Lead in Academic or Clinical Settings
Grand Canyon University’s Doctor of Philosophy in Counselor Education and Supervision provides the opportunity for learners to demonstrate their God-given purpose in teaching counseling students and supervising clinical counselors. Learners will also engage in psychological research generating the knowledge and skills to become expert practitioners in academic or clinical environments. This PhD program focuses on the areas of counseling, teaching, counselor supervision, leadership and advocacy, scholarship and statistics and research.
The College of Doctoral Studies developed this PhD in counselor education in response to the increasing number of master’s-level counselors in the field and need for PhD graduates to teach at the master’s level. Doctoral students will cultivate the skills to supervise, educate and lead these mental health providers in improving their practice and health care outcomes.
This PhD in counselor education is also designed from the perspective of GCU’s Christian worldview and encourages learners to express aspects of our Christian heritage and faith-based values that affect counselor and client relationships. To further promote positive development and personal growth in individuals, learners will examine theoretical and practical foundations of counselor ethics, values, cultural diversity and competency.
Support Improvements in Counseling
Upon completing the Doctor of Philosophy in Counselor Education and Supervision, graduates may serve as counselor supervisors who will foster a health climate of change. Providing and promoting acceptance and a nonjudgmental environment during the therapeutic process will help drive this change. Completing the research and residency, internship and practicum requirements further provides the essential hands-on field experience that transitions learners into the next stage of their career and ensures they’re well-prepared to successfully impact the counseling field.
What You Will Learn
Learn to Research, Educate and Supervise
Learners will focus on how to practice a client-centered approach, align treatment to the client’s goals for therapy and guide master’s-level counselors in this practice within a supervisory role. This counselor supervision program emphasizes the importance of understanding, lending compassion and avoiding any actions that can harm the client. Counseling services also are taught to be provided with objectivity, justice, fidelity, veracity and benevolence.
The program of study includes courses such as:
- Pedagogy of Counselor Education and Models of Supervision
- Advanced Family Dynamics and Systems
- Advanced Integrated Theories and Practices
- Advanced Group Dynamics and Processes
- Leadership and Social Justice
- Integrated Models of Assessment, Diagnosis and Treatment
Advocate Greater Mental Health at the Top
Potential career opportunities include roles as a faculty member, advanced clinician, couples, family or school counselor, director of school guidance and director of counseling agencies. Graduates may also pursue advanced positions as a behavior analyst, behavior support specialist (BSS), case manager, clinician, correctional counselor, counselor, mental health counselor, mental health specialist, mental health therapist and therapist at the doctoral level.
Program Core Courses
This course introduces students to the principal elements of research and scholarly writing. Learners explore approaches to synthesizing literature and the application of the major components of APA form and style, and learn to coordinate literature searches. Furthermore, they learn how to discern principal arguments, analyze research questions, and clearly identify the key scholarly attributes to journal articles and other sources of scholarly data. This course also introduces learners to the University’s overarching values and beliefs regarding research and the responsibility scholars have in continuing a tradition of contributing to an ever-growing body of knowledge.
The course addresses the legal, ethical, and cultural issues and responsibilities associated with counseling education and supervision. The relation of these issues to research is highlighted.
Beginning from a foundation of educational theory and philosophy, the course then explores philosophy, models, and strategies of supervision. Specific concepts related to technology and consultation are also addressed.
The course provides an overview of the approaches to inquiry and the methods applied to gain knowledge of the human condition including epistemology and hermeneutic interpretation. These approaches and methods are contrasted with those applied to inquiry in the natural sciences. Consideration is given to the broader social and cultural components that contribute to the refinement of existing knowledge and the creation of new knowledge in the social and human sciences.
Counselor educators and supervisors share a common ethically-defined role as leaders and advocates. This course addresses the means by which counselor educators and supervisors fulfill those roles.
In practice, those serving in the roles of counseling educators and supervisors must address a wide variety of issues. This course, then, addresses topics of contemporary significance in counseling education and supervision.
This residency allows students to begin developing their skills as academic researchers. Residency sessions address topics such as research question development, design, item generation, subscale development and analysis, and basic hypothesis testing. Students have hands-on experience with quantitative and qualitative analysis software.
This course provides a study of theories of probability, descriptive and inferential analyses of data, and testing of statistical hypotheses. Practical experience is provided in the application of statistical methods.
This course will instruct future counselor educators in the principles of psychometric theory and the standards of assessment. The course will also address the teaching and supervision of the use of psychological testing instruments and their relationship in the best practice flow from assessment through treatment planning.
Theories derived from evidence-based counseling practice are explored in depth. Learners are encouraged to consider an approach to treatment that is firmly grounded in a philosophy of integrated counseling.
This course provides students with an overview of qualitative methods and offers students the opportunity to apply and interpret qualitative research. Topics include data collection, data analysis, appropriate qualitative inquiry, and theories of qualitative methods.
This residency prepares students to present their scholarly work and to thoughtfully critique the work of others. Students orally present papers developed in their own classes and respond to questions from colleagues. Students are further prepared to become active members in academic communities by learning how to review papers and provide comments.
The course enhances learners' previous experience with counseling in the area of family dynamics and systems by exploring associated theories and considering relevant applications. Contemporary issues in this field are also addressed.
The course explores the theoretical and practical aspects of group dynamics and processes. Also considered are the related ethical concerns of group counseling.
This advanced supervised practicum in counseling focuses on additional supervised clinical experience beyond the supervised experience completed in the student’s master’s degree program. It is designed to enable doctoral-level learners to develop and or refine advanced counseling skills and conceptually link counselor practice and supervision. The nature of the doctoral-level practicum experience is to be determined in consultation with program faculty and/or doctoral committee. Documentation of a minimum requirement of 100 hours of counseling-related activities, which include 40 direct contact hours, is submitted directly to the college’s office of field experience for verification and tracking. Practicum/field experience hours: 100. Prerequisite: PCS 802, 803, 804, 825, 831.
Learners are required to complete doctoral–level counseling internships that total a minimum of 600 clock hours. The 600 hours must include supervised experiences in at least three of the five doctoral core areas (counseling, teaching, supervision, research and scholarship, leadership and advocacy). If doctoral students have had limited clinical counseling experiences prior to beginning their doctoral work, they may also be required to complete hours in a clinical setting to gain more counseling experience. The 600 credit hours will be assigned at the discretion of the doctoral committee and the student based on experience and training. Practicum/field experience hours: 300. Prerequisite: PCE-905.
Learners are required to complete doctoral–level counseling internships that total a minimum of 600 clock hours. The 600 hours must include supervised experiences in at least three of the five doctoral core areas (counseling, teaching, supervision, research and scholarship, leadership and advocacy). If doctoral students have had limited clinical counseling experiences prior to beginning their doctoral work, they may also be required to complete hours in a clinical setting to gain more counseling experience. The 600 credit hours will be assigned at the discretion of the doctoral committee and the student based on experience and training. Practicum/field experience hours: 300. Prerequisite: PCE-910.
In this course, learners formalize their research proposal specific to their topic. Emphasis is placed on fully developing Chapter 1 and incorporating Chapters 2 and 3 (drafts) from previous research courses. This proposal becomes the first three chapters of the dissertation upon approval of the final draft by the College of Doctoral Studies.
This course provides learners with individualized support in their dissertation journey. Learners work directly with their dissertation chair and committee members to continue their research endeavors as aligned with their individual progress plan. Prerequisite: PCE-885.
This course continues to provide learners with individualized support in their dissertation journey. Learners work directly with their dissertation chair and committee members to continue their research endeavors as aligned with their individual progress plan. Prerequisite: PCE-955.
This course continues to provide learners with individualized support in their dissertation journey. Learners work directly with their dissertation chair and committee members to continue their research endeavors as aligned with their individual progress plan. Prerequisite: PCE-960.
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere. GCU offers the most experienced leadership in delivering online degree programs. Full-time faculty members and fully trained adjunct instructors, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Designed with the career-oriented professional in mind, our online classes provide an intimate environment that stimulates engaging and challenging discussions. Choose from programs across our distinct colleges, in high-demand employment areas. Classes begin frequently.
Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom. Night classes are designed for a specific number of students, providing a warm and nurturing environment that supports an engaging experience. In an evening cohort, you will progress through your degree program with the same career-minded classmates, providing an opportunity to network and forge relationships that go beyond the classroom. Classes begin frequently at various locations, including our main campus.
* Please note that this list may contain programs that are not presently offered as program availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program listed herein please first contact your University Counselor for the most current information regarding availability of the program.
* The Department of Education defines how an institution must calculate a program's On-Time Completion rate for federal disclosure purposes. The On-Time Completion rate is based on a program's published required number of months to complete all degree requirements as provided in the institution's catalog. Completion statistics are updated every January and are based on the cohort of students who started the program in the same year and then graduated within the published program length.Online and Evening program disclosures (45 months) Additional Disclosures
* Please refer to the Academic Catalog for more information. Program subject to change.