What is Counselor Education and Supervision?
The Doctor of Philosophy (PhD) in Counselor Education and Supervision program at GCU gives learners the theoretical and practical background knowledge to teach counseling students and supervise clinical counselors. Before earning the degree, learners must conduct psychological research to develop and test new ideas and theories. This research ensures that they will be expert practitioners who are fully capable of supporting counseling students and clinical counselors.
During the course of this PhD program, learners will grow in the areas of:
- Counselor supervision
- Leadership and advocacy
- Statistics and research
Learn to Research, Educate and Supervise
This PhD in counselor education program was created by the College of Doctoral Studies as a response to how many master’s level counselors were seeking further education. PhD graduates are needed to teach, mentor and supervise those master’s level students. Graduates of the Doctor of Philosophy in Counselor Education and Supervision supervise clinical counselors and provide instruction and leadership when necessary.
On the path to supporting other counselors, doctoral learners will improve their own practice and impact the health outcomes of the clients they work with. This learning happens as a result of coursework and research, residency, internship and practicum requirements. The combination of theoretical and hands-on work transitions counselor education PhD students into the next stages of their careers.
The College of Doctoral Studies has outlined the six domains that highlight the goals of the PhD in counselor education coursework.
- Counseling - Examine and integrate ethical and culturally relevant theories of counseling
- Supervision - Develop a legal, ethical and personally-relevant style of clinical supervision
- Teaching - Design, deliver and evaluate counselor education experiences
- Scholarship and Research - Conduct independent research
- Leadership and Advocacy - Lead and advocate based on prevailing social, cultural and political conditions and trends within counseling
- Special Topics - Evaluate the integration of evidence-based treatments relevant to family systems and group dynamics and processes
PhD in Counselor Education Careers
PhD in counselor education graduates have many opportunities to see growth and change in their careers. They may choose to stay in their current practice and apply the research and learning to improve the lives of their clients, or choose to advance in a new career, such as:
- Faculty member
- Advanced clinician
- Director of school guidance
- Director of counseling agencies
If you are grateful for the counseling education you received, it is possible to give back. Find out how by learning more about the Doctor of Philosophy in Counselor Education and Supervision degree program at GCU.
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 will enable doctoral-level learners to develop and or refine advanced counseling skills and conceptually link counselor practice and supervision. The doctoral practicum focuses on additional supervised clinical experience beyond the supervised experience completed in the student’s master’s degree program. This is a supervised fieldwork experience under the supervision of a faculty member and an on-site clinical supervisor approved by the college or university. 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. Prerequisites: PCE-801, PCE-802, PCE-803, and PCE-804.
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.