Counseling & Personnel Services (PHD) Specializations

Overview

Beginning Summer 2025, the College Student Personnel program will be part of the newly formed Doctorate in Leadership, Evaluation and Development

Application Deadline: January 15
March 1 if no assistance is needed and positions are available
Spring Term Admission: October 15 only

The Doctor of Philosophy program in Counseling and Personnel Services (CPS) with a specialization in College Student Personnel (CSP) requires a minimum of 93 semester hours beyond the bachelor's degree and is organized in four areas: professional specialty, research and statistics, counseling and foundations, core and internship. 

Career Opportunities 

This program is designed to prepare prospective professionals for upper-level positions in student affairs administration in institutions of higher education, and faculty positions in graduate professional preparation programs. 

Additional Requirements

Residency Requirement 

Doctoral students are required to be in residence for 18 credit hours (i.e. complete 18 hours of coursework) within a given period of twelve months. The residency requirement can be completed any time during the degree program prior to the dissertation. Residency provides students the opportunity to use educational facilities and to participate more fully in the intellectual life and research atmosphere of the University. 

Internship Requirement 

As part of the program coursework, the student must register for ECPY 782, Doctoral Internship, which features a complete field experience of no less than 200 hours in a selected site which will offer the student a practical, comprehensive opportunity to engage in professional student personnel activities related to the student's personal interest area. 

Comprehensive Written Examination 

After the coursework is completed, doctoral students must take written a comprehensive exam to demonstrate their content and research inquiry knowledge by preparing a research proposal that meets doctoral level standards. Students must pass the comprehensive exam before they can move on to the dissertation stage. 

Doctoral Dissertation and Final Examination 

A dissertation is required of all candidates for the degree of Ph.D. It is to be a scholarly achievement in basic or applied research in education and/or college student personnel administration that demonstrates a thorough understanding of research techniques in education and the ability to conduct independent research. 

After completing the dissertation, the student is required to pass a final oral examination before completing the doctoral degree. The oral examination is a defense of the dissertation and a demonstration of the candidate's master of a specific field of study. 

Curriculum

For details about program curriculum, visit the Graduate Catalog. 

Overview

Application Deadline (Fall): December 1

We offer opportunities for students to develop skills broadly while also offering opportunities to specialize within specific clinical and research areas. Many of our students complete clinical work with the Cardinal Success Program. The NIA Center location was featured on WDRB news for its work in West Louisville. See the video and read the full story... 

More about Our Program

• Our APA-accredited program accepts students at both the post-bachelor's and post-master's level. 
• Students can gain clinical experiences in a variety of applied settings in metropolitan Louisville (e.g., counseling centers, community mental health centers, private agencies, VA and other hospitals). 
• Over the past 10 years our internship placement rate is almost 100% and all interns matched with one of their top two preferred placement sites. 
• We have research-active faculty, with interests in areas such as diversity, prevention of depression in adolescents, forgiveness, religion and spirituality, ethics, moral disengagement, international counseling, resilience, adaptation and well-being, and adolescent development, just to name a few. Many students publish articles and present at national conferences prior to graduation. 
• Our stipend is $21,000 per year. Tuition waiver and health insurance included. 

• The department supports the College and University mission in their commitment to social justice, equity, and inclusion. In light of this commitment, ECPY has opened two clinics in the West Louisville area that serve historically underserved communities. Graduate and doctoral students have the opportunity to take classes on site and complete practicums and internships. 

   

Philosophy and Training Model 

The Counseling Psychology Program at the University of Louisville is designed to train professionals in the science and practice of psychology, while emphasizing counseling psychology approaches to research, practice, consultation, supervision, and training. The program subscribes to a competencies-based model in which practice is grounded in the science of psychology and critical inquiry, and science is often driven by practice. The department has recently opened two clinics in historically underserved parts of Louisville, one at a high school and one as a free-standing clinic. We are very excited about these clinics, as they give students first-hand counseling, research, consultation, and outreach experiences in communities that have significant needs. These clinics are the result of many individuals in the department with strong social justice beliefs, and has the backing of the university as well as local government leaders. We also place students in a variety of counseling agencies, including many types of mental health centers, VA and other hospitals, and counseling centers. 

The mission of the Counseling Psychology Program is to prepare students to: 

1. demonstrate knowledge and skills necessary for the entry into the culturally informed professional practice of counseling psychology 
2. create and disseminate scholarly research. 
3. work effectively with diverse clientele common in a metropolitan community. 

The program produces: 

• psychologists who are capable of contributing to the empirical and theoretical literature in counseling and psychology; 
• practitioners who are equipped to foster human development and to prevent the emergence of psychological problems as well as to remediate psychopathology; and 
• professionals who are committed to working with diverse populations in metropolitan settings, in accordance with the metropolitan mission of the University of Louisville. 

Program Production

• psychologists who are capable of contributing to the empirical and theoretical literature in counseling and psychology; 
• practitioners who are equipped to foster human development and to prevent the emergence of psychological problems as well as to remediate psychopathology; and 
• professionals who are committed to working with diverse populations in metropolitan settings, in accordance with the metropolitan mission of the University of Louisville

APA Accreditation 

Inquiries concerning the accreditation status of our APA-accredited PhD CPS with Counseling Psychology can be obtained from the American Psychological Association's Commission on Accreditation (CoA). The CoA can be reached at: American Psychological Association Office of Program Consultation & Accreditation, 750 First Street NE, Washington, DC 20002-4242, Phone: (202) 336-5979, E-mail: apaaccred@apa.org. 

For information on program accreditation click here. 

Curriculum

The Counseling Psychology Ph.D. program accepts students at both the post-bachelor’s and post-master’s levels. The post-bachelor’s students require a minimum of four years of academic study and completion of an internship, while the post-master’s students are required to stay on campus for three years prior to the internship year. Thus, the minimum time to complete the doctorate is four to five years. Students are required to be in full time residence during their programs of study. Full time status is defined as 9 credit hours per semester, though most students take 12 hours for the majority of their training. The Counseling Psychology Program Doctoral Student Handbook lists the courses required to complete the program. 

For details about program curriculum, see the Counseling Psychology Program Doctoral Handbook or the Graduate Catalog. 

Additionally, students have the opportunity to conduct research with faculty throughout their experience in the doctoral program. Many faculty members have research teams and/or work independently with students on a variety of projects.

Overview

Application Deadline: February 28

The Doctor of Philosophy (Ph.D) in Counseling and Personnel Services (CPS) with a specialization in Educational Psychology, Measurement, and Evaluation (EPME) prepares students to enhance the knowledge base of educational research and assessment. It synthesizes interdisciplinary coursework, training, and fieldwork in order to answer the question of what works in schools—as well as how, under what conditions, and why. All EPME specialization experiences are focused on the comprehension and solution of problems using large datasets and real districts, schools, and classrooms as mechanisms for learning. In keeping with the mission of the CEHD and the commitment of the University of Louisville as a whole, activities will, whenever possible, be designed to engage students with issues affecting urban, minority, and at-risk populations in the surrounding community and the nation. 

The EPME specialization has been constructed to give students rigorous coursework and practical experiences, and develop their research and professional skills during a critical formative stage of their careers. It provides students with a "toolbox" of advanced theoretical, methodological, and statistical skills; rich, applied research experiences in complex educational settings, specifically school reform settings; intensive faculty mentoring; a systemic awareness of educational policy and reform contexts; and professional development opportunities

EPME Specialization Themes and Programming

Six core themes inform and focus the coursework, practicum/internship experiences, research preparation, and professional development provided under the EPME specialization of the CPS doctoral degree: (a) uncompromising methodological rigor and breadth of knowledge of multiple research methodologies; (b) an understanding of the full range of policy contexts and levels of organizations in which reform must succeed in order to endure; (c) a focus on the real world of American education; (d) an emphasis on measuring results; (e) a focus on issues of equity; and (f) a deep understanding of and commitment to fostering diversity. 

Programmatic strands highlighted in the EPME specialization include, but are not limited to: 

• Research, statistical, and evaluation methodologies that are related to educational research and interventions; 
• The assessment and transformation of educational settings and initiatives; 
• Assessments and interventions in districts and schools that are essential to addressing equity gaps, educational outcomes, and effectiveness; 
• Student assessment, standards, and standardized testing; 
• The issues of changes in practice, school change, and policy change in educational and organizational reform; and 
• Rigorous syntheses of existing studies. 

Opportunities for Graduates 

Graduates under this specialization of the CPS degree will be prepared to contribute to the field through a variety of environments, including academe, private research firms, foundations, and public school systems. 

Curriculum

The Educational Psychology, Measurement, and Evaluation (EPME) specialization requires a minimum of 90 graduate credit hours distributed in the following areas of study: specialty components (42 hour minimum), research methodology (27 hour minimum), and electives (21 hour minimum). Equivalent courses taken in a master's program may be substituted for required courses with advisor and program committee approval. At least 45 of the 90 hours must be earned at UofL. These 45 hours include 18 credit hours fulfilling residency and 12 credit hours required for dissertation research. Although the specialization requires a minimum of 90 hours of coursework, practica/internships, and dissertation research, a full course of study will likely entail additional hours of elective coursework, particularly in the areas of research methods, advanced statistics, and the cognitive sciences. 

See the graduate Catalog for more information

In addition to coursework, the program requirements are designed to ensure students have developed the necessary skills, have a command of a major field of knowledge, and, thus, have the foundation for dissertation research. 

• By no later than the end of the third year, EPME students must take the lead role on at least one publishable empirical paper. 
• Prior to the dissertation, EPME students must complete comprehensive exams, which can take one of two forms. (1) Students may take a traditional on-demand written exam covering theoretical, applied, and specialty areas. (2) Students may prepare a comprehensive conceptual review of literature. The paper should be of publishable quality in terms of both scope and rigor, and, ideally, inform the dissertation. 

Fields of Coursework 

Research Methods and Advanced Statistics 

The coursework in research methods and statistics will prepare students to be conversant in multiple methodological and epistemological approaches to educational research and, therefore, includes quantitative, qualitative, and mixed-methods courses. 

These courses include Applied Statistics, Survey Research and Attitude Measurement, Advanced Regression Analysis, Multivariate Statistics, Qualitative Field Research and Methods, Evaluation of Educational Processes and Products, Structural Equation Modeling (SEM), Hierarchical Linear Modeling (HLM), and Systematic Reviewing and Meta Analysis. 

Issues in Education Research and Policy 

The coursework in education research and policy will prepare students to conduct program evaluations and needs assessments in educational and for-profit settings, and to share those results with relevant stakeholders. 

These courses address policy analysis and program evaluation, including urban policy; the institutional context of policy formation, implementation, and evaluation; and the analysis of the environments in which policies, agendas, and decisions are made. 

Psychological Sciences and Human Development 

The coursework in psychological sciences and human development will prepare students to identify learning processes that affect children's development as learners; develop and assess exemplary teaching; and to blend teacher practice with the demands of increased accountability established by NCLB and KERA. 

These courses include Human Development; Early Childhood Education and Development; Adolescence; Cognitive Processes; Learning Systems: Theory and Practice; Social Ecology & Social Behavior, Biological Bases of Behavior; and Development in Context. 

Students wishing to pursue additional training in this area may take elective courses such as Language and Cognition; Human Memory; Thinking and Problem Solving; and Decision Making, Judgment, and Choice. 

Coursework practicum experiences 

For at least three semesters, doctoral students will participate in practicum assignments (approximately 8 hours per week for 12 weeks per semester) in organizations that conduct educational research. These field assignments serve as applications of the methods or concepts being taught in the courses in which students are enrolled. Practicum fieldwork will increase in complexity as students move through the program. For example, Year 1 students taking Evaluation of Educational Processes and Products might be assigned to conduct classroom observations, collect data, and assist district personnel in examining the quality of a classroom intervention in a Title I school. A Year 2 student enrolled in the Multilevel Modeling class might be expected to perform a nested analysis of student-, classroom-, and school-level data drawn from a school effectiveness intervention aimed at creating distributed leadership and increasing data use. Analyses performed or results drawn from practicum work will form the basis of a final course paper, report, presentation, or other assignment, as determined by the professor in conjunction with personnel at the hosting organization. Such products should lead to the development of multiple first-authored publishable papers and conference presentations. 

Overview

Application Deadline: December 12
April 15th if no financial assistance is requested

The Ph.D. program in Counseling and Personnel Services (CPS) with a specialization in Counselor Education and Supervision is committed to developing counselor educators prepared to be leaders in the counseling field through educational experiences strongly grounded in a foundation of social justice. Through course work, supervision, and active mentoring, the faculty prepare students to provide leadership in a variety of roles that are critical to the future of the mental health field. As agents of change, graduates are expected to make meaningful contributions to society through education, research, community involvement, and professional service to the local community and beyond. 

The Ph.D. in CPS with a specialization in Counselor Education and Supervision is a post-master's degree program that prepares students to function in a variety of high-level positions in the mental health field including faculty positions in counselor education programs. Students admitted to the program without the equivalent of a CACREP-accredited master's degree in clinical mental health counselor or school counseling will be required to take additional coursework to meet accreditation standards. 

The Ph.D. program includes advanced coursework in clinical practice, counselor education and supervision, social justice and multiculturalism, prevention, and research. Flexibility in coursework allows students to develop an area of concentrated study consistent with their academic interests and professional goals. 

The goal of the program is to produce leaders in the field of counselor education and supervision who support the integrity and growth of the field through ethical practice in a variety of professional roles. 

Career Opportunities

Graduates find positions in a variety of settings as university faculty and mental health clinicians, consultants, researchers and administrators. Students who enter the program without the academic requirements needed for licensure as a clinical mental health counselor will gain the coursework and supervised clinical experience that are needed to pursue licensing as a mental health counselor in most states including Kentucky. 

Careers

Graduates of the program find employment in various human service and counseling agencies including mental health agencies; residential treatment centers; family resource and youth service centers; hospitals; employee assistance programs; and career placement centers. Graduates perform a variety of job tasks including individual and group counseling and psychotherapy, psychological assessment, program development and consultation. 

Some of our students elect to go onto further education. Doctoral programs in Counseling Psychology are a wonderful way to learn more about psychotherapy, prevention, supervision, and research. Many doctoral programs expect students to have a master's degree and experience with research. Our faculty are very open to including masters’ students on their research teams and to build the foundations to be a successful doctoral student. 

Curriculum

Program Information 

This program offers a combination of coursework, with mostly in person courses. In person courses are offered on campus or in local schools.  

The Doctor of Philosophy in Counseling and Personnel Services encompasses three specialization areas: 

• Counseling Psychology 
• Counselor Education and Supervision 
• Educational Psychology, Measurement, and Evaluation 

The doctoral degree is granted in recognition of scholarly proficiency and distinctive achievement in a specific field/discipline.  All candidates for a doctoral degree in the College of Education and Human Development must successfully complete qualifying exams and a dissertation/professional portfolio that clearly indicates the candidate has mastered and can exhibit/articulate the content knowledge, skills, and dispositions specific to their discipline, and can utilize appropriate research methodologies to contribute to the body of knowledge in their field. 

Distinctive Characteristics of Doctoral Programs in the College of Education and Human Development 

• Social Justice and Equity 
  Doctoral students in our program build experience and expertise in the issues of social justice and equity which aligns with our metropolitan mission and focus on student achievement. 
• Leadership 
  Our doctoral students gain expertise in supervising and leading others to achieve organizational goals and missions, managing complex systems, addressing administrative issues and procedures, conducting research to enhance leadership and teaching others about the art of organizational leadership. 
• Practical Experience 
  The doctoral program contains practicums, internships, or embedded field experience that aligns with program and career goals. These mentored experiences may include teaching, research, administration or other appropriate areas. 
• Scholarship/Research 
  An emphasis on scholarship includes experience and mentorship in ethics, publications, presentation, grantsmanship, and other forms of creative activity. The research component is characterized by the development of vertical research teams: senior faculty, junior faculty, doctoral students, master's students, and in some programs, undergraduate students, working together on research projects and research areas. These may be bolstered by partnerships with local school districts, businesses, or community agencies. 

Suggested Course Sequence 

Following is a suggested course sequence for full-time Ph.D. students in CPS with a Counselor Education and Supervision specialization. You should always check with your program chairperson to be sure you are on the path to graduating according to your timeline. 

* 9 credit hours of electives are required. Electives may be taken in any of the designated semesters. 
** 6 credit hours of internship (ECPY 782) are required. Internship hours may be taken in the designated semesters. 

Practicum and Internship Requirements 

Ph.D. students are required to enroll in one advanced practicum (ECPY 780). This includes of a minimum of 100 hours in counseling, of which 40 hours must be in direct service with clients. The nature of the doctoral-level practicum experience will be determined in consultation with program faculty and/or the doctoral program committee. Appropriate site supervision is required. 

Ph.D. students are required to complete doctoral-level internships (ECPY 782) that total a minimum of 600 clock hours. The 600 hours include supervised experiences in areas of counselor education and supervision that meet the student’s career goals (e.g., clinical practice, research, supervision, teaching, leadership and advocacy). The internship hours must include the activities of a regularly employed professional in the setting. The 600 hours will be allocated at the discretion of the doctoral advisor and the student on the basis of experience, training, and the student’s career goals. During internships, the student must receive weekly individual and/or triadic supervision, usually performed by a supervisor with a doctorate in counselor education or a related profession. Group supervision with other students will be provided by CES program faculty. 

Track Requirements 

Specialization Requirements 

Specialization in Counselor Education and Supervision 

Academic Plan Code(s): CPS_PHDCES 

Master's Degree prerequisite + 60 credit hours minimum: The Student and Committee must develop courses, programs and experiences that clearly identify and address the specific themes of Leadership, Scholarship, Social Justice and Equity. These areas of emphasis must have descriptive competencies that the student should attain and the Committee can assess. 

¹ 

33 credit hours minimum, Required Courses and Specialty Electives selected with Program Committee approval. 

² 

27 credit hours minimum, selected with Program Committee approval 

³ 

Selected with Program Committee approval within program guidelines/framework. LEAD 600 may not be used for this requireme nt. 

Specialization in Counseling Psychology 

Academic Plan Code(s): CPS_PHDCPS 

NOTE: Professional Licensure/Certification is available for this specialization. 

The Student and Committee must develop courses, programs and experiences that clearly identify and address the specific themes of Leadership, Scholarship, Social Justice and Equity. These areas of emphasis must have descriptive competencies that the student should attain and the Committee can assess. 

Specialization in Educational Psychology, Measurement, and Evaluation  

Academic Plan Code(s): CPS_PHDPME 

The Educational Psychology, Measurement, and Evaluation specialization requires a minimum of 90 graduate credit hours distributed in the following areas of study: specialty components , research methodology, and electives. Equivalent courses taken in a master's program may be substituted for required courses with advisor and program committee approval. 

At least 45 of the 90 credit hours must be earned at UofL. These 45 credit hours include 18 credit hours fulfilling residency and twelve (12) credit hours required for dissertation research. 

The Student and Committee must develop courses, programs and experiences that clearly identify and address the specific themes of Leadership, Scholarship, Social Justice and Equity. These areas of emphasis must have descriptive competencies that the student should attain and the Committee can assess. 

¹ 

 May be taken up to three times for a maximum of nine (9) credit hours. 

² 

 May be taken for a maximum of three (3) credit hours. 

Suggested Course Sequence 

Following is a suggested course sequence for full-time Ph.D. students in CPS with a Counselor Education and Supervision specialization. You should always check with your program chairperson to be sure you are on the path to graduating according to your timeline. 

* 9 credit hours of electives are required. Electives may be taken in any of the designated semesters. 
** 6 credit hours of internship (ECPY 782) are required. Internship hours may be taken in the designated semesters. 

Practicum and Internship Requirements 

Ph.D. students are required to enroll in one advanced practicum (ECPY 780). This includes of a minimum of 100 hours in counseling, of which 40 hours must be in direct service with clients. The nature of the doctoral-level practicum experience will be determined in consultation with program faculty and/or the doctoral program committee. Appropriate site supervision is required. 

Ph.D. students are required to complete doctoral-level internships (ECPY 782) that total a minimum of 600 clock hours. The 600 hours include supervised experiences in areas of counselor education and supervision that meet the student’s career goals (e.g., clinical practice, research, supervision, teaching, leadership and advocacy). The internship hours must include the activities of a regularly employed professional in the setting. The 600 hours will be allocated at the discretion of the doctoral advisor and the student on the basis of experience, training, and the student’s career goals. During internships, the student must receive weekly individual and/or triadic supervision, usually performed by a supervisor with a doctorate in counselor education or a related profession. Group supervision with other students will be provided by CES program faculty.