Counseling Psychology (PhD)

The PhD in Counseling Psychology program is designed to train the next generation of mental health professionals

Program Overview

The Ph.D. Program in Counseling Psychology offers doctoral education and training in psychology and prepares students for entry-level practice in counseling psychology. Doctoral level counseling psychologists conduct research, teach at the university level, supervise students and professionals, consult with community agencies, and provide clinical services to people across the developmental lifespan. Counseling psychologists also enhance the science of health promotion and health psychology and emphasize community-based interventions.

Highlights

  • Culturally and ethnically diverse faculty
  • Ecological model
  • Developmental emphasis throughout the lifespan
  • Research teams where students gain valuable experience evaluating and conducting research
  • Student-centered faculty
  • Strong and supportive student cohort groups

  • Translational research related to health promotion of individuals, groups, families, and communities
  • Empirically-based practice in urban community centers, agencies, schools, and hospitals
  • Merging of science and practice within multicultural and urban contexts
  • Development of consultation and leadership skills in researchers and practitioners

Mission

It is the mission of the Ph.D. in Counseling Psychology program to train multiculturally competent counseling psychologists who are: (1) clinically adept in multiple settings with a variety of psychological and health-related issues; (2) able to conceptualize, conduct, and evaluate research across biological, cultural, and relational systems in numerous social contexts, such as families, schools, neighborhoods, and communities.

Accreditation
APA Accreditation
Accreditation Info

Northeastern’s Counseling Psychology Program is accredited by the Commission on Accreditation of the American Psychological Association (APA). The next APA accreditation site visit will be held in 2021.

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 First Street, NE
Washington, DC 20002
Phone: (202) 336-5979/E-mail: apaaccred@apa.org

Web: www.apa.org/ed/accreditation

Program Data
Program Facts
Required Credit Hours

MA 62 semester hours

Program Length

MA 4 years

Admission Requirements

  • Strong academic record
  • Demonstrated interest in and commitment to counseling psychology
  • GRE General required (scores must be official)
  • Three letters of reference
  • Completed application
  • Masters degree in psychology or related field
  • Applications are due January 5 and admission interviews are typically conducted in late February or early March

Graduation Requirements
  • Successful completion of all required courses
  • GPA 3.0 or better
  • Passing grades on all comprehensive examinations
  • Successfully completed fieldwork and internship
  • Completed dissertation

  • Successful completion of all required courses
  • GPA 3.0 or better
  • Passing grades on all comprehensive examinations
  • Successfully completed fieldwork and internship
  • Completed dissertation

Application Due Date

January 5

Contact Information
Jessica Edwards George

Dr. Jessica Edwards George
Program Director
j.george@neu.edu

CPPHD StudentCurriculum

Our clinical training prepares counseling psychologists to work in various settings with individuals presenting with a variety of psychological and health-related issues.

We emphasize an ecological model which encourages the conceptualization of relationships and research across multiple systems: biological, cultural, and relational. These relationships occur in various social contexts, including
families, schools, neighborhoods and communities.

At least two years of intensive clinical training is required. This preparation includes advanced fieldwork at various
mental health settings in the Boston area. Students are expected to be at their site for 20 hours each week. Approximately half of their time is direct service delivery. Training goals include advanced skill development in
behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision, and an understanding of and commitment to the profession’s ethical codes. Students must complete a one year, full-time pre-doctoral internship that has been approved by the
program.

Sample Schedule

Students will enter the program with a masters degree. It is anticipated that time to completion is a minimum of four years.

Total 62 Credits

I. Professional Core (total 6 credit hours)

  • CAEP 7701 Doctoral Seminar in Counseling Psychology
  • CAEP 7732 Legal & Ethical Issues in Community & Educational Settings

II. Basic Core (total 15 credit hours)

  • CAEP 6390 History & Systems of Psychology
  • CAEP 6394 Advanced Multicultural Psychology
  • CAEP 7750 Biological Bases of Behavior
  • CAEP 7755 Cognitive & Affective Bases of Behavior
  • CAEP 7756 Social Psychology in an Organizational & Ecological Context

III. Clinical Core (total 29 credit hours)

  • CAEP 6235 Vocational, Educational & Career Development
  • CAEP 6350 Cognitive Assessment
  • CAEP 6352 Personality Assessment
  • CAEP 7723 Rorschach
  • CAEP 7720 Advanced Clinical Interventions
  • CAEP 7741 Advanced Fieldwork I
  • CAEP 7742 Advanced Fieldwork II
  • CAEP 7743 Advanced Fieldwork III
  • CAEP 7744 Advanced Fieldwork IV
  • CAEP 7753 Doctoral Seminar in Leadership, Consultation & Supervision
  • CAEP 7758 Doctoral Seminar in Contemporary Theories of Psychotherapy
  • CAEP 7798 Doctoral Internship I
  • CAEP 7799 Doctoral Internship II

IV. Research Core (total 9 credit hours)

  • CAEP 7711 Advanced Psychometric Principles
  • CAEP 7712 Intermediate Statistical & Data Analysis Techniques
  • CAEP 7716 Advanced Research & Data Analysis
  • CAEP 9996 Dissertation Continuation
  • CAEP 9990 Dissertation

V. Electives

  • CAEP 7751 Clinical Neuropsychology (3) or another doctoral-level course approved by the adviser
  • Directed Study (1)
  • CAEP 7771/7773/7775 Research Team (fall)
  • CAEP 7772/7774/7776 Research Team (spring)
  • CAEP 8553 Advanced Counseling practicum
  • CAEP 5200 Motivational Interviewing

Admission Requirements

Candidates for admission are expected to meet the following requirements:

  • Master’s degree in counseling psychology or related field (3.5 grade point average preferred)
  • GRE and TOEFL or IELTS
  • One year of clinical experience
  • Personal statement of goals and expectations
  • Three letters of recommendation
  • Personal interview with faculty
  • Meeting with current students

The program faculty reviews your credentials to assess the likelihood of your successful completion of the program and your potential for contribution to the field of college student development and the community at large.

Admission is based on the evaluation of demonstrated academic performance, quality of recommendations, previous relevant experience, and your fit within our program.

Program Goals, Objectives, and Competencies

MTAs: Minimum Thresholds for Achievement

Goal #1

To prepare graduates for the role of professional psychologists, to include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision and an understanding of and commitment to the profession’s ethical codes.

Objectives for Goal #1:
Objective 1A: Students will be exposed to various professional roles including student teaching and participation in research projects where they are mentored by faculty and mentor peers and/or junior colleagues.

Competencies Expected for these Objectives:
Competency 1A1: Students will demonstrate a thorough understanding of their roles as clinicians.
Competency 1A2: Students will demonstrate a thorough understanding of their roles as educators.
Competency 1A3: Students will demonstrate a thorough understanding of their roles as community change agents ethically serving diverse populations and advocating for social justice.
Competency 1A4: Students will demonstrate a thorough understanding of their roles as researchers.

Appendix & Page Number for Evaluation Forms Used for Goal #1: Appendix 2, pp. 310–321, Fieldwork Evaluation Form.

How Competencies are Measured and Minimum Levels of Achievement for Goal #1: Evaluation Tools 1A1–1A4: PROXIMAL: Course grades; evaluations from site supervisors; membership in APA and other professional organizations; involvement in professional activities; successful work with mentors as measured by mid-year and annual review of students; serving as course instructors or teaching assistants; attending interdisciplinary conferences and presentations; involvement in community activities. DISTAL: Integration of multiple employment roles (e.g., clinician, adjunct professor, consultant); work in underserved communities; teaching, supervising, and mentoring of other professionals.

MTAs for Competency 1A1: Students will demonstrate a thorough understanding of their roles as clinicians.

  1. A satisfactory (S) grade in CAEP 7741–7744, Advanced Fieldwork 1–IV, as well as in CAEP 7798–7799, Doctoral Internship I–II.
  2. Passing comprehensive examinations in ethics, assessment, and intervention after two attempts. Passing occurs when two of three faculty members engaged in a blind review of an exam independently agree the exam is satisfactory.
  3. Satisfactory evaluations on the Fieldwork Evaluation Form from site fieldwork supervisors (4/6 or 85% Intermediate and Advanced ratings across all domains).

MTAs for Competency 1A2: Students will demonstrate a thorough understanding of their roles as educators.

  1. Students who serve as instructors of record in undergraduate courses (e.g., Mental Health Counseling, Counseling Theories, Vocational Development, and Clinical Skills for the Helping Professions) must have teaching evaluations at or above the university average (3.7/5).
  2. Students who serve as teaching assistants must consistently follow-through with teaching-related requests including: conducting literature reviews, lecturing, grading papers, creating exams, and facilitating classroom discussions.
  3. Students participate in peer education during seminars where group presentations are a required component of coursework.
  4. Students engage in peer supervision of clinical case presentations in CAEP 7741–7744, Advanced Fieldwork I–IV and in CAEP 7798–7799, Doctoral Internship I–II.

MTAs for Competency 1A3: Students will demonstrate a thorough understanding of their roles as community change agents ethically serving diverse populations and advocating for social justice.

  1. Students demonstrate commitment to multiculturalism during both the admissions process and while matriculating through the program.
  2. Students choose Advanced Fieldwork placements from a preferred list of sites focused on serving underserved populations created by the Clinical Coordinator or work together with the Clinical Coordinator to vet a new appropriate site serving the underserved.
  3. Students pass the ethics comprehensive exam and integrate ethical principles into their clinical work.
  4. Students attend and present at conferences on research topics that include: diversity and multiculturalism. This is tracked through students’ mid-year and annual evaluations.

MTAs for Competency 1A4: Students will demonstrate a thorough understanding of their roles as researchers.

  1. Students pass the research comprehensive examination.
  2. Students earn a grade of B- or better in both research courses, CAEP 7712, Intermediate Statistical and Data Analysis Techniques and CAEP 7716, Advanced Research and Data Analysis. Students are required to do a research paper, review the literature, formulate research questions and hypotheses, collect, quantitatively analyze, and write up data.
  3. Students successfully complete their dissertations, including Institutional Review Board applications and National Institute of Health (NIH) ethics or Collaborative Institutional Training Initiative (CITI) human subjects training courses.
  4. Students conduct research on diversity related topics including: race, ethnicity, sexuality, and socioeconomic class while working on research teams.
  5. Students choose dissertations that focus on conducting research with underserved and/or clinical populations in need.
  6. Students attend and present at conferences on research topics related to diversity and/or social justice.
  7. Twice yearly, faculty members evaluate students’ professional involvement and academic progress, including their development as researchers on research team and in research courses, and with respect to their dissertation progress.
Goal #2

To foster understanding and application of the scientific basis of clinical practice in psychotherapy and clinical assessment

Objectives for Goal #2:
Objective 2A: Students will acquire an understanding of the biological, cognitive and affective, and social aspects of behavior.
Objective 2B: Students will acquire knowledge of the history and systems of psychology.
Objective 2C: Students will acquire knowledge of empirical research regarding effective clinical practice, assessment, and, interventions.
Objective 2D: Students will acquire knowledge of contemporary theories that explicate human behavior across the lifespan.
Objective 2E: Students will study current evidence-based practices in psychotherapy, psychological testing, and biological bases of clinical practice.
Objective 2F: Students will acquire knowledge and skills to implement evidence-based clinical interventions with diverse populations.

Competencies Expected for these Objectives:
Competency 2A: Students will understand the regulation of biological and emotional functions of the nervous system.
Competency 2B: Students will understand the contribution of historical figures and the influence of historical developments on theories and systems of psychology.
Competency 2C: Students will understand theories and research with respect to clinical efficacy.
Competency 2D: Students will understand contemporary theories of human behavior from a lifespan developmental perspective.
Competency 2E1: Students will demonstrate a thorough understanding of current evidence- based practices in psychotherapy, psychological testing, and the scientific bases of clinical practice.
Competency 2E2: Students will develop the ability to select and apply evidence-based interventions and to assess progress and outcomes.
Competency 2F1: Students will demonstrate that they are familiar with outcome research for various intervention strategies.
Competency 2F2: Students will develop the ability to implement a wide range of developmental, preventive, remedial, and psychoeducational interventions, including psychotherapy, crisis management, consultation, and dealing with emergency psychological and/or psychiatric situations with people across sources of difference.

Appendix & Page Number for Evaluation Forms Used for Goal #2: Appendix 2, pp. 310–321, Fieldwork Evaluation Form.

How Competencies are Measured and Minimum Levels of Achievement for Goal #2: Evaluation Tools 2A–2F2: PROXIMAL: Successful completion of course work; course grades; successfully passing comprehensive examinations; clinical practice supervision and supervisor evaluations; successful completion of dissertation proposal and dissertation. DISTAL: Successful completion of Examination for Professional Psychology Practice (EPPP) and the Jurisprudence Examination in MA; professional involvement in and/or employment in the Psychology field.
MTAs for Competency 2A: Students will understand the regulation of biological and emotional functions of the nervous system.

  1. Students earn a grade of B- or better in CAEP 7750, Biological Bases of Behavior and CAEP 7755, Cognitive and Affective Bases of Behavior.
  2. Students pass all comprehensive examinations (ethics, research, assessment, and intervention) and where relevant, discuss biological and emotional functions of the nervous system within clinical contexts and diagnoses.

MTA for Competency 2B: Students will understand the contribution of historical figures and the influence of historical developments on theories and systems of psychology.

  1. Students earn a grade of B- or better in CAEP 6390, History and Systems of Psychology.

MTAs for Competency 2C: Students will understand theories and research with respect to clinical efficacy.

  1. Students earn a grade of B- or better in CAEP 7720, Advanced Clinical Interventions.
  2. Students earn a grade of B- or better in CAEP 7758, Doctoral Seminar in Contemporary Theories of Psychotherapy.
  3. Students pass assessment and intervention comprehensive examinations.
  4. Students receive a satisfactory grade in CAEP 7741–7744, Advanced Fieldwork I–IV.
  5. Students receive satisfactory evaluations (4/6 or 85% Intermediate and Advanced ratings) from site Fieldwork supervisors.

MTAs for Competency 2D: Students will understand contemporary theories of human behavior from a lifespan developmental perspective.

  1. Students receive a grade of B- or better in CAEP 6220, Development across the Lifespan, taken either at Northeastern University or during their Master’s programs.
  2. Students earn a grade of B- or better in CAEP 7758, Doctoral Seminar in Contemporary Theories of Psychotherapy.
  3. Students pass the intervention comprehensive exam where they demonstrate knowledge of lifespan development.
  4. Students demonstrate knowledge of lifespan development in their clinical work as evaluated by faculty and site supervisors.

MTAs for Competency 2E1: Students will demonstrate a thorough understanding of current evidence based practices in psychotherapy, psychological testing, and the scientific bases of clinical practice.

  1. Students receive grades of B- or better in all coursework, including: CAEP 6350, Cognitive Assessment; CAEP 6352, Personality Assessment; CAEP 7723, Rorschach, CAEP 7741–7744 Advanced Fieldwork I–IV; and CAEP 7750, Biological Bases of Behavior.
  2. Students pass the assessment and intervention comprehensive examinations.
  3. Students receive satisfactory evaluations (4/6 or 85% Intermediate and Advanced ratings) from site fieldwork supervisors.
  4. Students receive satisfactory grades in CAEP 7741–7744, Advanced Fieldwork I–IV.

MTAs for Competency 2E2: Students will develop the ability to select and apply evidence- based interventions and to assess progress and outcomes.

  1. Students earn a grade of B- or better in CAEP 7720, Advanced Clinical Interventions. 2. Students pass the intervention and assessment comprehensive examination where they demonstrate knowledge of how developmental factors influence current functioning. 3. Students receive satisfactory evaluations from site fieldwork supervisors (4/6 or 85% Intermediate and Advanced Ratings).

MTAs for Competency 2F1: Students will demonstrate a thorough understanding of outcome research for various intervention strategies.

  1. Students earn a grade of B- or better in CAEP 6202, Research, Evaluation, & Data Analysis, taken either at Northeastern University or during their Master’s programs.
  2. Students learn about outcome research in CAEP 7720, Advanced Clinical Interventions.
  3. Students who participate on research teams where outcome research is a focus will understand the link between research and practice.

MTAs for Competency 2F2: Students will develop the ability to implement a wide range of developmental, preventive, remedial, and psychoeducational interventions, including psychotherapy, crisis management, consultation and dealing with emergency psychological and/or psychiatric situations with people across sources of difference.

  1. Students earn satisfactory grades in CAEP 7741–7744, Advanced Fieldwork I–IV and CAEP 7798–7799, Doctoral Internship I–II.
  2. Students demonstrate an ability to implement various interventions with diverse groups of people across multiple fieldwork settings measured by satisfactory ratings from site supervisors (85% Intermediate and Advanced ratings or 4/6 on the Fieldwork Evaluation Form).
Goal #3

To produce graduates who possess advanced and applied research skills within an ecological perspective.

Objectives for Goal #3:
Objective 3A: Students will be involved in course work on advanced and applied research skills.
Objective 3B: Students will become proficient in reporting research findings.
Objective 3C: Students will be able to critically evaluate research from an ecological perspective.

Competencies Expected for these Objectives:
Competency 3A1: Students will demonstrate competency in research design and data analysis related to health and illness using quantitative, qualitative, and mixed methods models.
Competency 3A2: Students will be able to develop meaningful research questions, based upon theories and models in the scholarly research literature.
Competency 3A3: Students will be able to implement appropriate research design, methods, and statistical analyses consistent with the research questions.
Competency 3A4: Students will understand advantages and disadvantages of various research designs, modes of inquiry, data collection methods, statistical procedures, and measurement concepts.
Competency 3B: Students will demonstrate the ability to report their research investigations appropriately, including knowledge of the socio-cultural contexts in the interpretation of the data.
Competency 3C1: Students will demonstrate the ability to evaluate and critically assess the methodology of empirical research and the validity of research conclusions within a multicultural/ecological perspective.
Competency 3C2: Students will participate on research teams that stress a multicultural/ecological perspective.
Competency 3C3: Students will successfully complete their dissertation proposals grounded within a multicultural/ecological perspective.

Appendix & Page Number for Evaluation Forms Used for Goal #3: Appendix 2, pp. 297- 300, Comprehensive Exam Guidelines. Appendix 2, Annual Review of Student Progress, pp. 303–04.

How Competencies are Measured and Minimum Levels of Achievement for Goal #3:
Evaluation Tools 3A:
PROXIMAL: Successful completion of courses; passing of research comprehensive examination; successful completion of the dissertation. DISTAL: Evidence of teaching and mentoring; involvement in research and advocacy organizations; continuing education in latest research and integration into professional activities; successful completion of postdoctoral work; integration of multicultural/ecological understanding in professional work.
MTAs for Competency 3A1: Students will demonstrate competency in research design and data analysis related to health and illness using quantitative, qualitative, and mixed methods models.

  1. Students earn a grade of B- or better in CAEP 6202, Research, Evaluation, and Data Analysis, either taken at Northeastern University or at another University.
  2. Students earn a grade of B- or better in CAEP 7712, Intermediate Statistical and Data Analysis Techniques and CAEP 7716, Advanced Research and Data Analysis.
  3. Students pass their research comprehensive examination.
  4. Students receive training in quantitative and qualitative research methods through foundational courses, including: CAEP 6394, Advanced Multicultural Psychology; CAEP 7720; Advanced Clinical Interventions; CAEP 7756, Social Psychology in an Organizational and Ecological Context, and an elective through the Bouvé College of Health Sciences that many of our students take, NRSG 7709, Qualitative Research Methods.
  5. Students participate on research teams where qualitative research is being conducted.
  6. Students demonstrate competency in research design and data analysis in their dissertations.
  7. Faculty discuss students’ performance on research teams, in research coursework, and dissertation progress twice yearly during students’ mid-year and annual evaluations.

MTAs for Competency 3A2: Students will be able to develop meaningful research questions, based upon theories and models in the scholarly research literature.

  1. Students attend at least one dissertation proposal hearing where they are exposed to research questions developed according to theories and models in the research literature.
  2. Students pass their research comprehensive examination.

MTAs for Competency 3A3: Students will be able to implement appropriate research design, methods, and statistical analyses, consistent with the research questions.

  1. Students earn a grade of B- or better in CAEP 7712, Intermediate Statistical and Data Analysis Techniques and CAEP 7716, Advanced Research and Data Analysis.
  2. Students pass the research comprehensive examination.

MTAs for Competency 3A4: Students will understand advantages and disadvantages of various research designs, modes of inquiry, data collection methods, statistical procedures, and measurement concepts.

  1. Students pass the research comprehensive examination.
  2. Students earn a grade of B- or better in CAEP 7712, Intermediate Statistical and Data Analysis Techniques and CAEP 7716, Advanced Research and Data Analysis.
  3. Students will demonstrate this competency as evidenced by their participation on research teams and in their dissertation.

Evaluation Tools 3B: PROXIMAL: Successful completion of course work; integration of critical variables into dissertation research. DISTAL: Continuing education; teaching, research, and supervision that enhance multicultural/ecological perspectives.

MTAs for Competency 3B: Students will demonstrate the ability to report their research investigations appropriately, including knowledge of the socio-cultural contexts in the interpretation of the data.

  1. Students earn a B- or better in CAEP 7712, Intermediate Statistical and Data Analysis Techniques and CAEP 7716, Advanced Research and Data Analysis.
  2. Students present at local, state, and national conferences with faculty.
  3. Students defend their dissertation proposals and dissertations before their dissertation committee members, other Counseling Psychology doctoral students and faculty, as well as students and faculty throughout Bouvé College of Health Sciences and the University.
  4. Dissertation committee members assess students’ knowledge of the socio-cultural contexts in the interpretation of dissertation data.

Evaluation Tools 3C: PROXIMAL: Successful completion of course work; attending interdisciplinary presentations within and outside of the university; focus of proposal and dissertation research within ecological framework; DISTAL: Multiculturally-oriented professional work; continuing education, attendance at professional conferences.

MTAs for Competency 3C1: Students will demonstrate the ability to evaluate and critically assess the methodology of empirical research and the validity of research conclusions within a multicultural/ecological perspective.

  1.  Students critique research within a multicultural/ecological perspective in multiple courses, including: CAEP 6390, History and Systems of Psychology; CAEP 6394, Advanced Multicultural Psychology; CAEP 7720, Advanced Clinical Interventions; and CAEP 7755, Cognitive and Affective Bases of Behavior.
  2. Dissertation committee members evaluate dissertation proposals to ensure they reflect an ecological perspective.
  3. Students successfully defend dissertation proposals that reflect an ecological perspective prior to submission of internship applications.

MTAs for Competency 3C2: Students will be able to integrate multicultural/ecological perspectives as a result of their participation on research teams.

  1. Students are encouraged to work on research teams with faculty, researchers, and other graduate students. Research team activities include: conducting literature reviews, conducting interviews, data collection, transcribing data, analyzing data, and writing research for conference presentations and publications.
  2. Students present and publish data based on their research team participation.

MTAs for Competency 3C3: Students will successfully complete their dissertation proposals grounded within a multicultural/ecological perspective.

  1. Students choose either a journal format or traditional format for their dissertation proposals and demonstrate an understanding of an ecological/multicultural perspective.
  2. Students are encouraged to publish their dissertation research on topics related to diversity. This is tracked through mid-year and annual evaluations.
Goal #4

To produce graduates who are committed to and demonstrate ethical practice as counseling psychologists.

Objectives for Goal #4:

Objective 4A: Students will learn and uphold the ethical codes of the profession through courses, mentoring, and supervision.
Objective 4B: Students will learn and uphold the local, state, and national laws affecting professional psychological practice through courses and supervised clinical experiences.

Competencies Expected for these Objectives:
Competency 4A: Students will become competent in understanding the codes of ethics, the ethical decision making process, and professional conduct of APA.
Competency 4B: Students will demonstrate an understanding of the legal issues affecting practice and the resolution of ethical/legal conflicts that may occur.

Appendix & Page Number for Evaluation Forms Used for Goal #4: Appendix 2, pp. 297- 300, Comprehensive Exam Guidelines. Appendix 2, pp. 310–321, Fieldwork Evaluation Form.

How Competencies are Measured and Minimum Levels of Achievement for Goal #4:
Evaluation Tools 4A:
PROXIMAL: Students will pass the ethics comprehensive examination; students will obtain satisfactory ratings on the ethics components of performance evaluations in advanced fieldwork and internship. DISTAL: Successful passing of Examination of Professional Psychology Practice (EPPP) and Jurisprudence exam for state licensing; successful completion of ethical requirements in postdoctoral practice; continuing education and re-licensing.
MTAs for Competency 4A: Students will become competent in understanding the codes of ethics and professional conduct of APA and develop and practice a competent ethical decision-making process.

  1. Students obtain a grade of B- or better in CAEP 7732, Legal and Ethical Issues in Educational and Community Settings.
  2. Students pass the ethics comprehensive examination.
  3. Students receive satisfactory evaluations (85% Intermediate and Advanced ratings or 4/6 ratings from site fieldwork supervisors).

Evaluation Tools 4B: PROXIMAL: Passing CAEP 7732, Legal and Ethical Issues in Educational and Community Setting; successful completion of ethics comprehensive examination; satisfactory ratings on the ethics components of performance evaluations in advanced fieldwork and internship. DISTAL: Passing Examination of Professional Psychology Practice (EPPP); successful completion of licensing requirements.

MTAs for Competency 4B: Students will demonstrate an understanding of the legal issues affecting practice and the resolution of ethical/legal conflicts that may occur.

  1. Students earn a grade of B- or better in CAEP 7732, Legal and Ethical Issues in Educational and Community Settings.
  2. Students pass the ethics comprehensive examination.
  3. Students receive satisfactory evaluations (85% Intermediate and Advanced ratings or 4/6 ratings from site fieldwork supervisors).
Goal #5

To produce graduates who are multiculturally competent across sources of difference, including race, ethnicity, gender, class, religion/spirituality, disability, and sexual orientation, in both clinical and research settings.

Objectives for Goal #5:
Objective 5A: Students will study, be mentored in, and learn about multicultural perspectives that stress the understanding of different worldviews and confronting forms of oppression.

Competencies Expected for these Objectives:

Competency 5A1: Students will be able to integrate multiple worldviews and important historical and political positions in their clinical and research activities.
Competency 5A2: Students will be able to understand their own positions of privilege, related to race, gender, social class, ability, and/or sexual orientation and its effect on their work as professional psychologists.
Competency 5A3: Students will be able to integrate and actively advocate for the elimination of racism, sexism, class oppression, homophobia, ageism, and other forms of oppression. Competency 5A4: Students will be able to conceptualize and advocate for social and economic justice as professional psychologists.

Appendix & Page Number for Evaluation Tools Used for Goal #5: Appendix 2, pp. 310– 321, Fieldwork Evaluation Form.

How Competencies are Measured and Minimum Levels of Achievement for Goal #5:
Evaluation Tools 5A1–5A4:
PROXIMAL: Passing courses; successful completion of comprehensive examinations with multicultural integration; dissertation research that integrates critical issues of multicultural competence; successful completion of Advanced Fieldwork and Internship within the context of multicultural competence; DISTAL: Involvement in professional and community activities that address social justice as assessed through alumni data.
MTAs for Competency 5A1: Students will be able to integrate multiple worldviews and important historical and political positions in their clinical and research activities.

  1. Students receive ratings of 4/6 or 85% Intermediate and Advanced ratings on the Fieldwork Evaluation Form.
  2. Students earn a satisfactory grade in CAEP 7741–7744, Advanced Fieldwork I–IV.
  3. Students pass all comprehensive examinations (ethics, assessment, intervention, and research).
  4. Students integrate multiple worldviews and important historical and political positionsin their research activities, including: participation on research teams, dissertations, and through relevant courses (e.g., CAEP 6390, History and Systems of Psychology; CAEP 7720, Advanced Clinical Interventions).

MTAs for Competency 5A2: Students will be able to understand their own positions of privilege related to race, gender, social class, ability, and/or sexual orientation and its effect on their work as professional psychologists.

  1. Students earn a B- or better in CAEP 6203, Understanding Culture and Diversity and CAEP 6394, Advanced Multicultural Psychology.
  2. Students earn a satisfactory grade in CAEP 7701, Doctoral Seminar in Counseling Psychology, for three consecutive academic years where professional role development is discussed and emphasized.

MTAs for Competency 5A3: Students will be able to integrate and actively advocate for the elimination of racism, sexism, class oppression, homophobia, ageism, and other forms of oppression.

  1. Students earn a grade of B- or better in CAEP 6203, Understanding Culture and Diversity, taken at Northeastern University or at another University and CAEP 6394, Advanced Multicultural Psychology.
  2. Students are involved in professional organizations (e.g., APA) that advocate for income equality and other forms of social justice.
  3.  At their fieldwork sites, students serve as advocates for clients experiencing oppression.

MTAs for Competency 5A4: Students will be able to conceptualize and advocate for social and economic justice as professional psychologists.

  1. Students earn a grade of B- or better in CAEP 6203, Understanding Culture and Diversity, taken either at Northeastern University or at another University and CAEP 6394, Advanced Multicultural Psychology. Students earn a satisfactory grade in CAEP 7701, Doctoral Seminar in Counseling Psychology, taken for three consecutive academic years where professional role development is discussed and emphasized.
  2. Students are involved in professional and community activities that address social justice.
Goal #6

To advance the field of counseling psychology using program strengths: (a) an interdisciplinary and interprofessional approach to clinical services provision and enhancement of the science of health promotion and health psychology; (b) stress on urban, community-based interventions using an ecological approach.

Objectives for Goal #6:
Objective 6A: Students will be exposed to interprofessional models of health promotion research within the Bouvé College of Health Sciences.
Objective 6B: Students will study the strengths and challenges facing urban populations and work within the areas of health promotion and prevention.

Competencies Expected for these Objectives:
Competency 6A: Students will develop an understanding of how health promotion research is conceptualized and undertaken by an interprofessional team.
Competency 6B: Students will understand the unique challenges facing urban populations and work within settings that provide health promotion and prevention efforts with multicultural populations.

Appendix & Page Number for Evaluation Forms for Goal # 6: Appendix 4, pp. 404; Admissions Day Evaluation Form; Appendix 4, pp. 405–406, Student Funding Application.

How Competencies are Measured and Minimum Levels of Achievement for Goal #6:
Evaluation Tools 6A and 6B
: PROXIMAL: Successful completion of Advanced Fieldwork and internship placements; development of dissertation proposals focused on health promotion and work with urban populations in various community settings. DISTAL: Clinical, research, and advocacy involvement with urban communities upon graduation; involvement in interprofessional health promotion projects.

MTAs for Competency 6A1: Students will develop an understanding of how health promotion care and research are conceptualized and undertaken by an interprofessional team.

  1. Students earn a satisfactory grade in CAEP 7701, Counseling Psychology Doctoral Seminar, taken for three consecutive academic years where professional role development is discussed and emphasized.
  2. Students are encouraged to join research teams engaged in health promotion research.
  3. Students are encouraged to attend research colloquia presented by health psychologists.
  4. Students are encouraged to participate in the Northeastern University Research, Innovation, and Scholarship Expo (RISE) each year.
  5. Students are encouraged to participate in a variety of interprofessional activities (e.g., Interprofessional Research Day, Interprofessional Student Organization).

MTAs for Competency 6B1: Students will understand the challenges facing urban populations and work within settings that provide health promotion and prevention efforts with multicultural populations.

  1. Students demonstrate an interest in working with multicultural populations during the admissions process and while they matriculate through the program.
  2. Students choose Advanced Fieldwork placements from a preferred list of sites focused on serving underserved populations created by the Clinical Coordinator or work together with the Clinical Coordinator to vet a new appropriate site serving the underserved.
  3. Students earn a grade of B- or better in CAEP 6394, Advanced Multicultural Psychology.
  4. Students earn a satisfactory grade in CAEP 7741–7744, Advanced Fieldwork I–IV.

Other Information

Our Students

Oyenike Balogun
Oyenike Balogun received an M.S. in Mental Health Counseling from Springfield College in 2005 and an M.Ed. from Northeastern University in 2012. Her primary research interests are in the area of urban education and cross-cultural implications of mental health interventions. Her previous work has examined conceptions of mental illness in African student populations. Currently, Oyenike is assisting several professors on research projects that include: Microaggressions among women of color; lived experiences of women with histories of interpersonal violence; and gluten-free diet adherence in youth with celiac disease.

Courtney H. Carter
Courtney H. Carter earned an M.A. from Montclair State University in General Psychology (2008) and a B.A. from Boston College in English (2006). Prior to starting her doctoral studies, she worked as a research coordinator at Massachusetts General Hospital in the Pediatric Psychopharmacology and Research Unit, where she worked on studies examining adolescents at risk for depression and anxiety. Courtney has worked as a graduate research fellow at the Institute of Urban Health Research, has co-authored several scientific articles, and has held clinical placements at the CASTLE (Clean and Sober Teens Living Empowered – High Point Treatment Center) and Massachusetts Mental Health Center (MMHC). Her research and clinical interests continue to be focused on prevention and intervention for high risk children and adolescents, particularly in the areas of depression, anxiety, and substance abuse.

Jonathan Entis
Jonathan Entis received his MA in Cognitive Neuroscience from Boston College. He has co-authored a number of papers on schizophrenia and other psychopathology using neuroimaging techniques. He is currently a 2nd year doctoral student at Northeastern University in the Counseling Psychology PhD program. His most recent interests include short-term dynamic therapy and ethics. Presently, he is researching the behavior and attitudes of psychologists towards the ethics of making referrals.

Caroline Aileen Fernandes
Caroline Aileen Fernandes, a second year student in the Counseling Psychology Program at Northeastern University, received her M.A. in Clinical Psychology from the University of Massachusetts-Dartmouth in 2010. Her interests include: understanding the implications of race, ethnicity, class, and gender on mental health, Latino mental health, microaggressions and their impact on people of color both in and outside of the psychotherapeutic relationship, ethnic/racial and gender identity development, and social justice. Her previous work has examined ethnic identity and its impact on the development of interethnic relationships, depressive symptoms among Black women, body dissatisfaction among Latina women as a result of social media exposure. Currently, she is interested in understanding the impact of microaggressions against professional women as well as exploring physiological and potential biological markers of microaggressions.

Daniella Halperin
Daniella Halperin received her MA in general psychology from Boston University in 2008. She is currently a 4th year doctoral student in the counseling program at Northeastern University, where she serves as President of the Northeastern Counseling Psychology Graduate Organization (NCP-GO). Daniella has co-authored several scientific articles as well as a book chapter on therapeutic alliance and common factors in treatment. She has also taught a number of undergraduate courses in counseling and psychology. Daniella is drawn towards research in the broad areas of prevention, intervention, and empirically supported treatments of psychopathology. Her recent research interests include exploring the development, maintenance, and correlates of non-suicidal self-injury within a university population. Daniella has acquired clinical training in a variety of settings in the Boston area, including methadone maintenance clinics, the Veteran’s Administration in Jamaica Plain, the Center for Anxiety and Related Disorders (CARD) at Boston University, and the Massachusetts Mental Health Center (MMHC). She presently works with students in the Counseling Center at the University of Massachusetts Lowell.

Meghan E. Lovering
Meghan E. Lovering is currently a second year doctoral student in the Department of Counseling and Applied Psychology at Northeastern University in Boston, Massachusetts. She earned her BA in psychology from Stonehill College in 2008 and MA in Counseling Psychology from Boston College in 2010. Her primary research and clinical interests are in the area of anxiety and eating disorder prevention in college aged women. She currently works for the U.S. Army Research Institute of Environmental Medicine as a research associate. In addition, she works for the Department of Counseling and Applied Psychology as a graduate assistant.

Pamela Naab
Pamela Naab received her MA in Mental Health Counseling (2012) from Boston College and her MA in Social & Cultural Psychology (2007) from Boston College. She completed her undergraduate studies at St. Mary’s College of Maryland (2005). Her previous research has been published in the journal Emotion and examined cross cultural interpretations of spontaneous facial expressions and children’s emerging understandings of facial expressions. Current projects include investigating the role of affect on smoking cessation and applying new methodologies in the evaluation of Ecological Momentary Assessment (EMA) data to aid in clinical interventions. She is also interested in issues of diversity and multiculturalism and is currently examining counseling sessions with immigrants and exploring differences between motivational interviewing that uses culturally sensitive techniques compared to standardized treatment.

Ami Popat-Jain
Ami Popat-Jain is a first year doctoral student in Counseling Psychology. She received her Master’s in Counseling Psychology from Boston College in 2012. Her primary research interests are multicultural issues specifically related to immigrants in the United States. Currently she is interested in culturally adaptive treatment, and microaggresions. Popat-Jain values multicultural competency and social justice in her research and clinical work.

James Roehrig
James Roehrig received his MA in general psychology from Wesleyan University and his BA in media studies from Emerson College. Before beginning his doctoral work, James worked as a research project coordinator for the Eating and Weight Disorders Program at the University of Chicago Hospital. James is currently a 4th year doctoral candidate at Northeastern University with both research and clinical interests in disordered eating and body image. His fieldwork placements include the Center for Anxiety and Related Disorders at Boston University, the Emerson College Counseling Center, and McLean Hospital. He has taught both undergraduate and graduate courses in psychology and has worked as a clinical interviewer for the National Survey on Drug Use and Health (NSDUH). Clinically, James is interested in working with young adults and continuing to develop expertise in third-wave cognitive behavioral treatments.

Brian Siembor
Brian Siembor received his M.A. in Counseling Psychology from the University of New Hampshire in 2011. His primary research and clinical interests are in the areas of mind-body medicine, with a focus on stress reduction and stress management. His previous work has focused on areas of health psychology, including the development of a Self-Care Workbook for Healthcare Professionals. Currently, he is interested in the integration of mind-body approaches in the treatment of patients whose medical conditions are caused by, or exacerbated by stress, with the goal of improving patient outcomes and enhancing overall well-being.

Kathy P. Wu
Kathy P. Wu received her master’s degree in applied psychology with a concentration in school counseling from the NYU Steinhardt School of Culture, Education and Human Development in 2010. Her primary research and clinical interests are in the area of supporting the psychosocial adjustment of multicultural immigrant youth and other historically under-represented populations, using integrated approaches found in multicultural, constructivist, and positive psychology. She is currently the primary investigator of a research project funded by the Policy Research Inc.’s Disability Determination Process (DDP) Small Grant Program for Graduate Research entitled, “The Lived Experiences of a Chronically Homeless, Urban Population: Systemic Challenges to Achieving their Vocational And Rehabilitation Dreams.” She also teaches the “Mental Health and Counseling” undergraduate course at Northeastern University.

Research Teams

Goncalves
Neurophysiology, Neuromodulation and Neuroimaging in Neuropsychiatry Disorders
Wednesdays, 2.00- 4.00, 404 INV

Lee
Motivational interviewing, health disparities, use of technology
Fridays, 9:30-10:30 am

Robinson-Wood
Microaggressions, racial socialization messages in interracial families
1st and 3rd Tuesdays, 6.40- 8.10pm, 408 INV

Rodgers/Franko
Body image, eating and weight concerns
Thursdays, 3-4pm, 120 BK meeting room

Sanchez/Ballou
Feminist Therapy and Theory; Feminist Ecological Model
Depending on project and writing demands

Shiyko
Use of Technology & Games for Health Behavior Change
Mindfulness for Health Behavior Change
Fridays, 2:30 – 3:30, Meserve, 1st floor conference room
Thursdays, 12 – 1 pm, 416 INV

Placement Contracts

Graduates:

If you are scheduled to attend your practicum, internship or advanced fieldwork this coming academic year, a “request for contract,” must be submitted to our department. The University requires a signed contract between the placement site and the University. You are not responsible for the signing or generating of the contract as there is a procedure already in place; however, we cannot generate a contract unless there is a request for one. Please use the link below to submit your request. Please allow up to 2 weeks to process your request.

DO NOT DISREGARD this message. Be advised, without a contract, legally you cannot start your fieldwork.

You may follow up on your request with Monique Clarke at (617) 373 -2485 or m.clarke@neu.edu.

Thank you for your attention to this matter.

Request a Contract

Apply to the Counseling Psychology Doctoral Program.