Counseling Psychology Ph.D. Admissions

All U.S. students must have completed a bachelor’s degree from an accredited institution (international applicants must meet Graduate School policies that outline equivalent requirements for the admission of international students) prior to enrollment in the program. Any student who is unable to provide a transcript documenting conferral of the bachelor’s degree by the first day of classes during the term for which they were admitted will be automatically dismissed from the Program.

At the time of application, individuals must indicate whether they wish to be considered as a post-bachelor’s applicant or a post-master’s applicant. Although all students will be admitted to the same doctoral Program, it is expected that students who apply as post-master’s candidates do so because they intend to and agree to complete their master’s degree prior to admission to the Program. Students who are working toward a master’s degree in any field at the time of application and who would like the admissions committee to consider their master’s degree as evidence of their ability to complete graduate coursework should apply as a post-master’s applicant. Individuals who do not intend to complete a master’s degree prior to the start of the Auburn Counseling Psychology PhD Program must apply as a post-bachelor’s applicant and the committee will not include expectation of completion of the master’s degree in evaluating the quality of the application. The program does not offer an option to defer enrollment into the Program for failure to complete a master’s degree on the timeline intended.

The philosophy of the Program is that enrolled students should be devoting their professional energy to doctoral study. Thus, students should be enrolled full-time through completion of their internship. “Full-time” is defined as taking a normal course load in sequence (usually four courses, which generally translates into 12 credit hours) as outlined in published Program documents. Students who enroll with a master’s degree and substitute courses may not need to enroll for 12 hours during some semesters. International students must enroll in the minimum number of credit hours required to maintain visa status. Although students are not technically required to enroll during the summer semester to remain in good standing, students will be required to take some courses during the summer semester because some courses are offered only in the summer.

Students must spend a minimum of four years completing full-time on-campus curriculum requirements. This constitutes the minimum Time in Residence for the Program. This Time in Residence requirement is set to ensure there is sufficient time for students to complete a carefully sequenced set of courses that enables them to build on earlier learning in later years.

Consistent with the competency standards set forth by the American Psychological Association Commission on Accreditation, the Program provides training in each of the following Competency area Elements and requires students to obtain minimum competency in each of the Elements.

Competency 1: Research

• Element 1: Demonstrate the substantially independent ability to conduct research or other scholarly activities that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.

• Element 2: Critically evaluate and disseminate research or other scholarly activity via professional publication or presentation at the local (including the host institution), regional, or national level.

Competency 2: Ethical and Legal Standards

• Element 1: Be knowledgeable of and act in accordance with each of the following:

  • The current version of the APA Ethical Principles of Psychologists and Code of Conduct;

  • Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and

  • Relevant professional standards and guidelines.

• Element 2: Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.

• Element 3: Conduct self in an ethical manner in all professional activities.

Competency 3: Individual and Cultural Diversity

• Element 1: Demonstrate an understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.

• Element 2: Demonstrate 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.

• Element 3: Demonstrate the ability to integrate awareness and knowledge of individual and cultural differences, including intersectionality, in articulating an approach to working effectively with diverse individuals and groups.

• Element 4: Demonstrate the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews differ with their own.

Competency 4: Professional Values, Attitudes, and Behaviors

• Element 1: Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, the integration of science and practice, professional identity, accountability, and concern for the welfare of others

• Element 2: Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.

• Element 3: Actively seek and demonstrate openness and responsiveness to feedback and supervision.

Competency 5: Communication and Interpersonal Skills

• Element 1: Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.

• Element 2: Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.

• Element 3: Manage difficult communication well.

Competency 6: Assessment

• Element 1: Demonstrate current knowledge and application of knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.

• Element 2: 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 considerations and contextual influences (e.g., family, social, societal, and cultural) of the service recipient.

• Element 3: 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.

• Element 4: 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.

Competency 7: Intervention

• Element 1: Establish and maintain effective relationships with the recipients of psychological services.

• Element 2: Develop evidence-based intervention plans specific to the service delivery goals informed by the current scientific literature, assessment findings, diversity considerations, and contextual variables. This includes the ability to modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.

• Element 3: Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing progress evaluation.

Competency 8: Supervision

• Element 1: Demonstrate knowledge of supervision models and practices.

• Element 2: Demonstrate knowledge of contemporary evidence-based supervision literature.

• Element 3: Demonstrate initial skills associated with the delivery of clinical supervision.

Competency 9: Consultation & Interprofessional/Interdisciplinary Skills

• Element 1: Demonstrate knowledge and respect for the roles and perspectives of other professions.

• Element 2: Demonstrates knowledge of consultation models and practices.

Competency 10: Social Justice

• Element 1: Identify social justice concerns for which change efforts can be informed by psychological science and values of counseling psychology.

• Element 2: Apply knowledge of social justice and advocacy principles to an identified social justice concern or problem in the community.

Discipline-Specific Knowledge

• History and Systems of Psychology

• Affective Aspect of Behavior

• Biological Aspects of Behavior

• Cognitive Aspect of Behavior

• Developmental Aspect of Behavior

• Social Aspect of Behavior

• Advanced Integrative Knowledge

• Research Methods

• Statistical Analysis

• Psychometrics

Because counseling psychologists often work with individuals who have been marginalized, it is imperative that those who aspire to the PhD in counseling psychology hold respect for diversity and strive to contribute to an interpersonal environment of safety and respect for all individuals. Respect for, and the valuing of, diversity is expected of all students who are accepted into the program. In particular, the program expects that students will be respectful of all individuals (including, but not limited to, clients, classmates, students, staff, and faculty), including those who are different from them in terms of age, culture, disability, ethnicity, gender identity, language, national origin, race, religion, sex, sexual orientation, veteran status, or socioeconomic status. Students found to engage in discrimination or harassment will be subject to University policies with regard to violation of the Code of Student Conduct and will also be subject to the Program’s Due Process, Remediation, and Dismissal Policies.

In addition, Program standards for student behavior exceed the idea of “non- discrimination.” Program Faculty believe the most effective training environment involves an openness to learning about others who are different from themselves, acceptance of diversity, and actions that foster inclusion. When students encounter others who differ from them on one or more identity status, it is the assumption of the Program that students will work to help create a climate of safety and trust for all concerned. Faculty recognize that no one is completely free from all forms of prejudice and bias. Furthermore, it is expected that there will be a range of attitudes and values concerning controversial issues. Nonetheless, enrollment in the Program is seen as a commitment to the valuing of diversity and the process of self-examination so that bias can be evaluated in the light of both scientific data and the traditions of cooperation and mutual respect. In addition, the Program strives to develop counseling psychologists who will actively work toward correcting social injustices by engaging in advocacy and/or activism for and with marginalized communities.

Prospective students who have reservations about their ability to show acceptance of diversity in all the areas listed above should understand that the Program, while committed to supporting the positive personal development of all enrolled students, will not support behaviors judged by the Faculty to be highly intolerant and/or that create a hostile environment for others. Examples of behaviors that can create a hostile environment include, but are not limited to: using derogatory terms, insults, telling derogatory jokes, taunting, and intimidation. Faculty will consider the context, nature, scope, frequency, duration, and severity of incidents to determine whether a student has created a hostile environment. Similarly, although the Program will take no action to abridge one’s constitutional right of free speech, tolerance and respect for the values of others are factors that may be used to evaluate students. Students and prospective students found to violate this Policy will be subject to Program’s Due Process, Remediation, and Dismissal Policies.

Drawing from the recommendations set forth by the APA Board of Educational Affairs, the Program is committed to developing psychologists with the knowledge, skills, and attitudes to be able to work effectively with members of the public who embody intersecting demographics, attitudes, beliefs, and values. When graduate students’ attitudes, beliefs, or values create tensions that negatively impact the training process or their ability to effectively work with members of the public, the Program Faculty and supervisors are committed to a developmental training approach designed to support the acquisition of professional competence. Professional competencies are determined by the profession for the benefit and protection of the public; consequently, students do not have the option to avoid working with particular client populations or refuse to develop professional competencies because of conflicts with their attitudes, beliefs, or values. The Program will assist graduate students in finding a belief- or value-congruent path that will allow them to work in a professionally competent manner with all individuals.

Students who have previously completed graduate coursework prior to their admission into the Auburn University Counseling Psychology Program may be eligible to substitute one or more of their previous graduate courses for one or more of the courses required by the Auburn Program.

Credit Hour Maximums. The Graduate School allows a maximum of 30 hours to be transferred into a doctoral program. In general, Program students will not be allowed to substitute more than eight courses (24 credit hours). In unique circumstances, a student may be eligible to substitute up to 30 credit hours if careful review of the prior coursework by Program faculty suggests an exception is appropriate.

The following courses will not be considered for substitution. In other words, all students must complete the following courses at Auburn University even if they previously took a similar course at another institution:

• COUN 7910: Practicum (I and II)

• COUN 8220: Psychological Science and Health

• COUN 8230: Colloquium in Counseling Psychology I

• COUN 8240: Colloquium in Counseling Psychology II

• COUN 8250: Colloquium in Counseling Psychology III

• COUN 8260: Colloquium in Counseling Psychology IV

• COUN 8400: Professional Seminar in Counseling Psychology

• COUN 8530: Contemporary Issues in Counseling Psychology

• COUN 8540: Counseling Supervision Theory & Practice

• COUN 8800: Professional Development Internship Skills

• COUN 8910: Advanced Practicum (I and II)

• COUN 8930: Internship in Counseling Psychology (I, II, and III)

• Courses utilized for Elective requirement in the Plan of Study