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College of Education & Human Development

Educational Psychology

Educational Psychology Programs

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Counseling and Student Personnel Psychology

Our Doctor of Philosophy (Ph.D.) program in counseling psychology has been accredited by the American Psychological Association (APA) since 1952. In this program, we subscribe to the scientist/practitioner model, which assumes that scholarly inquiry and counseling practice are interdependent and complementary. Our primary mission is to prepare counseling psychologists who will bring a well-trained professionalšs attitude and interest to bear on the application of psychological and educational knowledge. In addition to becoming skilled clinicians, our students learn to be critical consumers and producers of both qualitative and quantitative research.

We also offer courses of study leading to the Master of Arts (M.A.) degree and to the Specialist Certificate. The M.A., a generalist program, emphasizes the practice of counseling and focuses on interviewing, counseling theory, career development, multicultural counseling, testing, and consultation. The Specialist program builds on the M.A. degreešs generalist preparation in counseling but requires additional specific competencies in related areas. Conceptually, all of our programs are built on a synthesis of social, behavioral, and developmental approaches to human growth. This leads to a broad course of study, but one with strong, unifying themes. We use many different instructional approaches including video and computer technology. Regardless of the approach or the particular medium, our overall philosophy is that theoretical concepts are best taught when integrated with practice.

In addition to our own faculty, we involve professors and staff from other academic units and agencies in teaching foundation and supporting courses. This is one of the ways we tap the outstanding resources of the University of Minnesota, a nationally recognized center of graduate education and research. In the broadest sense, our curriculum includes a variety of experiences, both structured and unstructured, that lead to professional competency. For this reason, we regard placement for practica, skills components, and internship; informal peer and faculty associations; and other developmental experiences as equally critical components in a studentšs development.


Copyright 1999 by the Regents of the University of Minnesota. The University of Minnesota is an equal opportunity educator and employer. This information is subject to change without notice. This page was last modified on 08/19/99. For questions or comments, contact the Webmaster.