Left to right: Richard M. Lee, Richard P. Douglass, Patricia A. Frazier
The Counseling Psychology program at the University of Minnesota recognizes and seeks to understand fully the changing demographics in society, the increasing globalization of the world in which we live, and the need for both relevant research and mental health services to address these societal and global shifts. We respect and understand the value of cultural and individual diversity in society including, but not limited to, diversity related to age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socio-economic status. As a graduate training program, we are committed to promoting equity and diversity in the recruitment, retention, education, and professional development of Counseling Psychology faculty and students with the hope that they will work toward addressing the multicultural concerns of people around the world.
The Counseling Psychology program has been accredited by the American Psychological Association (APA) since 1952. APA accreditation allows Counseling Psychology graduates to be eligible for the licensure exam (Examination for Professional Practice in Psychology (EPPP)) upon completion of their degree, though licensure eligibility varies by state. As part of our APA accreditation process, we also provide information on student admissions, outcomes, and other data. For more information, please see accreditation.
Students are expected to be actively involved in research throughout their graduate training, beginning with a first-year research project and culminating in an empirical dissertation. Counseling Psychology faculty are engaged in a variety of research projects and work closely with graduate students, as well as undergraduate students, to develop independent and collaborative research. Please visit faculty lab websites to learn more about their ongoing research (Stress and Trauma Lab and FamiLee Lab).
The Department of Psychology offers a variety of funding opportunities to graduate students. For more information, please see the Funding Opportunities webpage.
Please visit the Graduate Education Catalog: Psychology for curriculum requirements specific to the Counseling Psychology program.
Graduate study in the Counseling Psychology program is designed to prepare students for academic, research, and practice careers at the Ph.D. level. Our training philosophy is based upon the scientist-practitioner training model which emphasizes broad training in research and practice for a full understanding of the field. Consistent with this philosophy, students are educated in (a) the basic science of psychology and its methods and (b) the specific science and practice of counseling psychology. Students will receive a strong foundation in the science of psychology and an empirical research viewpoint toward counseling psychology.
The Department of Psychology provides courses for a broad background in general psychology and social science methodology. The Counseling Psychology program includes substantive coursework that demonstrates the application of psychological theories, principles, and methods to counseling-related research and practice. Similarly, courses in theory, intervention, and assessment provide students with extensive practice training experiences. Through structured practice experiences, students apply the science of psychology to counseling. The practice experiences subsequently inform the types of research conducted by students and faculty. Close working relationships with faculty provide students with opportunities for research experiences and professional development activities. Graduate funding options also provide the opportunity to obtain teaching experiences, develop and conduct independent lines of research, and attend professional conferences.
In addition to coursework that provides students with formal knowledge of the science of psychology, the Counseling Psychology program offers applied training through practica and internships. Typically, students complete a 510-hour beginning practicum at Student Counseling Services during the second year. Students also complete an additional 600–800 hours of advanced practicum at various sites in the Twin Cities area. The predoctoral internship is one academic year, full time. For purposes of prospective licensure as a professional psychologist, internships with an APA-approved site are recommended.
Advanced Practicum Placement Sites
The Twin Cities metropolitan area provides a wealth of advanced practicum opportunities for graduate students in the Counseling Psychology program. The practice coordinator maintains an ongoing working relationship with practice supervisors. We currently have agreements with approximately 43 sites and new opportunities are added continuously. Advanced practicum settings include VA Medical Centers, mental health clinics, small and large counseling centers, hospitals, consulting firms, and human resource programs. Placements are competitive and practicum sites are eager to accept our students into their programs. Our students also give their practicum sites good marks for the training and supervision that they provide.
Our students compete very well for internships. Over the last ten years, students have been matched with internships with university counseling centers, VA Medical Centers, university medical centers, community mental health centers, a state/county/public hospital, and a private psychiatric hospital.
Graduate training at the University of Minnesota Counseling Psychology Program will prepare students for taking the EPPP; however, requirements for sitting for the EPPP vary by state licensing boards. The Counseling Psychology Program has reviewed the licensing requirements for all U.S. jurisdictions to determine eligibility (see below). Please note that not all graduates choose to take the EPPP.
U.S. Boards of Psychology in which graduates would be eligible to sit for the EPPP upon completion of the doctoral program: Alabama, Alaska, Arizona, Arkansas, Colorado, Connecticut, Delaware, District of Columbia (DC), Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virgin Islands, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.
U.S. Boards of Psychology in which graduates would NOT be eligible to sit for the EPPP upon completion of the doctoral program without additional coursework:
- California: additional coursework in human sexuality; alcohol/chemical dependency detection and treatment; child abuse assessment; spousal/partner abuse assessment, detection, and intervention strategies; aging and long-term care; and suicide risk assessment and intervention is needed.
- Maine: additional coursework in family or intimate partner violence screening and referral and intervention strategies, including knowledge of community resources, cultural factors, evidence-based risk assessment and same-gender abuse dynamics is needed.
- New York: Unable to determine if a graduate is eligible. The doctoral program must be registered by the New York Licensing Department as licensure qualifying or determined by the Department to be the substantial equivalent in accordance with the Regulations of the Commissioner. Please contact the New York Office of the Professions for specific details on the licensure requirements.
Richard P. Douglass, Assistant Professor
Patricia A. Frazier, Distinguished McKnight University Professor, Director of Graduate Studies, and Area Co-Director
Richard M. Lee, Distinguished McKnight University Professor, Associate Chair, and Area Co-Director
Liza Meredith, Contract Assistant Professor, Department of Psychology
Moin Syed, Associate Professor, Personality, Individual Differences, and Behavior Genetics
David J. Weiss, Professor, Psychometrics and Counseling Psychology
René V. Dawis, Professor
Jo-Ida C. Hansen, Professor