provides advanced training in the assessment of a client's mental and emotional health status. Focuses on the administration and interpretation of individual and group standardized tests of mental ability, personality, and measurement. Includes assessment of personality disorders and severe and persistent mental illness; ethical and legal implications of testing and assessment; cultural and disability issues on assessment. (3 credit hrs)

CES 760 Advanced Multicultural Counseling, Advocacy, and Leadership

Focuses on developing advanced multicultural skills, advocacy competencies, and leadership abilities in counseling professionals. Building upon foundational counseling knowledge, this course explores complex clinical and leadership cases, ethical dilemmas, and advanced treatment modalities. Strong emphasis is placed on advocacy for the profession and the most vulnerable needing mental health services. (3 credit hrs)

CES 780 Scholarship, Advocacy, and Grant Writing in Counselor Education

Equips counselor education students with the skills necessary to identify, develop, and secure grant funding for counseling programs, scholarship, advocacy, and mental health initiatives. Topics include culturally sustaining leadership and advocacy practices, models and competencies for advocating clients at the individual, system, and policy levels, and grant writing components such as needs assessment, program design, budget development, and evaluation planning. (3 credit hrs)

CES 820 Adult Learning Theory and Application

Explores the unique characteristics and learning processes of adult learners. Examines key concepts such as self-direction, experience-based learning, readiness to learn, and problem-centered orientation. Students develop skills in creating effective learning environments, motivating adult learners, and assessing learning outcomes. Students may be assigned as TA's during this course. (3 credit hrs)

CES 828 Adult Teaching Theory and Application

Scaffolds the knowledge obtained in CES 820 to practical application. Emphasizes learning outcomes in the classroom using classroom assessment techniques (CATs). Students examine methods of measuring prior knowledge, presenting new material, setting challenges and task-oriented assignments, then obtaining feedback on outcomes. (3 credit hrs)

CES 790 Internship I, Advanced Counseling

Provides students with advanced experiences in delivering counseling services to diverse individuals, couples, families, and groups. Focused attention during this internship is on personality pathology — at least one client must exhibit characteristics, features, traits, and/or diagnosis of personality pathology, preferably borderline personality disorder. The course explores General Psychiatric Management for Borderline Personality Disorder (GPM), Schema-Focused Therapy, Mentalization-Based Therapy, Dialectical Behavior Therapy, and Transference-Focused Psychotherapy. Requires 100–112 internship hours. (3 credit hrs, 1 full semester) (Pass/Fail)

CES 791 Internship II, Supervision

The internship course for CES 710 Clinical Supervision and Consultation. A practical, hands-on experience designed to prepare students for a career as a clinical supervisor. Under the guidance of experienced supervisors, students develop the skills and knowledge necessary to effectively supervise counselors-in-training. Requires between 218 and 250 internship hours depending on Spring or Fall program start. Residency II takes place with COUN 690, or with 510/580 residencies. (2 credit hrs, 1 full semester) (Pass/Fail)

CES 792 Internship III, Counselor Education / Teaching

The internship course for CES 820 Adult Learning Theory and Application. Designed to prepare students for a career as a faculty member in a professional counseling program. Students are involved in shadowing, co-teaching, and teaching, gaining experiences in student engagement and assessment, and participation in faculty meetings and committee work. Requires 272 internship hours. (2 credit hrs, 1 full semester) (Pass/Fail)

CES 890 Research Seminar I – III

Designed to provide doctoral students with a structured forum for the scaffolding of skills for the development, refinement, and implementation of their dissertation research. The course focuses on enhancing critical thinking, research methodologies, and writing skills. There is a Residency in Week 4 of CES 890 Research Seminar I. (1 credit hr each) (Pass/Fail)

CES 895 Comprehensive Qualifying Assessment Portfolio

At the conclusion of content coursework — generally around the end of the second year — and before moving to dissertation candidacy, students must successfully pass the Comprehensive Qualifying Assessment Portfolio (CQAP). The CQAP consists of a collection of assessments to determine a student's readiness for the preparation, writing, and defense of the dissertation. Students solicit assistance from 3–5 members to sit on their CQAP Committee. To pass, a voting average score of not less than 86% must be met as determined by rubrics completed by each committee member in each area. (0 credit hrs) (Pass/Fail)

CES 899 Dissertation Research and Writing I-V

Supports Ph.D. students to successfully demonstrate their ability to carry out independent research closely related to their academic objectives and to the advancement of counselor education and supervision. The dissertation must reflect the student's emerging ability to provide leadership and advocacy in the field by making a novel contribution. Because one of the distinctive characteristics of DMU is its commitment to a model of human flourishing, each dissertation reflects this view, either through the selection of the area of research or through an integration of the three streams of wisdom: sciences, philosophy, and theology. Residency III takes place in Week 1 of the course. (14 credit hours)

Registration for dissertation hours is required for all Ph.D. students from the time the dissertation chair is appointed until their dissertation is defended. (1–3 credit hrs)

The Ph.D. in Counselor Education and Supervision consists of 90 credit hours of coursework and a non-credit course in library and information use and research. The 90-credit program consists of 30 credit hours at the master's degree level and at the doctoral level:

• 7 core content courses (21 credits)
• 3 courses in internships (7 credits)
• 2 courses in integration (6 credits)
• 3 courses in research (9 credits)
• 17 credits in dissertation research and writing

Degree Time Limit

All students admitted to the Ph.D. Program must complete all degree requirements within seven calendar years from the date of admission, with an academic year comprising fall, spring, and summer semesters. Doctoral students must remain continuously enrolled until they have completed all program requirements, including the dissertation.

A doctoral dissertation must be completed and successfully defended. This requires a minimum of 12 credit hours. The doctoral dissertation takes the form of an independent and original research project in the field of counselor education.

Doctoral Dissertation

The dissertation topic is developed in close consultation with the student's dissertation chair and a committee. Students are supported throughout by an intentional process of scaffolding the skills needed to be successful — including support of the dissertation chair, research design and methodology courses, library resources, and three residencies that support the work required for completion.

The dissertation proposal must be approved by the student's dissertation committee. The dissertation is expected to meet scholarly standards and be of publishable quality.

Once a dissertation chair is appointed, students must be continuously enrolled and registered for CES 899 until all dissertation requirements are completed, or will be considered withdrawn from the program. To be successfully completed, the written dissertation must be approved by the committee and successfully defended orally.

Residencies

The Ph.D. in Counselor Education and Supervision has 3 extended weekend residencies (3- or 4-day, Wednesday or Thursday evening through Sunday afternoon depending on the residency) that are designed as working residencies where students gather to encourage each other, practice skills they are learning, and focus on the completion of their dissertations.

Participation in the entire residency is mandatory. Since the residency includes group activities and missing parts would be disruptive for the overall learning environment, attending the entire time is obligatory to receive credit. If a student is unable to participate, they can attend the next scheduled residency. The student will receive an incomplete for the course connected with the residency until the residency is completed successfully.

The first residency is during the first course in the program, and then the same term each following year for full-time students:

• CES 740 Advanced Seminar in Professional Identity: Legal & Ethical Issues in CES — 3-Day Residency I in Week 4
• CES 791 Internship II – Supervision — 4-Day Residency II in Week 8
• CES 899 Dissertation Research & Writing 5 — 4-Day Residency III in Week 1

Academic Good Standing

To remain in good academic standing, students must earn a minimum of a B in each course and maintain a minimum cumulative grade point average of 3.0. The status of all students will be reviewed at the end of each academic period by the registrar.

Remediation

Students may be placed on a remediation plan for having a cumulative GPA below 3.0.

Academic Probation

In the event of failure to meet the standard for academic good standing, students will be placed on academic probation and receive notification. The Registrar refers students on academic probation to the Program Director to develop a plan for remediation.

Passing Grade Requirement

Any course receiving a grade of C+ or below must be retaken. Students may repeat a course 2 times (total of 3 attempts) before being placed on scholastic suspension.

Retaking Courses

Students may repeat certain courses in order to improve their cumulative grade point average. Both grades will be reported on their transcript, but the higher of the two will be used for calculating the GPA.

Incompletes

A student may petition an instructor to be assigned an incomplete when one or more course requirements have not been completed by the end of the course due to extraordinary circumstances. Awarding an incomplete is at the instructor's discretion; the student must have completed assignments through the end of week 5 and be passing the course. The student and instructor must complete and sign the incomplete course agreement form.

A student assigned an incomplete must complete all outstanding course requirements within 28 days following the end of the term of registration for the course. Failure to complete all course requirements will result in the instructor awarding a grade based on work completed and outstanding assignments.

Students who receive financial aid and who carry a grade of incomplete into a subsequent semester risk loss of financial aid for that semester. Students with two incompletes are not eligible to begin the next term until the incomplete grades have been submitted.