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Mental Health Counseling Graduate Programs in America

1-25 of 214 results

JHU School of Education

Baltimore, MD •

Johns Hopkins University •

• • Rating 4.67 out of 5   21 reviews

Master's Student: The clinical mental health counseling program has been great in emphasizing the importance of cultural competence in the counseling space. I have been able to collaborate with an amazing group of peers that make up my cohort to face challenges and concerns that arise in regard to the field of counseling. I have had some great professors who do their best to ensure we have the knowledge we need to be successful. However, there have been some adjunct professors who have other obligations that take away their time from providing feedback in a timely fashion and prolong receiving grades back for assignments. There have also been major changes in faculty that affect our ability to know what professor we will have when registering for the next semester. ... Read 21 reviews

Johns Hopkins University ,

Graduate School ,

BALTIMORE, MD ,

21 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says The clinical mental health counseling program has been great in emphasizing the importance of cultural competence in the counseling space. I have been able to collaborate with an amazing group of... .

Read 21 reviews.

Lynch School of Education

Chestnut Hill, MA •

Boston College •

• • Rating 4.25 out of 5   4 reviews

Current Master's student: The academic program is rigorous and meets industry standards. This will be a very marketable degree. The program incorporates statistics and looks at how to apply these statistical analyses to various subject areas and career fields. Appropriate technology is available for use to carry out these analyses with most courses offering two or more techniques to solve problems using the varying statistical packages or software. The lecturers add to the academic program in that they have industry experience and are able to impart that knowledge to students on what working in the field would look like. Overall the program is rigorous and is a good preparation for entry into the field. ... Read 4 reviews

Boston College ,

CHESTNUT HILL, MA ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Current Master's student says The academic program is rigorous and meets industry standards. This will be a very marketable degree. The program incorporates statistics and looks at how to apply these statistical analyses to... .

Read 4 reviews.

University of Florida College of Education

Gainesville, FL •

University of Florida •

• • Rating 5 out of 5   8 reviews

Niche User: My professors so far have been extremely accommodating. As a working teacher, my graduate school experience has been slightly different than traditional school work. My professors have understood if we have a mandatory faculty event and will work with me on my due dates! ... Read 8 reviews

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University of Florida ,

GAINESVILLE, FL ,

8 Niche users give it an average review of 5 stars.

Featured Review: Niche User says My professors so far have been extremely accommodating. As a working teacher, my graduate school experience has been slightly different than traditional school work. My professors have understood if... .

Read 8 reviews.

Palm Beach Atlantic University School of Education and Behavioral Studies

Palm Beach Atlantic University •

Graduate School •

WEST PALM BEACH, FL

Lewis College of Science and Letters

Illinois Institute of Technology •

CHICAGO, IL

• • Rating 4 out of 5   2

Illinois Institute of Technology

• • Rating 4.33 out of 5   36

School of Education and Human Development - University of Miami

Coral Gables, FL •

University of Miami •

• • Rating 4 out of 5   2 reviews

Doctoral Student: The advisors are excellent and helpful. They guide you through the application process, the interview process and then if you are accepted- help you choose your classes. The program is small and therefore you get individual attention. The professors are knowledgeable researchers who want to help you succeed. Lots of opportunities for grants and research. Excellent program. ... Read 2 reviews

University of Miami ,

CORAL GABLES, FL ,

2 Niche users give it an average review of 4 stars.

Featured Review: Doctoral Student says The advisors are excellent and helpful. They guide you through the application process, the interview process and then if you are accepted- help you choose your classes. The program is small and... .

Read 2 reviews.

Warner School of Education and Human Development

Rochester, NY •

University of Rochester •

• • Rating 4 out of 5   1 review

Master's Student: The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be good or bad, depending on how you look at it. Overall a pretty good school, but my undergrad was better so I tend to compare the two. ... Read 1 review

University of Rochester ,

ROCHESTER, NY ,

1 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be... .

Read 1 reviews.

Simmons School of Education and Human Development

Dallas, TX •

Southern Methodist University •

• • Rating 4 out of 5   5 reviews

Master's Student: The graduate education program is very hands on and promotes learning from one another’s experiences. A lot of the classes involve reflections that are shared among students. ... Read 5 reviews

Southern Methodist University ,

DALLAS, TX ,

5 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says The graduate education program is very hands on and promotes learning from one another’s experiences. A lot of the classes involve reflections that are shared among students. .

Read 5 reviews.

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College of Education and Human Development - University of Minnesota Twin Cities

Minneapolis, MN •

University of Minnesota Twin Cities •

• • Rating 4.33 out of 5   3 reviews

Alum: This is a well-known school for education. They are on top of the latest research and development in the field and share this knowledge with their students. The school has its own lab school for early childhood development where students are able to observe child behavior, learn hands-on how to connect and make meaningful relationships with children, and how to conduct basic research. ... Read 3 reviews

University of Minnesota Twin Cities ,

MINNEAPOLIS, MN ,

3 Niche users give it an average review of 4.3 stars.

Featured Review: Alum says This is a well-known school for education. They are on top of the latest research and development in the field and share this knowledge with their students. The school has its own lab school for... .

Read 3 reviews.

School of Health and Rehabilitation Sciences - University of Pittsburgh

Pittsburgh, PA •

University of Pittsburgh •

• • Rating 4.5 out of 5   4 reviews

Master's Student: As a graduate student, I have had a wonderful experience at Pitt. My school focuses on using evidence based research and hands-on clinical experience to help prepare students for their future careers. Ranked in the top 10 nationally across many health disciplines, the School of Health and Rehabilitation Sciences makes sure that students walk away from their programs as ready professionals! ... Read 4 reviews

University of Pittsburgh ,

PITTSBURGH, PA ,

4 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says As a graduate student, I have had a wonderful experience at Pitt. My school focuses on using evidence based research and hands-on clinical experience to help prepare students for their future... .

Graduate School of Education & Human Development - George Washington University

Washington, DC •

George Washington University •

• • Rating 4.4 out of 5   10 reviews

Doctoral Student: So far, so good. Everyone is friendly and provides enough information to navigate through the program. ... Read 10 reviews

George Washington University ,

WASHINGTON, DC ,

10 Niche users give it an average review of 4.4 stars.

Featured Review: Doctoral Student says So far, so good. Everyone is friendly and provides enough information to navigate through the program. .

Read 10 reviews.

Ferkauf Graduate School of Psychology

Bronx, NY •

Yeshiva University •

• • Rating 2 out of 5   3 reviews

Yeshiva University ,

BRONX, NY ,

3 Niche users give it an average review of 2 stars.

College of Arts & Sciences - Indiana University - Bloomington

Bloomington, IN •

Indiana University - Bloomington •

Indiana University - Bloomington ,

BLOOMINGTON, IN ,

School of Education - Syracuse University

Syracuse, NY •

Syracuse University •

Graduate Student: Professors are more than willing to help you most of the time. Not a lot of room to change up classes if you have a difficult personal life/schedule. ... Read 1 review

Syracuse University ,

SYRACUSE, NY ,

Featured Review: Graduate Student says Professors are more than willing to help you most of the time. Not a lot of room to change up classes if you have a difficult personal life/schedule. .

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School of Education and Health Sciences - University of Dayton

Dayton, OH •

University of Dayton •

• • Rating 5 out of 5   4 reviews

Doctoral Student: The admissions team walks you through every step of the process. Once enrolled, you are assigned a student success coordinator who will work with you throughout your time in the program. Additionally, the flexibility of online classes helps those who are working full-time. ... Read 4 reviews

University of Dayton ,

DAYTON, OH ,

4 Niche users give it an average review of 5 stars.

Featured Review: Doctoral Student says The admissions team walks you through every step of the process. Once enrolled, you are assigned a student success coordinator who will work with you throughout your time in the program.... .

College of Arts and Sciences - The University of Alabama

Tuscaloosa, AL •

The University of Alabama •

The University of Alabama ,

TUSCALOOSA, AL ,

University of Arizona - College of Medicine

Tucson, AZ •

University of Arizona •

• • Rating 5 out of 5   1 review

Doctoral Student: University of Arizona College of Medicine is a fantastic program, and one that is going to create the next generation of physician leaders and healers. ... Read 1 review

University of Arizona ,

TUCSON, AZ ,

1 Niche users give it an average review of 5 stars.

Featured Review: Doctoral Student says University of Arizona College of Medicine is a fantastic program, and one that is going to create the next generation of physician leaders and healers. .

Moody Theological Seminary

Chicago, IL •

• • Rating 4.68 out of 5   19 reviews

Master's Student: I am in my third year online working towards my Master's of Divinity. I work full time so the work load is adjusted well by Moody to accommodate my busy life. The classes are challenging and rigorous but feel my professors still want to help. And, I feel cared for as a person. ... Read 19 reviews

CHICAGO, IL ,

19 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says I am in my third year online working towards my Master's of Divinity. I work full time so the work load is adjusted well by Moody to accommodate my busy life. The classes are challenging and... .

Read 19 reviews.

Weissman School of Arts and Sciences

New York, NY •

CUNY Baruch College •

CUNY Baruch College ,

NEW YORK, NY ,

School of Public Health and Health Professions - University at Buffalo, SUNY

Buffalo, NY •

University at Buffalo, SUNY •

• • Rating 5 out of 5   2 reviews

Doctoral Student: I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. ... Read 2 reviews

University at Buffalo, SUNY ,

BUFFALO, NY ,

2 Niche users give it an average review of 5 stars.

Featured Review: Doctoral Student says I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. .

School of Education & Allied Professions - Fairfield University

Fairfield, CT •

Fairfield University •

Fairfield University ,

FAIRFIELD, CT ,

Marquette University College of Health Sciences

Milwaukee, WI •

Marquette University •

• • Rating 2.67 out of 5   3 reviews

Master's Student: I graduated from their Direct Entry MSN program. It was very challenging and slightly disorganized but did help prepare me to be a masters prepared nurse. Very expensive tuition though. ... Read 3 reviews

Marquette University ,

MILWAUKEE, WI ,

3 Niche users give it an average review of 2.7 stars.

Featured Review: Master's Student says I graduated from their Direct Entry MSN program. It was very challenging and slightly disorganized but did help prepare me to be a masters prepared nurse. Very expensive tuition though. .

Master's Student: My experience with the IIT graduate school program was overall good due to great internship experiences, a wonderful cohort of students, and accreditation of the school counseling program. IIT provided me the opportunity to do hands-on work outside of the classroom and in the field. I met life long friends and colleagues through the program. However, I do wish the professors were more engage in relationship building with students. ... Read 2 reviews

Illinois Institute of Technology ,

Featured Review: Master's Student says My experience with the IIT graduate school program was overall good due to great internship experiences, a wonderful cohort of students, and accreditation of the school counseling program. IIT... .

Graduate School for Education and Counseling - Lewis & Clark College

Portland, OR •

Lewis & Clark College •

• • Rating 5 out of 5   3 reviews

Master's Student: I am enjoying the readings and class discussions! I am confident in my newly acquired skills and am excited for next year when I get the opportunity to work with students in their schools. I appreciate the openness and vulnerability of my classmates and professors. I feel this is a safe space for people to talk openly. I feel no judgment from staff or professors. I am very thankful I chose Lewis and Clark for graduate school! ... Read 3 reviews

Lewis & Clark College ,

PORTLAND, OR ,

3 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says I am enjoying the readings and class discussions! I am confident in my newly acquired skills and am excited for next year when I get the opportunity to work with students in their schools. I... .

Graduate School of Social Service - Fordham University

Fordham University •

• • Rating 4.49 out of 5   41 reviews

Master's Student: Coursework was often engaging although some videos can be a lot to get through. I have truly appreciated and learned from all the required readings in my classes so they are well worth your time to go over and even save. Many of the readings are available on reserve through the library online which is very helpful. I also find there is a good balance of different learning mediums from videos, readings, assignments, individual projects, group work, discussions, virtual tours, and presentations. You get a lot of ways to learn! ... Read 41 reviews

Fordham University ,

41 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says Coursework was often engaging although some videos can be a lot to get through. I have truly appreciated and learned from all the required readings in my classes so they are well worth your time to... .

Read 41 reviews.

College of Education and Health Sciences - Bradley University

Peoria, IL •

Bradley University •

• • Rating 3.5 out of 5   2 reviews

Doctoral Student: Need more from the Doctors/Professors that teach us. They have made it an almost self learned online program. They don’t directly answer our questions. ... Read 2 reviews

Bradley University ,

PEORIA, IL ,

2 Niche users give it an average review of 3.5 stars.

Featured Review: Doctoral Student says Need more from the Doctors/Professors that teach us. They have made it an almost self learned online program. They don’t directly answer our questions. .

College of Arts and Sciences - John Carroll University

University Heights, OH •

John Carroll University •

John Carroll University ,

UNIVERSITY HEIGHTS, OH ,

Suffolk University

• • Rating 4.53 out of 5   15

Chatham University

PITTSBURGH, PA

• • Rating 4.26 out of 5   19

Sawyer Business School

Suffolk University •

Showing results 1 through 25 of 214

Mental Health, PhD

Bloomberg school of public health, phd program description.

The PhD program is designed to provide key knowledge and skill-based competencies in the field of public mental health. To gain the knowledge and skills, all PhD students will be expected to complete required coursework, including courses that meet the CEPH competency requirements and research ethics; successfully pass the departmental comprehensive exam; select and meet regularly with a Thesis Advisory Committee (TAC) as part of advancing to doctoral candidacy; present a public seminar on their dissertation proposal; successfully pass the departmental and school-wide Preliminary Oral Exams; complete a doctoral thesis followed by a formal school-wide Final Oral Defense; participate as a Teaching Assistant (TA); attend Grand Rounds in the Department of Psychiatry; and provide a formal public seminar on their own research.  Each of these components is described in more detail below. The Introduction to Online Learning course is taken before the start of the first term.

Department Organization

The PhD Program Director, Dr. Rashelle Musci ( [email protected] ), works with the Vice-Chair for Education, Dr. Judy Bass ( [email protected] ), to support new doctoral students, together with their advisers, to formulate their academic plans; oversee their completion of ethics training; assist with connections to faculty who may serve as advisers or sources for data or special guidance; provide guidance to students in their roles as teaching assistants; and act as a general resource for all departmental doctoral students. The Vice-Chair also leads the Department Committee on Academic Standards and sits on the School Wide Academic Standards Committee. Students can contact Drs. Musci or Bass directly if they have questions or concerns.

Within the department structure, there are several standing and ad-hoc committees that oversee faculty and student research, practice and education. For specific questions on committee mandate and make-up, please contact Dr. Bass or the Academic Program Administrator, Patty Scott, [email protected] .

Academic Training Programs

The Department of Mental Health houses multiple NIH-funded doctoral and postdoctoral institutional training programs:

Psychiatric Epidemiology Training (PET) Program

This interdisciplinary doctoral and postdoctoral program is affiliated with the Department of Epidemiology and with the Department of Psychiatry and Behavioral Sciences at the School of Medicine. The Program is co-directed by Dr. Peter Zandi ( [email protected] ) and Dr. Heather Volk ( [email protected] ). The goal of the program is to increase the epidemiologic expertise of psychiatrists and other mental health professionals and to increase the number of epidemiologists with the interest and capacity to study psychiatric disorders. Graduates are expected to undertake careers in research on the etiology, classification, distribution, course, and outcome of mental disorders and maladaptive behaviors. The Program is funded with a training grant from the National Institute of Mental Health.

Pre-doctoral trainees are required to take the four-term series in Epidemiologic Methods (340.751-340.754), as well as the four-term series in Biostatistics (140.621-624). In addition to the other departmental requirements for the doctoral degree, pre-doctoral trainees must also take four advanced courses in one of the domains of expertise they have selected to pursue: Genetic and Environmental Etiology of Mental Disorders, Mental Health Services and Outcomes, Mental Health and Aging, and Global Mental Health. Pre-doctoral trainees should consult with their adviser and the program director to select courses consistent with their training goals.

Postdoctoral fellows take some courses, depending on background and experience, and engage in original research under the supervision of a faculty member. They are expected to have mastery of the basic principles and methods of epidemiology and biostatistics. Thus, fellows are required to take 340.721 Epidemiologic Inference in Public Health, 330.603 Psychiatric Epidemiology, and some equivalent of 140.621 Statistical Methods in Public Health I and 140.622 Statistical Methods in Public Health II. They may be waived from these requirements by the program director if they can demonstrate equivalent prior coursework.

Drug Dependence Epidemiology Training (DDET) Program

This training program is co-led by Dr. Renee M. Johnson ( [email protected] ) and Dr. Brion Maher ( [email protected] ). The DDET program is designed to train scientists in the area of substance use and substance use disorders. Research training within the DDET Program focuses on: (1) genetic, biological, social, and environmental factors associated with substance use, (2) medical and social consequences of drug use, including HIV/AIDS and violence, (3) co-morbid mental health problems, and (4) substance use disorder treatment and services. The DDET program is funded by the NIH National Institute on Drug Abuse.

The program supports both pre-doctoral and postdoctoral trainees. Pre-doctoral trainees have a maximum of four years of support on the training grant. After completing required coursework, pre-doctoral trainees are expected to complete original research under the supervision of a faculty member affiliated with the DDET program. Postdoctoral trainees typically have two years of support on the training grant. They are required to engage in original research on a full-time basis, under the supervision of a DDET faculty member. Trainees’ research projects must be relevant to the field of substance use.

All trainees are required to attend a weekly seminar series focused on career development and substance use research. The DDET program supports trainees’ attendance at relevant academic meetings, including the Annual Meeting of the College on Problems of Drug Dependence (CPDD) each June. Training grant appointments are awarded annually and are renewable given adequate progress in the academic program, successful completion of program and departmental requirements, and approval of the training director.

Pre-doctoral trainees are required to take the required series in epidemiology and biostatistics, as well as The Epidemiology of Substance Use and Related Problems (330.602). In addition, they must take three advanced courses that enhance skills or content expertise in substance use and related problems: one in epidemiology (e.g., HIV/AIDS epidemiology), one in biostatistics, and one in social and behavioral science or health policy. The most appropriate biostatistics course will provide instruction on a method the trainee will use during the thesis research (e.g., survival analysis, longitudinal analysis methods). (Course requirements for trainees from other departments will be decided on a case-by-case basis.)

Postdoctoral trainees are expected to enter the program with mastery of the basic principles and methods of epidemiology and biostatistics. They are required to take The Epidemiology of Substance Use and Related Problems in their first year (330.602), as well as required ethics courses. Postdoctoral trainees are encouraged to take courses in scientific writing and grant writing.

Global Mental Health Training (GMH) Program

The Global Mental Health Training (GMH) Program is a training program to provide public health research training in the field of Global Mental Health. It is housed in the Department of Mental Health , in collaboration with the Departments of International Health and Epidemiology. The GMH Program is supported by a T32 research training grant award from the National Institute of Mental Health (NIMH). Dr. Judy Bass ( [email protected] ) is the training program director. 

As part of this training program, trainees will undertake a rigorous program of coursework in epidemiology, biostatistics, public mental health and global mental health, field-based research experiences, and integrative activities that will provide trainees with a solid foundation in the core proficiencies of global mental health while giving trainees the opportunity to pursue specialized training in one of three concentration areas that are recognized as high priority: (1) Prevention Research; (2) Intervention Research; or (3) Integration of Mental Health Services Research.

Pre-doctoral trainees are required to take the required series in epidemiology and biostatistics and department of mental health required courses. In addition, they must take three courses that will enhance skills and content expertise in global mental health: 330.620 Qualitative and Quantitative Methods for Mental Health and Psychosocial Research in Low Resource Settings, 224.694 Mental Health Intervention Programming in Low and Middle Income Countries, and 330.680 Promoting Mental Health and Preventing Mental Disorder in Low and Middle Income Countries.

The Mental Health Services and Systems (MHSS) Program

The Mental Health Services and Systems (MHSS) program is an NIMH-funded T32 training program run jointly by the Department of Mental Health and the Department of Health Policy and Management and also has a close affiliation with the Johns Hopkins School of Medicine. Drs. Elizabeth Stuart ( [email protected] ) and Ramin Mojtabai ( [email protected] ) are the training program co-directors.

The goal of the MHSS Program is to train scholars who will become leaders in mental health services and systems research. This program focuses on producing researchers who can address critical gaps in knowledge with a focus on: (1) how healthcare services, delivery settings, and financing systems affect the well-being of persons with mental illness; (2) how cutting-edge statistical and econometric methods can be used in intervention design, policies, and programs to improve care; and (3) how implementation science can be used to most effectively disseminate evidence-based advances into routine practice. The program strongly emphasizes the fundamental principles of research translation and dissemination throughout its curriculum.

Pre-doctoral trainees in the MHSS program are expected to take a set of core coursework in epidemiology and biostatistics, 5 core courses related to the core elements of mental health services and systems (330.662:  Public Mental Health, 330.664: Introduction to Mental Health Services, 140.664:  Causal Inference in Medicine and Public Health, 550.601: Implementation Research and Practice, and 306.665:  Research Ethics and Integrity), and to specialize in one of 3 tracks: (1) health services and economics; (2) statistics and methodology; or (3) implementation science applied to mental health. Trainees are also expected to participate in a biweekly training grant seminar every year of the program and take a year-long practicum course exposing them to real-world mental health service systems and settings. 

For more details see this webpage:   http://www.jhsph.edu/research/centers-and-institutes/center-for-mental-health-and-addiction-policy-research/training-opportunities/

Epidemiology and Biostatistics of Aging

This program offers training in the methodology and conduct of significant clinical- and population-based research in older adults. This training grant, funded by the National Institute on Aging, has the specific mission to prepare epidemiologists and biostatisticians who will be both leaders and essential members of the multidisciplinary research needed to define models of healthy, productive aging and the prevention and interventions that will accomplish this goal. The Associate Director of this program is Dr. Michelle Carlson ( [email protected]) .

The EBA training grant has as its aims:

• Train pre- and post-doctoral fellows by providing a structured program consisting of: a) course work, b) seminars and working groups, c) practica, d) directed multidisciplinary collaborative experience through a training program research project, and e) directed research.
• Ensure hands-on participation in multidisciplinary research bringing trainees together with infrastructure, mentors, and resources, thus developing essential skills and experience for launching their research careers.
• Provide in-depth knowledge in established areas of concentration, including a) the epidemiology and course of late-life disability, b) the epidemiology of chronic diseases common to older persons, c) cognition, d) social epidemiology, e) the molecular, epidemiological and statistical genetics of aging, f) measurement and analysis of complex gerontological outcomes (e.g, frailty), and g) analysis of longitudinal and survival data.
• Expand the areas of emphasis to which trainees are exposed by developing new training opportunities in: a) clinical trials; b) causal inference; c) screening and prevention; and d) frailty and the integration of longitudinal physiologic investigation into epidemiology.
• Integrate epidemiology and biostatistics training to form a seamless, synthesized approach whose result is greater than the sum of its parts, to best prepare trainees to tackle aging-related research questions.

These aims are designed to provide the fields of geriatrics and gerontology with epidemiologists and biostatisticians who have an appreciation for and understanding of the public health and scientific issues in human aging, and who have the experience collaborating across disciplines that is essential to high-quality research on aging. More information can be found at: https://coah.jhu.edu/graduate-programs-and-postdoctoral-training/epidemiology-and-biostatistics-of-aging/ .

Aging and Dementia Training Program

This interdisciplinary pre- and post-doctoral training program is an interdisciplinary program, funded by the National Institute on Aging, affiliated with the Department of Neurology and the Department of Psychiatry at the School of Medicine, the Department of Mental Health at the School of Public Health and the Department of Psychology and Brain Sciences at the School of Arts and Sciences. The Department of Mental Health contact is Dr. Michelle Carlson ( [email protected] ). The goal of this training program is to train young investigators in age-related cognitive and neuropsychiatric disorders.

Program Requirements 

Course location and modality is found on the BSPH website .

Residence Requirements

All doctoral students must complete and register for four full-time terms of a regular academic year, in succession, starting with Term 1 registration in August-September of the academic year and continuing through Term 4 ending in May of that same academic year. Full-time registration entails a minimum of 16 credits of registration each term and a maximum of 22 credits per term.

Full-time residence means more than registration. It means active participation in department seminars and lectures, research work group meetings, and other socializing experiences within our academic community. As such, doctoral trainees are expected to be in attendance on campus for the full academic year except on official University holidays and vacation leave.

Course Requirements

Not all courses are required to be taken in the first year alone; students typically take 2 years to complete all course requirements. 

Students must obtain an A or B in all required courses. If a grade of C or below is received, the student will be required to repeat the course. An exception is given if a student receives a C (but not a D) in either of the first two terms of the required biostatistics series, but then receives a B or better in both of the final two terms of the series; then a student will not be required to retake the earlier biostatistics course. However, the student cannot have a cumulative GPA lower than 3.0 to remain in good academic standing. Any other exceptions to this grade requirement must be reviewed and approved by the departmental CAS and academic adviser.

Below are the required courses for the PhD; further Information can be found on the PhD in Mental Health webpage. 

BIOSTATISTICS

Must be completed to be eligible to sit for the departmental written comprehensive exams.

EPIDEMIOLOGY

Department of mental health courses.

For Department of Mental Health doctoral students, a research paper is required entailing one additional course credit.  PH.330.840 Special Studies and Research Mental Health  listing Dr. Eaton as the mentor.

COURSE REQUIREMENTS OUTSIDE THE DEPARTMENT OF MENTAL HEALTH

The School requires that at least 18 credit units must be satisfactorily completed in formal courses outside the student's primary department. Among these 18 credit units, no fewer than three courses (totaling at least 9 credits) must be satisfactorily completed in two or more departments of the Bloomberg School of Public Health. The remaining outside credit units may be earned in any department or division of the University. This requirement is usually satisfied with the biostatistics and epidemiology courses required by the department.

Candidates who have completed a master’s program at the Bloomberg School of Public Health may apply 12 credits from that program toward this School requirement. Contact the Academic Office for further information.

SCHOOL-WIDE COURSES

Introduction to Online Learning  taken before the first year.

ETHICS TRAINING

PH.550.860 Academic & Research Ethics at BSPH  (0 credit - pass/fail)  required of all students in the first term of registration.

Responsible Conduct of Research (RCR) connotes a broad range of career development topics that goes beyond the more narrowly focused “research ethics” and includes issues such as conflict of interest, authorship responsibilities, research misconduct, animal use and care, and human subjects research. RCR training requirements for JHPSH students are based on two circumstances: their degree program and their source of funding, which may overlap. 

• All PhD students are required to take one of two courses in Responsible Conduct of Research, detailed below one time, in any year, during their doctoral studies.
• All students, regardless of degree program, who receive funding from one of the federal grant mechanisms outlined in the NIH notice below, must take one of the two courses listed below to satisfy the 8 in-person hours of training in specific topic areas specified by NIH (e.g., conflict of interest, authorship, research misconduct, human and animal subject ethics, etc.).

The two courses that satisfy either requirement are:

• PH.550.600 Living Science Ethics - Responsible Conduct of Research  [1 credit, Evans]. Once per week, 1st term.
• PH.306.665 Research Ethics and integrity  [3 credits, Kass]. Twice per week, 3rd term.

Registration in either course is recorded on the student’s transcript and serves as documentation of completion of the requirement.

• If a non-PhD or postdoctoral student is unsure whether or not their source of funding requires in-person RCR training, they or the PI should contact the project officer for the award.
• Students who have conflicts that make it impossible for them to take either course can attend a similar course offered by Sharon Krag at Homewood during several intensive sessions (sequential full days or half days) that meet either on weekends in October or April, a week in June, or intersessions in January. Permission is required. Elizabeth Peterson ( [email protected] ) can provide details on dates and times.
• Students who may have taken the REWards course (Research Ethics Workshops About Responsibilities and Duties of Scientists) in the SOM can request that this serve as a replacement, as long as they can provide documentation of at least 8 in-person contact hours.
• Postdoctoral students are permitted to enroll in either course but BSPH does not require them to take RCR training. However, terms of their funding might require RCR training and it is their obligation to fulfill the requirement.
• The required Academic Ethics module is independent of the RCR training requirement. It is a standalone module that must be completed by all students at the Bloomberg School of Public Health. This module covers topics associated with maintaining academic integrity, including plagiarism, proper citations, and cheating.

PhD in Mental Health  

Department of Mental Health candidates for the degree Doctor of Philosophy (PhD) must fulfill all University and School requirements. These include, but are not limited to, a minimum of four consecutive academic terms at the School in full-time residency (some programs require 6 terms), continuous registration throughout their tenure as a PhD student, satisfactory completion of a Departmental Written Comprehensive Examination, satisfactory performance on a University Preliminary Oral Examination, readiness to undertake research, and preparation and successful defense of a thesis based upon independent research.

PhD Students are required to be registered full-time for a minimum of 16 credits per term and courses must be taken for letter grade or pass/fail. Courses taken for audit do not count toward the 16-credit registration minimum.

Students having already earned credit at BSPH from a master's program or as a Special Student Limited within the past three years for any of the required courses may be able to use them toward satisfaction of doctoral course requirements.

For a full list of program policies, please visit the PhD in Mental Health  page where students can find more information and links to our handbook.

Completion of Requirements

The University places a seven-year maximum limit upon the period of doctoral study. The Department of Mental Health students are expected to complete all requirements in an average of 4-5 years. 

Learning Outcomes

The PhD program is designed to provide key knowledge and skill-based competencies in the field of public mental health. Upon successful completion of the PhD in Mental Health, students will have mastered the following competencies:

• Evaluate the clinical presentations, incidence, prevalence, course and risk/protective factors for major mental and behavioral health disorders.
• Differentiate important known biological, psychological and social risk and protective factors for major mental and behavioral disorders and assess how to advance understanding of the causes of these disorders in populations.
• Evaluate and explain factors associated with resiliency and recovery from major mental and behavioral disorders.
• Evaluate, select, and implement effective methods and measurement strategies for assessment of major mental and behavioral disorders across a range of epidemiologic settings.
• Critically evaluate strategies for the prevention and treatment of major mental and behavioral disorders as well as utilization and delivery of mental health services over the life course, across a range of settings, and in a range of national contexts.
• Assess preventive and treatment interventions likely to prove effective in optimizing mental health of the population, reducing the incidence of mental and behavioral disorders, raising rates of recovery from disorders, and reducing risk of later disorder recurrence. 

According  to the requirements of the Council on Education for Public Health (CEPH), all BSPH degree students must be grounded in foundational public health knowledge. Please view the  list of specific CEPH requirements by degree type .

Best Clinical Psychology Doctorate Programs

Ranked in 2020, part of Best Health Schools

Clinical psychologists diagnose and treat mental illness

Clinical psychologists diagnose and treat mental illness and psychological disorders. Graduates may find work in private practice, schools and health care facilities. These are the top clinical psychology programs at the Ph.D. and/or Psy.D. level. Each school's score reflects its average rating on a scale from 1 (marginal) to 5 (outstanding), based on a survey of academics at peer institutions. Read the methodology »

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PhD Admissions

The PhD program in Psychology trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program is characterized by close collaboration between students and their faculty advisors. 

General Information

The Department of Psychology holistically reviews each candidate's complete application to assess the promise of a career in teaching and research. Consideration is based on various factors, including courses taken, grade point average, letters of recommendation, and the statement of purpose. Additionally, the Department of Psychology places considerable emphasis on research training, and admitted students have often been involved in independent research as undergraduate students or post-baccalaureate settings. Although there are no course requirements for admission, all applicants should have sufficient foundational knowledge and research experience to engage in graduate-level coursework and research.

We accept students with undergraduate degrees and those with both undergraduate and master's degrees. An undergraduate psychology major is not required; the Department welcomes applicants from other academic backgrounds.

How to Apply

Application and deadline.

Our 2024-25 Admissions application is will open on Friday, September 15th. 

The deadline for letters of recommendation was  November 30, 2023 . Once an applicant submits the recommenders' information, the recommenders will receive an automated email with instructions for submitting the letter. Late letters should be sent directly to psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Staff will add them to the application file if the review process is still underway. Still, the faculty reviewers are under no obligation to re-review files for materials submitted after the deadline.

The status of submitted applications can be viewed by logging in to the   application portal . 

The deadline to apply for the Stanford Psychology Ph.D. program was  November 30, 2023 . Applicants who are admitted to the program will matriculate in autumn 2024. 

In addition to the information below, please review the  Graduate Admissions  website prior to starting your application. The Department of Psychology does not have rolling admissions. We admit for the Autumn term only.

Requirements

• U.S. Bachelor's degree or its  foreign equivalent
• Statement of Purpose (submitted electronically as part of the graduate application). You will be able to specify three  Psychology Department faculty members , in order of preference, with whom you would like to work. 
• Three  Letters of Recommendation  (submitted electronically). A maximum of six letters will be accepted.
• Unofficial transcripts from all universities and colleges you have attended for at least one year must be uploaded to the graduate application. Applicants who reach the interview stage will be asked to provide official transcripts as well; Department staff will reach out to these applicants with instructions for submitting official transcripts. Please do  not  submit official transcripts with your initial application.
• Required for non-native English speakers: TOEFL (Test of English as a Foreign Language) scores, submitted by the Educational Testing Service (ETS) electronically to Stanford. 

Application Fee

The fee to apply for graduate study at Stanford is $125. Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

Application Review & Status Check

The Department of Psychology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

To check the status or activity of your application, please log into your  application account . You can also send reminders to recommenders who have not yet submitted their letter of recommendation.

Due to limited bandwidth, the Department of Psychology staff will not answer any phone or email queries about application status, including requests to confirm the receipt of official transcripts.

Our faculty will interview prospective students before making final admission decisions. Candidates who progress to the interview round will be informed in January. Interviews are generally conducted in February.

The Department of Psychology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

• Diversity and Engagement in Psychology PhD Programs 
• Vice Provost for Graduate Education
• Stanford IDEAL
• Graduate Application Fee Waiver Information

For More Information

Please see our  list of Frequently Asked Questions  and  psych-admissions [at] stanford.edu (contact us)  should you have additional questions.

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Mental health counseling, phd.

• Westchester

This PhD in Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Next Generation Leaders

This program is designed to train mental health counselors in advanced clinical and supervisory skills, prepare counselors to conduct research that will further the profession’s knowledge base, and foster the next generation of leaders who will be teachers and advocates for the mental health counseling profession across the country.

Advance your education

• Students emerge as highly skilled professionals in therapeutic practice and research, well-positioned to be leaders in the field and advocates for their clients and the profession.
• Master-level students gain advanced professional training, opportunities for intensive research, and opportunities to significantly advance the field of mental health.
• Specializations include grief counseling, substance abuse counseling, and positive psychotherapy and counseling.

Take Courses Like…

Throughout the curriculum, you’ll receive intensive training focused on advanced clinical issues, counseling education, supervision, and research focused on the promotion of mental health and the counseling profession.

Graduates leave the program equipped with a solid foundation in counseling built upon a combination of coursework, fieldwork, seminars, and guided research.

• MHC 731 Theories and Methods of Counselor
• MHC 732 Theories and Methods of Counselor Supervision
• MHC 831 Doctoral Dissertation Seminar I

Add Opportunities And Experiences

A small and selective program—accepting approximately 10 students per academic year—means small classes, in which students are exposed to evidence-based counseling approaches for demographically and clinically diverse populations.

Students work closely with faculty to develop and carry out independent research projects culminating in a doctoral dissertation. These activities are designed to integrate counseling intervention and research skills training, preparing graduates for a variety of counseling, policy-based, advocacy, teaching, and research careers.

The Department of Psychology’s strong community of faculty, professionals, and alumni in the field of mental health equip doctoral students with an established network of support. Both faculty and alumni hold key leadership positions in the New York Mental Health Counselors Association (NYMHCA).

Each semester, the department offers a speaker series inviting leading researchers and professionals to talk about current and pertinent issues in the field.

“This unique doctoral program will provide mental health professionals with the opportunity to take their training and knowledge to the next level in a way that will help them stand apart from the crowd. In essence, we are seeking to develop the next wave of leaders in counseling that will help significantly advance the study and treatment of mental health.” –Paul Griffin, PhD, Department Chair

Professional Associations

Students and faculty can interact, join, and present at regional, state, and national association conferences. This includes developing partnerships to conduct critical research on topics impacting individuals seeking mental health counseling services and beyond. Faculty have a longstanding and collaborative relationship with the following key organizations, allowing them to guide students in establishing professional connections during their time in the program.

• American Counseling Association (ACA)
• American Counseling Association-New York (ACA-NY)
• American Mental Health Counselors Association (AMHCA)
• New York Mental Health Counselors Association (NYMHCA)
• Association for Counselor Education and Supervision (ACES)
• North Atlantic Region Association for Counselor Education and Supervision (NARACES)
• New York Association for Counselor Education and Supervision (ACES)

Choose Your Career

Career options.

The PhD program prepares candidates for a multitude of growing careers, including:

• Community mental health
• Mental health policymaking
• Private practice
• University teaching

What You Need to Know

Students who substantially meet the following requirements will be invited to an interview with the departmental admission screening committee:

• An earned master’s degree in mental health counseling with a curriculum equivalent to that of Pace University’s 60-credit graduate master of science program in mental health counseling.
• Earned graduate-level GPA of 3.6 or higher.
• Submitted letters of recommendation, personal statement, and official academic transcripts.
• Students are required to complete 100 clinical hours in a supervised clinical setting for MHC 710: Doctoral Practicum in Mental Health Counseling
• Students are required to complete 600 internship hours of supervised experiences in at least three of the five doctoral core areas (counseling, teaching, supervision, research and scholarship, leadership and advocacy) for MHC 725 & MHC 726: Doctoral Internship I & II
• Be eligible for New York State limited permit in mental health counseling.
• Obtained a limited permit in New York State.
• Be licensed in mental health counseling in New York State.
• Be licensed in mental health counseling in a state other than New York.

CACREP Annual Assessment Reports

MS and PhD Programs in Mental Health Counseling-Field Placement Site Supervisor Training (PDF) Please read and review the PowerPoint Training and the MS and/or corresponding PhD Field Placement Practicum and Internship Handbook as part of our CACREP Accreditation Requirement.

MS and PhD Programs in Mental Health Counseling Field Placement Site Supervisor Training Verification (PDF) Site supervisors are required to complete this form each semester that they sponsor MS and/or PhD Practicum or Internship students as part of our CACREP Accreditation Requirement.

• Meet Program Faculty
• PhD Student Handbook
• PhD Field Placement Practicum and Internship Handbook
• PhD Program of Study Curriculum Worksheet
• Dissertation Template

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program's annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

The assessment data compiled and analyzed is based on a five-point scale which is constituted as:

• Ineffective
• Somewhat Ineffective
• Very Effective

Program goals are baselined at a minimum standard of 80% to designate “meeting standard” or above. Our students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including:

• Supervision
• Research and scholarship
• Leadership and advocacy.

99% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives. 100% of our stakeholders indicated that the program was Adequate, Effective, or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2021-2022 (PDF)

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program’s annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

• Somewhat Effective

Our previous program goals have been baselined at a minimum standard of 85% to designate “meeting standard” or above. As a result of the COVID-19 pandemic, while students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including: (1) counseling; (2) supervision; (3) teaching; (4) research and scholarship; (5) leadership and advocacy, all transitioned to remote platforms. The results of our annual Program Objectives assessment were impacted due to classes and field placements transitioning to remote platforms. This resulted in all of our constituencies adapting to multiple modalities, including academic instruction, clinical telehealth services and provisions, and remote supervision. Several of our students needed to secure new practicum placements and/or professional roles for internship as their original sites either fully paused services or could not support the requirements associated with CACREP standards and/or New York State Office of the Professions regulations. As such, we have adjusted our baseline minimum standard from 85% to 80% for this academic year to reflect these adjustments. Additionally, we have also included Adequate, Effective, and Very Effective in the five-point scale to calculate our aggregate outcome. While this baseline adjustment has been made, the program will continue to document, review and report any changes based on the 85% original baseline.

97% of our stakeholders indicated that the program was Adequate, Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2020-21 (PDF)

The assessment data compiled and analyzed is based on a five point scale which is constituted as:

• Very Effective.

Program goals are baselined at a minimum standard of 85% to designate “meeting standard” or above.

97% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2019-20 (PDF)

Part I: Narrative

During the 2018-2019 academic year, the faculty and staff of the Doctor of Philosophy programs in Mental Health Counseling at Pace University conducted an annual review of the program. The program’s core objectives remain focused on fostering student development in advanced clinical and supervisory skills, training them to become proficient researchers that will advance knowledge on issues pertaining to mental health and counseling, and to promote future leaders of the profession who will serve as both educators and advocates. Past and current students’ dissertations have examined key issues in clinical mental health counseling and counselor education. To assist them in their studies, graduate assistantships and adjunct teaching assignments continue to be offered to doctoral students in the department. Based on the feedback that we received during the CACREP Site Visit in May 2018, the changes outlined below were implemented:

• MHC 707: Qualitative Methods in Counseling Research (4 credits)
• MHC 710: Doctoral Practicum in Mental Health Counseling (4 credits)
• MHC 726: Doctoral Internship II in Mental Health Counseling (0 credits)
• MHC 734: Advanced Theory & Practice of Counseling (4 credits)

Additionally, the department modified the following course curriculum to include Leadership and Advocacy (CACREP Section 6 Standard B 5.d.-Accreditation): MHC 733: Leadership & Advocacy in Mental Health Counseling

Further, the MHC 710: Doctoral Practicum in Mental Health Counseling course at the master’s level is now a significant preparation for our program. Michael Tursi, Ph.D. (from the counselor education doctoral program at the University of Rochester) continues to advance our practicum and internship courses, including MHC 725: Doctoral Internship I in Mental Health Counseling and MHC 726: Doctoral Internship II in Mental Health Counseling. Both courses are significantly structured and students’ progress is documented throughout.

Part II: Graduates and Pass, Completion, and Job Placement Rates

• Number of Graduates: 6
• Program Completion Rate: 100% for the 2018-2019 academic year
• Estimate of Job Placement Rates: Many of our students enter our program either as licensed and/or certified counselors, limited permit holders, and/or apply for permits in mental health counseling while enrolled. The graduates who complete their doctorate in May 2019, are employed either full time or part in mental health counseling settings, school setting, and/or teach as adjuncts in counseling or related areas.

View complete Program Objectives (PO) Annual Assessment Report for 2018-19 (PDF)

During the 2017-2018 academic year, the faculty and staff of the Master of Science in Mental Health Counseling at Pace University conducted an annual review of the program.

We focused on following up on emphasizing ethical standards in the key practice courses within the program. We have included this focus as it relates to internships, practicum experiences, as well as other courses. We stress the importance of ethics and multicultural diversity in the foundations course, the introductory counseling courses, as well as the group counseling, family counseling, social and cultural foundations, and the elective LGBTQA+ course.

In the past year, the practicum course has evolved into a robust preparation for the internship courses. Dr. Michael Tursi, a new addition to our department with a doctorate in counselor education from the University of Rochester, has brought fresh perspectives into this course as well as into the doctoral-level internship course.

Finally, the department determined that additional faculty in the field of mental health counseling was needed. We have hired two new full-time faculty in the counselor education field to start in the Fall 2018 semester.

• Number of Graduates: 27
• # tested: 5
• # passed: 3
• # passed: 5
• Program Completion Rate: 100% for 2017-18 Academic Year
• Estimate of Job Placement Rates: Approximately 60% of our graduates are currently employed in a counseling or a counseling-related capacity.

View complete Program Objectives (PO) Annual Assessment Report for 2017-18 (PDF)

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Mental Health Counseling, Ph.D.

• Mental Health Counseling, PhD

In This Section

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Why a ph.d. in counseling .

Keeping with Belmont’s understanding of its mission within the context of Christian higher education, this degree program will train master’s level mental health professionals to accomplish their goals—becoming doctoral level professors and/or practitioners ready to train tomorrow’s mental health professionals or highly-skilled clinicians who work with clients within a variety of settings across the mental health care continuum.

The program helps mental health professionals enhance their counseling and research skills to improve treatment efficacy while exploring connections between personal spiritual beliefs, biases and client diversity.

Drawing students from a variety faith backgrounds, Belmont’s diverse faculty and staff with varied life experiences and educational backgrounds represent an ecumenical approach to the Christian faith which focuses on hospitality and inclusion. Their diversity of thought will challenge you to think differently and prepare you for the variety of clients you will encounter in professional practice.

This degree is distinctive among contemporary doctoral counseling programs in that it embodies advanced spiritual and pastoral theological understandings of the care of human beings in addressing the depth and complexity of human suffering.

What You'll Learn 

The PhD in Mental Health Counseling is designed to train leaders, teachers and researchers in the field of mental health counseling who can integrate the most advanced scientific resources of the field with a comprehensive understanding of human spiritualities and their impact on the health and wellness of the diverse populations composing society.

The program consists of two tracks, each leading to a different professional field of service. The Advanced Clinical Practice track is designed to allow currently licensed mental health professionals to become leaders in the field of clinical practice by advancing their knowledge and skills to the doctoral level and by developing the specialty area of spiritually integrated counseling/psychotherapy in their practice. The Counselor Education and Supervision track is designed to prepare persons for careers in higher education and research with specialization in the role of spirituality in human life and development.

Available Tracks

Advanced clinical practice add.

Advanced Clinical Practice: 55 Semester Credit Hours This track provides academic training for practicing mental health professionals to serve as highly skilled clinicians in many settings including private practices, community mental health agencies, addiction recovery centers, research agencies, behavioral health agencies, government mental health positions and research centers, among others. Students will learn advanced skills and research practices beyond those achieved at the master’s and basic licensure level to assist families, children and individuals facing a variety of mental health challenges.

Download the degree plan

Counselor Education & Supervision add

Counselor Education & Supervision: 57 Semester Credit Hours

This track provides the academic training for counselors to work as faculty in higher education, serve as clinical supervisors training the next generation of counselors or serve as highly skilled mental health practitioners in a variety of mental health counseling practices.

Emphasis is placed on teaching, researching, supervision and practice.

Method of Instruction

The Ph.D. in Counseling at Belmont University is primarily taught online with some face-to-face components. At least once each semester, students will come to Belmont’s campus for an intensive weekend of face-to-face instruction. All other components of the program will be conducted virtually.

Career Possibilities

• Private Practice Therapist
• Counselor in a non-profit
• Counselor in a school setting
• Therapist in an agency

Program Details

Minimum degree requirements & courses add.

The program consists of two tracks, each leading to a different professional field of service. There is a range of 55-57 hours required to complete the program.

• Foundational Courses: 33 hours
• Practical Courses: 6 hours
• Counselor Education: 18 hours
• Advanced Clinical Practice: 16 hours

Students in the Counselor Education track are required to complete a practicum and internship consisting of 700 clock hours of counseling and counseling related activities in an approved site or agency as a part of the program. Normally, students will complete 24 semester hours of course work prior to beginning their practicum experience. Students will be required to pass a background check and show proof of approved professional liability insurance prior to beginning the clinical experience component of the program.

See All Program Requirements

 Download the degree plans

Download the Student Handbook

Courses You'll Take

• CTM 6013 Spiritual Development and Religious Experience 

This course is an advanced study of human development focusing on the spiritual and religious dimensions of that process. Students will explore the psychological, sociological, anthropological, historical, phenomenological and theological research and literatures that have contributed to our understandings of this dimension of human life. Special attention will be given to the application of research to clinical practice.

• CTM 6016 Advanced Group Therapy - Theory and Practice 

Building on prior study of group dynamics and therapy, this course is an advanced study of the theory and techniques of group psychotherapy. Students will explore current research and literature in group therapy as well as emerging trends. Special emphasis with be placed on application of research to clinical practice.

• CTM 6015 Mental Health Care in Contemporary Society 

This course is an advanced exploration of the ways in which cultural and contemporary social influences shape how mental health care is conceptualized and practiced. From the taxonomy of mental disorder and its various treatments to the economic and political influences, mental health care is shaped by powerful forces in our society. The course will especially focus on the practitioner’s ethical competencies and professional advocacy responsibilities.

• CTM 6014 Clinical Supervision and Leadership: Theory and Practice

Competent clinical practice requires an intense and extended experience of practice under qualified supervision. This course explores the nature, theories, methods and skills required to provide ethically competent supervision in a culturally diverse society. The course pays particular attention to the supervisor’s responsibilities to the well-being of both clients and the profession of mental health care.

• CTM 6017 Advanced Human Systems in Clinical Practice 

This course is an advanced study of the application of human systems theory in counseling and psychotherapy. Students will explore current research in marital and family therapy. Emphasis of the course is the conceptualization of human suffering and its amelioration from the perspective of the ecology of living systems.

• CTM 6630 Advanced Internship II 

This course provides for counseling expertise in the clinical, supervision, research and teaching setting. The experience includes a minimum of 300 clock hours in this course. Students experience both direct delivery and weekly individual and group supervision.

• CTM 6610 Advanced Practicum 

This course provides for counseling expertise in the clinical, supervision and teaching setting. The experience includes a minimum of 100 clock hours. Students experience both direct delivery and weekly individual and group supervision.

• CTM 6008 Advanced Psychometrics and Assessment 

This course builds on basic psychometric and assessment training. The course will explore advanced principles of test design and clinical use. Multicultural competencies with instrument selection and administration will be emphasized. Different types of assessment are evaluated and conducted. Particular attention is devoted to the psychometric principles of test construction and assessment's use in research.

• CTM 6220 Advanced Qualitative Inquiry

This course allows students the opportunity to apply knowledge of qualitative research methodology. Students apply knowledge of qualitative research designs, sampling methods and other such topics related to research conceptualization, data collection processes, and problem investigation in counseling. Students design and conduct a qualitative research study in this course.

• CTM 6019 Advanced Quantitative Statistical Analysis

This course introduces students to advanced quantitative research methodology and statistics. Students conduct and interpret statistical analysis using SPSS for a variety of quantitative research designs. Students are exposed to ANOVA, ANCOVA, MANOVA, MANCOVA, factorial analysis and a variety of other parametric and nonparametric statistics and mixed methods in this course. Special attention is given to choosing appropriate research statistics based on research questions and conducting an appropriate analysis.

• CTM 6007 Advanced Theories of Change 

This course is an advanced inquiry into the theories of change undergirding the many methods and techniques employed by mental health professionals. The course will explore the theories of change in counseling and psychotherapy approaches such as psychodynamic therapies, behavioral therapies, cognitive-behavioral therapies, family systems therapies, as well as newer approaches such as neurolinguistic programing, brain spotting and EMDR.

• CTM 6009 Advanced Vocational Discernment & Counseling 

This course teaches advanced career counseling principles and examines connections between life career development, vocational discernment, spirituality and mental health. Students apply the world of work, career decision-making theories, the process and techniques of career counseling, the interrelationship between career and life balance issues and theories of mental health with clients. Special attention focuses on career development with regard to issues of diversity and multicultural and social justice frameworks.

• CTM 6999 Dissertation

During this course, students work on a major research project, the dissertation, in conjunction with a faculty dissertation committee. Students design a research proposal, submit an IRB, conduct ethical research, analyze data, devise findings and conclusions, and submit a final dissertation manuscript while meeting regularly with the dissertation committee chair and committee members. This course may be repeated for credit until the dissertation committee designates student completion.

• CTM 6018 Qualitative Inquiry 

This course introduces students to qualitative research methodology. Students become familiar with qualitative research designs, sampling methods and other such topics related to research conceptualization, data collection processes, and problem investigation in counseling. Special attention is given to choosing appropriate research designs and methods in qualitative research.

• CTM 6019 Quantitative Statistical Analysis

This course introduces students to quantitative research methodology and statistics. Students become familiar with quantitative research designs, sampling methods and other such topics related to research conceptualization, data collection processes and problem investigation in counseling. Special attention is given to choosing appropriate research designs and methods in quantitative research and analyzing/computing statistical data.

• CTM 6225 Research Seminar 

This seminar allows students to focus on and develop their major research project. Students will be expected to present a formal research proposal during the seminar. Emphasis of the seminar is to identify a researchable problem, design a research project, write a lucid and concise scholarly proposal, and present the research proposal and findings in appropriate technical form. Each student will produce a first draft of a dissertation research proposal.

• CTM 6012 Seminar: Advanced Clinical Practice 

This seminar is an advanced study of mental health practice through an in-depth exploration of the actual practices of the students enrolled. Foci of the seminar will vary from semester to semester depending upon the needs of the group. Topics may include the practice of spiritually integrated psychotherapy, group psychotherapy, the practice of clinical supervision, couples therapy, clinical practice as research laboratory, etc. Students must be engaged in an acceptable clinical practice site throughout the course of the seminar. Adherence to HIPAA regulations will be required.

• CTM 6006 Spiritual Traditions in Global Perspective 

We live in a diverse society saturated with a variety of spiritualities. This course is an advanced study of the diverse manifestations of spirituality brought to the clinical encounter by clients and clinicians alike. Students will engage in an in-depth exploration of the historical backgrounds as well as the diverse social manifestations of spiritualities associated with the wisdom traditions of the world such as Hinduism, Buddhism, Taoism, Judaism, Islam, Christianity and Indigenous traditions. The course will give special attention to the interface between the clinician’s spirituality and that of the client.

• CTM 6005 Spirituality in the Clinical Encounter 

This course is an advanced study of human spiritual dynamics as they are present in the clinical encounter of mental health counseling. The course will explore ways in which client spirituality informs and is related to assessment, diagnosis, treatment planning and techniques adapted to specific client needs. Students will also explore methods for increasing awareness of how their own spiritual development, convictions and identity impact the clinical encounter and outcomes. Students will be expected to demonstrate an understanding of the historical development of this dimension of clinical practice, the impact of cultural diversity on spirituality and principles of ethical competence in practice.

• CTM 6011 Teaching, Writing & Publishing in the Counseling Field

This course offers practical knowledge on teaching in higher education and teaches professional writing and presenting skills. Students learn how to evaluate topics, submit a conference proposal, design a dissertation proposal, write a dissertation, write a grant proposal, author journal articles and be an effective teacher. The role of a counselor educator with regard to writing and teaching will be examined.

• CTM 6620 Advanced Internship I 

This course provides for counseling expertise in the clinical, supervision, research and teaching setting. The experience includes a minimum of 300 clock hours. Students experience both direct delivery and weekly individual and group supervision.

• CTM 6404 Seminar: Special Topics in Counselor Education 

Special topics in counselor education. This seminar may be repeated for credit with a change in topic.

• CTM 6405 Seminar: Special Topics in Spirituality and Mental Health Practice

Special topics in the relationship of spirituality and mental health practice. This seminar may be repeated for credit with a change in topic.

Matriculation Requirements add

In order to matriculate through the program, students must be admitted, complete all degree and assessment requirements, and apply for graduation.

The following links assist with matriculation through the 55 to 57-hour PhD program from admission to graduation.

• Admissions Requirements
• Courses and Graduation Requirements
• Downloadable Degree Plans
• Student Handbook

Accreditation add

The program is preparing to seek accreditation through the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Health Psychology

Information about the Health Psychology Graduate Major

The goal of our program is to produce outstanding research scientists whose major focus is on the intersection of psychological processes and physical health and disease. More specifically, our program provides training in the development and use of basic theories and research findings in psychology to elucidate issues in physical and mental health and their interrelationship through studies in lab, community and health settings. Research training in our program spans diverse populations with regard to age, ethnicity, socioeconomic background, and health status. Beyond a firm foundation in psychology, we offer strong biological, methodological, and statistical training, along with interdisciplinary research opportunities. For a list of Required Courses please see the  Psychology Handbook .

For more information on our program, see the  UCLA Health Psychology Program  web page.

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Graduate Psychiatric-Mental Health Nursing Programs in the United States

Scroll down to view psychiatric-mental health nursing graduate programs available in each state.

The graduate programs listed include MSN, post-master’s certificate, DNP, and PhD. Some are 100% distance education, others a mix of online and in-person, and others fully in-person. It is important to select a program that is accredited and best meets your needs and your area of interest. Contact information for the psychiatric-mental health nursing program directors are included (if provided by the school), so that you can contact them for more information.

To learn more about obtaining an advanced degree, visit the About Graduate Degree Programs page.

Contact us at 855-863-APNA (2762) or [email protected] to add your current program to the list.

“Psychiatric-mental health nurses can be anywhere and everywhere. I’d like future PMH nurses to be in leadership positions, in the community, to be advocates – we can be really anything!”  – Marlene Nadler-Moodie, 2019 APNA Award for Distinguished Service

University of Alabama (Birmingham) Susanne Fogger, DNP, CNRP, PMHNP-BC, CARN-AP, FAANP Specialty Track Coordinator for the Psychiatric Nurse Practitioner program and VANAP-GE Co-Director [email protected] 205-996-6052 Teena McGuinness, PhD, CNRP, PMHNP-BC, FAAN Co-Director for the VANAP-GE Psych NP Residency [email protected] 205-934-0630 PMH-NP (Primary Care) More than 50% Distance Education http://www.uab.edu/nursing/

University of South Alabama Dr. Kirsten Pancione, DNP, FNP-C & PMHNP-BC [email protected] FNP (Family Psychiatric Nurse Practitioner) 100% Distance Education http://www.southalabama.edu/nursing/

University of Alaska (Anchorage) Jill Janke, PhD, RN 907-786-4570 [email protected] FNP (Family Psychiatric Nurse Practitioner) PMHNP (Post Masters Mental Health Nurse Practitioner) *Both lead to the DNP program Less than 50% Distance Education http://nursing.uaa.alaska.edu

Arizona State University Susan Callahan 602-496-0869 [email protected] Post Master’s Certificate – Child and Adolescent Mental Health Post Masters Certificate – Child/Family NP Post Bachelor’s and Masters to DNP for Child/Family and Adult Psychiatric NP *Offers Cont Ed course on Child/Adolescent MH More than 50% Distance Education http://nursing.asu.edu

Azusa Pacific University Holly Tierney 626-815-5386 [email protected] PMHNP (Post Masters Mental Health Nurse Practitioner) http://www.apu.edu/nursing

Brandman University Dr. Christine Williamitis Interim Director of the Psychiatric Mental Health Program 949-668-8146 [email protected] Post BSN-DNP and Post MSN-DNP More than 50% Distance Education https://www.brandman.edu/academic-programs/nursing-and-health-professions

California State (Los Angeles) Nnenna Weathers, PhD, RN, FNP [email protected] CNS-Psychiatric/Mental Health PMH-NP http://www.calstatela.edu/dept/nursing

California State (Long Beach) Christine Costa 562-985-2335 [email protected] MSN to PMH-NP CNS-PMH http://www.csulb.edu/colleges/chhs/departments/nursing/

California State (Fresno) Janice Sanders 559.278.2429 [email protected] PMNHNP http://www.csufresno.edu/chhs/depts_programs/nursing/documents/PsychNurse.pdf

California State (San Marcos) Dr. Nancy C. Romig 760-750-7555 [email protected] PMHNP- MSN and Post MSN Certificate http://www.csusm.edu/el/degreeprograms/msn/index.html

Charles R. Drew University of Medicine and Science Program Director: Professor Trish Williams Forde, MSN, PMHNP-BC [email protected] MSN Psychiatric Mental Health Nurse Practitioner Post Master’s Certificate Psychiatric Mental Health Nurse Practitioner https://www.cdrewu.edu/son/MSN-PMC

Loma Linda University  Brenda Boyle [email protected] Psyciatric/Mental Health NP More than 50% Distance Education https://nursing.llu.edu/graduate-programs

University of California (San Francisco) Rosalind De Lisser, MS, RN, FNP-BC, PMHNP-BC 415-476-3903 [email protected] Psyciatric/Mental Health NP https://nursing.ucsf.edu/academic-program/psychiatricmental-health-nurse-practitioner

University of San Diego Michael Terry, DNP, APRN 619-260-4571 [email protected] PMHNP (MSN and DNP) http://www.sandiego.edu/nursing

University of San Francisco Tamara White 415-422-6681 [email protected] Less than 25% Distance Education Psychiatric Mental Health Nurse Practitioner DNP Program https://www.usfca.edu/nursing/programs/graduate/doctoral/dnp/psychiatric-mental-health-nurse-practitioner Post Graduate Psychiatric Mental Health Nurse Practitioner+ Family Nurse Practitioner Certificate https://www.usfca.edu/nursing/programs/non-degree/fnp-pmhnp-certificate

West Coast University Eric Campbell [email protected] 469-434-1042 Online RN to MSN, MSN, or Post Master’s PMHNP track (includes 2 on-site weekends) https://westcoastuniversity.edu/online-programs/psychiatric-mental-health-nurse-practitioner-track Western University of Health Science Director: Dr. Christy Cotner [email protected] MSN/PMHNP Post-masters PMHNP (3 semesters) Distance learning program / monies available. https://www.westernu.edu/nursing/

Connecticut

Fairfield University Kathleen Wheeler Ph.D., APRN-BC, FAAN 203-254-4000, ext. 2708 [email protected] MSN-NP Less than 25% Distance Education https://www.fairfield.edu/graduate/academics/egan-school-of-nursing-and-health-studies/programs/

St. Joseph’s College of Nursing Marylou Welch 860-231-5211 [email protected] PMHNP, DNP programs less than 50% Distance Education; Post Masters more than 50% https://www.usj.edu/academics/schools/school-of-health-natural-sciences/nursing/graduate/

Yale University Joanne DeSanto Iennaco, PhD, PMHNP-BC, APRN 203-737-2595 [email protected] CNS – Adult and Family NP – Adult and Family https://nursing.yale.edu/academics/master-science-nursing/masters-program-specialties/psychiatric-mental-health-nursing

University of Delaware Susan Conaty-Buck, DNP, APRN, FNP-C 302-831-7375 [email protected] Masters and Post Masters less than 25% Distance Education http://sites.udel.edu/nursing/graduate/

District of Columbia

George Washington University Rhonda Schwindt, DNP, RN, PMHNP-BC, PMHCNS-BC 571-553-0118 [email protected] MSN in PMHNP – http://nursing.gwu.edu/msn-psyNP Post-Master’s Certificate in PMHNP – http://nursing.gwu.edu/cert-psyNP Almost 100% Distance Education

Florida International University Dr. Yhovana Gordon 305-348-7733 [email protected] MSN – Specialty Track Psych Mental Nursing Less than 25% Distance Education http://cnhs.fiu.edu/nursing/graduate/index.html

Jacksonville University Elaine Borne DNP, ARNP, ANP-BC, AGACNP-BC 305-348-7733 [email protected] MSN – Specialty Track Psych Mental Nursing https://www.ju.edu/nursing/index.php

Nova Southeastern University  Family Psychiatric Mental Health-NP Post Masters Certificate – Psychiatric Mental Health-NP *Both programs less than 50% Distance Education https://nursing.nova.edu/aprn/index.html

Palm Beach Atlantic University BSN to DNP with PMHNP certification track Diane Esposito, PhD, APRN-BC [email protected] https://www.pba.edu/academics/programs/dnp-psychiatric-mental-health-nurse-practitioner.html

Rasmussen University Josh Hamilton [email protected] Admissions: 877-308-9946 MSN-PMHNP Almost 100% Distance Education https://www.rasmussen.edu/degrees/nursing/master-science-nursing/nurse-practitioner/

St. Thomas University Linda Mays, DNP, PMHNP-BC [email protected] 305-628-6503 PMHNP program Distance Education almost 100% https://online.stu.edu/programs/msn-psych-mental-health-np.aspx

University of Miami School of Nursing Mary Hooshmand 305-284-1655 [email protected] Post Masters Certificate – Pysch Mental Health, less than 25% Distance Education https://www.sonhs.miami.edu/academics/psychiatric-mental-health-nurse-practitioner/index.html

University of Florida Student Affairs 352-273-6436 Post Masters MH NP More than 50% Distance Education http://students.nursing.ufl.edu/prospective/contact-us-msn-to-phd/ http://academics.nursing.ufl.edu/doctor-of-nursing-practice/bsn-to-dnp/

University of North Florida Gerard T. Hogan, DNSc., CRNA, PMHNP-BC [email protected] Post-Masters DNP and Family PMHNP for currently certified APRNs. http://www.unf.edu/brooks/nursing/PMHNP_DNP.aspx

Augusta State University July Glaser, DNP, RN, PMHCNS-BC, PMHNP-BC 706-721-3676 [email protected] PMC/FNP/PNP, more than 50% Distance Education https://www.augusta.edu/nursing/programs/dnp/pmhnp.php

Emory University Elaine Fisher, PhD, RN, CNE [email protected] Post Graduate Certificate PMHNP Post BSN/MN to DNP PHMNP program https://www.nursing.emory.edu/program-details/psychiatric-mental-health

Georgia State University 404-413-1000 Masters and Post Masters more than 50% Distance Education https://nursing.gsu.edu/academics/graduateprograms/

Georgia Southern University [email protected] 912-478-0017 Psychiatric Mental Health Nurse Practitioner (PMHNP) Track http://chhs.georgiasouthern.edu/nursing/programs/bsn-dnp/pmhnp/

Valdosta State University 229-333-5959 [email protected] MSN/clinical tracks of Psych/Mental Health more than 50% Distance Education https://www.valdosta.edu/programs/m-s-degree-with-a-major-in-nursing-family-psychiatric-mental-health-nurse-practitioner-track/

Idaho State University [email protected] (208) 282-2132 Post BSN/MSN-DNP more than 50% Distance Education https://isu.edu/nursing/

Lewis University Doris Van Byssum, PMHNP Program Coordinator [email protected] Psychiatric Mental Health Nurse Practitioner Program Across the Lifespan Master’s and Post Master’s Certificate Program – online program https://www.lewisu.edu/academics/nursing/post-masters/index.htm#pmhnp

Rush University Kathy Delaney 312-942-6208 [email protected] Post Master’s Certificate – Family Psych MHNP More than 50% Distance Education https://www.rushu.rush.edu/college-nursing

Saint Francis Medical Center Kimberly Mitchell, RN, PhD, CNE [email protected] PMHNP more than 50% Distance Education http://www.sfmccon.edu/

University of Illinois (Chicago) Tonda Hughes 312-996-7969 [email protected] Master’s and Post Master’s more than 50% Distance Education http://www.uic.edu/nursing/prospectivestudents/ms-about.shtml

University of St. Francis Leach College of Nursing (Joliet) [email protected] 800-735-7500 RN/BS to MSN – Psychiatric Mental Health Nurse Practitioner MSN – Mental Health Nurse Practitioner Post-Master’s – Family Psychiatric/Mental Health Nurse Practitioner (All accredited by CCNE) https://www.stfrancis.edu/leach-college-of-nursing/pmhnp-certificate/

Indiana University at Purdue Colleen Cleary 317-274-2806 [email protected] MSN-Adv Practice, Psych Mental Health More than 50% Distance Education https://nursing.iupui.edu/

University of Southern Indiana Dr. Mellisa Hall 812/465-1154 Email MSN-Adv Practice, Psych Mental Health More than 50% Distance Education https://www.usi.edu/health/nursing/degrees-and-programs/

Allen College Jackie Meyer 319-226-2023 [email protected] MSN/APPMHN more than 50% Distance Education http://www.allencollege.edu/default.aspx

Briar Cliff University Rose Molacek Enrollment Coordinator of Online Undergraduate/Graduate Health Science Degrees 515-890-2791 [email protected] MSN-Psychiatric Mental Health Nurse Practitioner 95% Distance Education (not including clinical) https://www.briarcliff.edu/master-of-science-in-nursing-nurse-practitioner/ Post-Graduate Psychiatric Mental Health Nurse Practitioner 100% Distance Education Post-Graduate APRN program (not including clinical) https://www.briarcliff.edu/post-graduate-aprn-certificate/

University of Iowa Daniel Wesemann, DNP, MSW, ARNP, PMHNP-BC 319-335-7055 [email protected] Emily Sinnwell, DNP, ARNP, FNP, PMHNP-BC [email protected] BSN-DNP, MSN-DNP, Post Graduate Certificate and Dual track plans of study more than 50% Distance Education https://nursing.uiowa.edu/academics/dnp-programs/psych-mental-health-nurse-practitioner

Eastern Kentucky University 859-622-1838 [email protected] Master’s Post Master’s Certificate – Rural Psych Mental Health 100% Distance Education https://bsn-gn.eku.edu/

Frontier Nursing University Dr. Heather A. Shlosser, DNP, APRN, FNP-BC, PMHNP-BC 603-209-1699 [email protected] Master’s Post Master’s Certificate 100% Distance Education https://frontier.edu/psych-mental-health-nurse-practitioner/

Northern Kentucky University Emily LaForge 859-572-5552 [email protected] Post Master’s Family Psychiatric Mental Health More than 50% Distance Education https://www.nku.edu/academics/healthprofessions.html

University of Kentucky Kathy Collins, Academic Coordinator 859-323-5624 [email protected] DNP Psychiatric Mental Health Nurse Practitioner Post-APRN Psychiatric Mental Health Nurse Practitioner http://www.uky.edu/nursing/

University of Louisville 502-852-3848 [email protected] APPMHN/CNS/MSN less than 25% Distance Education http://louisville.edu/nursing

Western Kentucky University Lynette Smith 270-745-3487 [email protected] MSN Psychiatric-Mental Health Nurse Practitioner (PMHNP) – Across the Lifespan Post-MSN Certificate Psychiatric-Mental Health Nurse Practitioner (PMHNP) – Across the Lifespan More than 50% Distance Education http://wku.edu/nursing/msn.php

LSU Health New Orleans  Abby McNeil, DNP, FNP-BC, FPMHNP-BC 504-568-6644 [email protected] PMHNP, NP, DNP, Less than 25% Distance Learning https://nursing.lsuhsc.edu/pmhnp/

McNeese State University Tari Dilks, PhD 337-475-5840 [email protected] MSN-PMHNP, 100% Distance Education http://www.mcneese.edu/colleges/nursing/

Nicholls State University 985-448-4184 [email protected] MSN-PMHNP more than 50% Distance Education https://www.nicholls.edu/nursing/master/

Southeastern Louisiana University Ann Carruth 985- 549-3772 [email protected] CNS/NP Adult Psych Mental Health more than 50% Distance Education http://southeastern.edu/acad_research/depts/nurs/index.html

University of Louisiana Lafayette Dr. Donna Gauthier 337-482-5639 [email protected] NP – Adult Psych Mental Health more than 50% Distance Education http://www.nursing.louisiana.edu/graduate-nursing/graduate.shtml

University of South Maine (Portland) 207-780-4505 [email protected] CNS/NP – Adult Psych Mental Health NP – Family Psych Mental Health less than 25% Distance Education https://usm.maine.edu/nursing/

Johns Hopkins University School of Nursing Karan Kverno, PhD, PMHNP-BC 410-502-9269 [email protected] Post-graduate Certificate, Psychiatric Mental Health Nurse Practitioner http://nursing.jhu.edu/academics/programs/post-degree/psychiatric/index.html

Uniformed Services University Douglas Dillon, LTC, USAF, NC, DNP, MSN (301) 295-1092 [email protected] Post BSN to DNP less than 25% Distance Education https://www.usuhs.edu/gsn/advanced-practice-program-options

University of MD School of Nursing 410-706-0501 (option #2) [email protected] PMH-NP, less than 25% Distance Education; Post BSN to DNP less than 50% Distance Education Post MSN to DNP 100% Distance Education http://www.nursing.umaryland.edu/

Massachusetts

MGH Institute Of Health Professions Jeanne Cartier 617-724-6331 [email protected] NP/CNS – Adult Pysch Mental Health CNS – Child/Adolescent Mental Health Less than 25% Distance Education http://www.mghihp.edu/academics/nursing/degree-options/default.aspx

Northeastern University Ann Polcari 617-373-7571 NP – Adult/Child/Adolescent Mental Health less than 25% Distance Education CAGS – Certificate of Advanced Graduate Studies https://bouve.northeastern.edu/nursing/

Regis College Rebecca Schroeder 781-768-7009 [email protected] MSN/Psychiatric Mental Health Nurse Practitioner less than 25% Distance Education http://onlinenursing.regiscollege.edu/psychiatric-mental-health-nurse-practitioner/

University of Massachusetts (Amherst) Karen Ayotte 413-545-1302 [email protected] NP-PMH 100% Distance Education http://www.umass.edu/nursing/

University of Massachusetts (Lowell) Betty Morgan 978-934-4525 [email protected] MSN/CNS/NP less than 25%  Distance Education https://www.uml.edu/health-sciences/nursing/default.aspx

University of Michigan (Flint) Connie Creech 810- 766-6858 [email protected] PMHNP, DNP more than 50% Distance Education https://www.umflint.edu/nursing

Wayne State University Leanne Nantais-Smith 313-577-5934 [email protected] CNS/NP – PMH, DNP less than 25% Distance Education http://www.nursing.wayne.edu/Academic%20Programs/Masters/Mental%20Health.html

College of St. Scholastica 800-249-6412 [email protected] Master’s, Post BSN-MSN to DNP more than 50% Distance Education PMHNP more than 25% Distance Education http://www.css.edu/x3489.xml

University of Minnesota Merrie Kaas 612-626-3781 [email protected] CNS – Adult/Child Psych Mental Health less than 25% Distance Education NP – Adult Psych Mental Health Post Master’s Psych Mental Health more than 50% Distance Education https://www.nursing.umn.edu/

Mississippi

University of Mississippi Medical Center Sharon Lobert 601-984-6242 [email protected] NP – Adult Psych Mental Health NP – Family Psych Mental Health http://son.umc.edu/academics/masters/psychiatric.html

University of Southern Mississippi Dr. Abby McNeil 601-266-5454 NP – Pysch Mental Health, MSN – Psych Nursing more than 50% Distance Education https://www.usm.edu/nursing

Graceland University Jolene Lynn, PhD, RN 816-423-4671 [email protected] MSN-PMHNP Program 100% Distance Education https://www.graceland.edu/programs/msn-pmhnp/

Maryville University Dr. Brandie Stiles 314-791-7346 [email protected] PMHNP Post Master’s Certificate 100% Distance Education https://s3-us-east-2.amazonaws.com/maryville/wp-content/uploads/2018/10/02162014/MaryvilleOnline_Nursing_Programs_Brochure.pdf

St. Louis University Mary Lee Barron 314-977-8978 [email protected] CNS -PMH NP – PMH More than 50% Distance Education http://www.slu.edu/x19795.xml

University of Missouri (Columbia) Jessica Mueller 573-882-0241 [email protected] NP – Adult Mental Health NP – Family Mental Health 100% Distance Education http://nursing.missouri.edu/

University of Missouri (Kansas City) Erin Ellington 816-235-6242 [email protected] NP – PMH, MSN and DNP Degree Options More than 50% Distance Education http://sonhs.umkc.edu/

University of Missouri (St. Louis) 314-516-6066 [email protected] NP – Lifespan Mental Health, more than 50% Distance Education MSN, more than 25% and DNP less than 25% Distance Education http://www.umsl.edu/divisions/nursing/

University of Nebraska Medical Center Rollee Kelly 402-559-4120 [email protected] Psychiatric Mental Health NP (MSN, DNP and PhD options) More than 50% Distance Education http://www.unmc.edu/nursing/programs/masters-msn/index.html

University of Nevada-Reno Deborah Arnow [email protected] (775) 682-7133 Master’s, Post Master’s more than 50% Distance Education https://www.unr.edu/nursing

New Hampshire

University of New Hampshire [email protected] Post Master’s – PMHNP https://chhs.unh.edu/nursing/program/graduate-certificate/post-masters-psychiatric-mental-health-nurse-practitioner MSN – PMHNP track option https://chhs.unh.edu/nursing/program/ms/psychiatric-mental-health-nurse-practitioner 80% Distance learning with minimal in-person requirements

Farleigh Dickinson University Elizabeth Parietti 201-692-2881 [email protected] NP – PMH Less than 25% Distance Education http://view.fdu.edu/default.aspx?id=6388

Monmouth University Dr. Rose Knapp, DNP, RN, APN-C 732-923-4671 [email protected] MS – Adult Psych Mental Health Post Master’s Certificate Psych Mental Health More than 50% Distance Education http://www.monmouth.edu/academics/schools/nursing/postmaster.nu.asp

Rutgers, The State of New Jersey, School of Nursing Dr. Barbara Caldwell 973-972-7450 [email protected] APN, MSN leading to CNS/NP-PMH less than 25% Distance Education http://nursing.rutgers.edu/

New Mexico State University Karen Pech 575-646-7770 [email protected] DNP more than 50% Distance Education http://schoolofnursing.nmsu.edu/

University of New Mexico  505-272-4223 [email protected] MSN more than 50% Distance Education https://hsc.unm.edu/college-of-nursing/education/msn/psychiatric-mental-health-nurse-practitioner.html

Binghamton University (SUNY) [email protected] 607–777–4954 NP – Psych Mental Health more than 50% Distance Education Post Master’s Psych Mental Health less than 25% Distance Education MS – Psych Mental Health (non-NP cert) less than 25% Distance Education https://www.binghamton.edu/dson/

Columbia University Laura Kelly [email protected] NP – PMH Less than 25% Distance Education http://nursing.columbia.edu/

Hunter College (CUNY) Kunsook Bernstein RN, PhD, PMHNP-BC, CASAC [email protected] 212-481-4346 NP – PMH Post Master’s Adv – PMH less than 25% Distance Education http://www.hunter.cuny.edu/nursing/

Molloy College [email protected] 516-323-4000 FNP-PMH https://www.molloy.edu/academics/undergraduate-programs/nursing

New York University Amy Knowles [email protected] 212-998-5333 Post Master’s Advanced Certificate – PMH more than 25% Distance Education Masters, DNP less than 25% Distance Education http://www.nyu.edu/nursing/academicprograms/masters/index.html

Pace University Krystyna de Jacq, PhD, PMHNP-BC [email protected] MSN and Post-Master’s Certification – Distance Education https://www.pace.edu/college-health-professions/graduate-degree-programs/psychiatric-mental-health-nurse-practitioner-program-and-certificate

The Sage Colleges Kathleen Kelly, PhD, MPH, MS, FNP [email protected] NP – PMH more than 25% Distance Education http://www.sage.edu/academics/nursing/programs/nursing_postms/

St. John Fisher College 585-385-8241 MSN BSN to DNP ; MSN to DNP more than 25% Distance Education https://www.sjfc.edu/schools/school-of-nursing/

University at Buffalo (SUNY) Nancy Campbell-Heider, PhD, FNP-C, CARN-AP, FAANP, FIAAN, FAAN 716-829-3325 [email protected] BSN to DNP more than 50% Distance Education; MSN to DNP 100% Distance Education http://nursing.buffalo.edu/

University of Rochester Daryl Sharp [email protected] 585-275-6485 Adult PMH NP less than 25% Distance Education C & A PMH NP (prepared for Family PMHNP exam) DNP more than 25% Distance Education http://www.son.rochester.edu/

University at Stony Brook Barbara  Sprung, DNP, RN, NPP, PMHNP-BC, PMHCNS-BC [email protected] Master’s, Post Master’s Certificate – PMH more than 25% Distance Education https://nursing.stonybrookmedicine.edu/

Upstate Medical College, SUNY Syracuse Joyce Scarpinato, DNP, RN [email protected] Master’s, more than 25% Distance Education; Post Master’s Certificate -lless than 25% Distance Education http://www.upstate.edu/

North Carolina

East Carolina University Wanda L. Lancaster, DNP, APRN, PMHCNS-BC, & PMHNP-BC 252-744-6530 [email protected] PMHNP post master’s certificate, as well as MSN (PMH NP) More than 50% Distance Education http://www.ecu.edu/cs-dhs/nursing/masters_pmh.cfm

University of North Carolina at Chapel Hill Cheryl Giscombe, PHD, RN, PMHNP-BC, FAAN 919-843-9491 [email protected] CNS/NP – PMH Master’s, less than 50% Distance Education; Post Master’s, BSN to DNP less than 25% https://nursing.unc.edu/

North Dakota

University of North Dakota Laura Look 701-777-3299 [email protected] CNS – PMH, NP – PMH, More than 50% Distance Education http://nursing.und.edu/

Case Western Reserve Carol Savrin 216-368-5304 [email protected] CNS/NP – PMH less than 25% Distance Education http://fpb.case.edu/MSN/majors.shtm

Kent State University Wendy A. Umberger, PH.D., RN, PMHCNS-BC 330-672-8813 [email protected] CNS – Adult/Child/Adolescent PMH NP – Adult PHM Master’s less than 50% Distance Education; Post Master’s less than 25%; BSN to DNP less than 50% MSN to DNP 100% Distance Education https://www.kent.edu/nursing/programs/masters

Mount Carmel College of Nursing Amber Budd, DNP, APRN, PMHNP [email protected] Roxanne Oliver, DNP, MOL, APRN, FNP-BC, EBP (CH) (Director of Graduate & DNP) 614-234-2870 [email protected] NP – Adult/Pediatric/Adolescent Master’s and Post-Graduate – 100% distance learning DNP Pathway – 100% distance learning https://mccn.edu/academics/master-of-science/programs/psychiatric-mental-health-nurse-practitioner

Ohio State University Jeanne Clement 614-738-5849 [email protected] Barbara Jones Warren PhD, RN, PMHCNS-BC, FNAP, FAAN, (614) 292-4847 [email protected] CNS/NP – Adult PMH CNS/NP – Child/Adolescent PMH less than 50% Distance Education Post MSN to DNP 100% Distance Education https://nursing.osu.edu/

Otterbein University Kelly Cornett [email protected] 614-823-3272 100% Distance Education Pathways available for ADN, BSN, and Post-Master’s Nursing Professionals https://www.otterbein.edu/gradschool/nursing/

The University of Akron Kathleen Tusaie [email protected] 330-972-7561 Combined program CNS/NP – PMH Post Master’s Certificate PMH – Family less than 25% Distance Education http://www.uakron.edu/nursing/

The University of Cincinnati 833-556-7400 Post Master’s Certificate PMHNP 100% Distance Education https://online.uc.edu/programs/certificates/pmhnp-post-master-s-certificate.html

Wright State University Misty Richmond, Ph.D., PMHNP-BC [email protected] 937-775-4684 Master’s less than 25% Distance Education https://nursing.wright.edu/

Oregon Health & Science University Margaret Rhoads Scharf 503-494-6448 [email protected] NP – Psych Mental Health https://www.ohsu.edu/xd/education/schools/school-of-nursing/index.cfm

Pennsylvania

Drexel University Katie O’Brien [email protected] 267-359-5646 Post Master’s Certificate – PMH NP – PMH/ more than 50% Distance Education https://drexel.edu/cnhp/academics/graduate/MSN-Nurse-Practitioner-Psychiatric-Mental-Health/

LaSalle University Patricia Dillon, PhD, RN [email protected] 215-951-1322 Master’s Degree Post-Master’s Certificate 100% Distance Education https://www.lasalle.edu/nursing-msn/master-of-science-in-nursing/psychiatric-mental-health-nurse-practitioner-track/

University of Pennsylvania Ann O’Sullivan, PhD, FAAN, CRNP [email protected] 215-898-4272 LaKeetra M. Josey, PhD, CRNP, PMHNP-BC [email protected] NP – Psych Mental Health https://www.nursing.upenn.edu/

University of Pittsburgh Jacqueline Dunbar-Jacob, Dean [email protected] 412-624-2401 CNS/Post Master’s Cert – PMH MSN to DNP 100% Distance Education http://www.nursing.pitt.edu/

Robert Morris University School of Nursing and Health Sciences Access to Interprofessional Mental Health Education Project (AIME) Linda Raimondi, MS, Coordinator, AIME Program 412-397-6899 [email protected] NP – Psychiatric-Mental Health, BSN to Doctor of Nursing Practice (DNP), Post Master’s DNP Completion Certification http://aime.rmu.edu

Wilkes University Jessica DiBernardo 570-408-4404 [email protected] MSN; Post Master’s; DNP more than 50% Distance Education https://wilkes.edu/academics/colleges/school-of-nursing/index.aspx

South Carolina

University of South Carolina Larialmy Allen 803-216-3321 [email protected] Family Psychiatric Mental Health MSN, and Post Master’s Certificate more than 50% Distance Education DNP 100% Distance Education http://www.sc.edu/study/colleges_schools/nursing/academic_programs/graduate_programs

South Dakota

South Dakota State University 605-688-4114 [email protected] BSN/MSN to DNP more than 25% Distance Education https://www.sdstate.edu/nursing

East Tennessee State University Dr. Wendy Nehring 423-439-7051 [email protected] BSN/MSN to DNP more than 50% Distance Education https://www.etsu.edu/nursing/

Union University 731-661-6545 [email protected] Master’s, Post Master’s less than 50% Distance Education http://www.uu.edu/academics/schools/nursing/

University of Tennessee (Knoxville) Dr. Lora Beebe 865-974-3978 [email protected] MSN – PMH less than 25% Distance Education BSN/MSN to DNP more than 50% Distance Education https://nursing.utk.edu/

University of Tennesse Health Science Center 800-733-2498 [email protected] DNP – PMH more than 50% Distance Education http://www.uthsc.edu/nursing/academic%20programs/DNP/index.php

Vanderbilt University Dr. Susan Adams 615-343-3324 [email protected] NP – PMH http://www.nursing.vanderbilt.edu/msn/pmhnp.html

Midwestern State University Amanda Walton [email protected] 940-397-4920 Master’s, Post Master’s, More than 50% Distance Education https://mwsu.edu/academics/hs2/nursing/

Texas State University (Round Rock) Pamela Willson, PhD, APRN, FNP-BC, CNE, NE-BC, FAANP 512-716-2900 [email protected] PMHNP more than 50% Distance Education https://www.nursing.txstate.edu/prospective-nursing-students/msn-pmhnp-admission.html

University of Texas (Austin) Tracy Demchuk, B.A.Ed, MA 817-272-2776 [email protected] FPMHNP, less than 25% Distance Education http://www.utexas.edu/nursing/academics/gr_con_msn.html#psych

University of Texas (Arlington) Dr. Aimee T. Dunnam DNP, MSN-Admin, APRN, NNP-BC, PMHNP-BC 817-272-2776 [email protected] Master’s, Post Master’s Certificate, more than 50% distance education https://www.uta.edu/conhi/

University of Texas Health Science Center (San Antonio) School of Nursing Mark Soucy, PhD, APRN, BC Souc[email protected] 210-567-5893 http://nursing.uthscsa.edu/index.aspx

Ellois Bailey, DNP, PMHNP-BC [email protected] Post BSN to DNP, more than 50% Distance Education Post MSN to DNP, less than 50% Distance Education http://nursing.utah.edu/programs/psychiatric-mental-health.php

George Mason University Janice Lee Beverly 703-993-1947 [email protected] Post BSN, MSN to DNP less than 50% Distance Education https://nursing.gmu.edu/

Radford University Iris Mullins, Ph.D.,MSN, RN, Interim Director [email protected] 540-831-7656 Victoria Bierman, PhD, LCSW, FNP-BC, PMHNP-BC, Coordinator PMHNP Certificate Program [email protected] 540-831-7671 PMHNP Certificate https://www.radford.edu/content/wchs/home/nursing/programs/PsychiatricMentalHealthCertificate.html DNP 100% Distance Education https://www.radford.edu/content/grad/home/academics/graduate-programs/dnp.html

Shenandoah University Marian Newton [email protected] 540-665-5509 Master’s, Post Master’s less than 25% Distance Education Post BSN, MSN to DNP more than 50% Distance Education https://www.su.edu/nursing/

University of Virginia Edie Barbero 434-924-2704 [email protected] NP – PMH Master’s, Post Master’s less than 25% Distance Education Post MSN to DNP more than 25% Distance Education https://www.nursing.virginia.edu/academics/msn/pmhnp/

Virginia Commonwealth University [email protected] 804-828-6916 CNS/NP – PMH (Blended) less than 25% Distance Education https://www.vcu.edu/academics/graduate-and-professional-studies/

Gonzaga University Molly Wood 509-313-6640 [email protected] MSN/NP – PMH more than 50% Distance Education http://www.gonzaga.edu/Academics/Colleges-and-Schools/School-of-Professional-Studies/Nursing/NursingStaff.asp

Pacific Lutheran University Mary Moller 253-535-8327 [email protected] PMH-DNP http://www.plu.edu/dnp/

Seattle University Katherine Carr 206-296-5666 [email protected] Adv Prac NP – PMH less than 25% Distance Education https://www.seattleu.edu/nursing/

University of Washington 206-543-8736 or 800-759-NURS (6877) [email protected] https://nursing.uw.edu/

Washington State University College of Nursing Tamara Kelley 509-324-7334 [email protected] DNP-PMHNP more than 25% Distance Education http://nursing.wsu.edu/Academic-Programs/DNP/PMHNP.html

West Virginia

Marshall University  Diana Stotts [email protected] (304) 696-2623 Master’s less than 25% Distance Education Post Master’s less than 50% Distance Education http://www.marshall.edu/nursing/

West Virginia Wesleyan College  Morganne Tenney [email protected] 304-473-8525 Master’s, more than 50% Distance Education https://www.wvwc.edu/academics/schools-departments/school-of-nursing/

Alverno College Rebecca Sobanski 414-382-6497 [email protected] MSN, Post Master’s Certificate https://www.alverno.edu/academics/academicdepartments/nursing/index.php

University of Wisconsin (Madison) Graduate Admissions 608-263-5180 [email protected] Post Master’s and DNP more than 50% Distance Education https://nursing.wisc.edu/certificates/psych-nursing

University of Wyoming Dana Murphy-Parker 307-766-6565 [email protected] Adv Prac/NP – PMH http://www.uwyo.edu/nursing/programs/dnp/index.html

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Top mental health programs in the USA

What are the top mental health undergraduate programs in the usa.

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Bachelor's in mental health in the USA

Addictions and Mental Health Treatment - BA Alvernia University , USA

Fee in university's local currency 41,060 USD

Applied Arts and Sciences: Community and Mental Health - BAAS Texas A&M University - Corpus Christi , USA

Fee in university's local currency 20,344 USD

Psychology: Mental Health - BA Stockton University , USA

Fee in university's local currency 21,605 USD

See all undergraduate degrees in mental health in the USA

Associate in mental health in the USA

Applied Psychology: Mental Health Services - AASc College of Southern Nevada , USA

Fee in university's local currency 11,048 USD

Certificate in mental health in the USA

Applied Psychology: Mental Health Services - Cert College of Southern Nevada , USA

Mental health counseling (non-teaching certification) - cert florida a&m university , usa.

Fee in university's local currency 17,940 USD

What are the top Mental Health Graduate programs in the USA?

• Master's

Master's in mental health in the USA

Clinical Mental Health - MSc Stephen F. Austin State University , USA

Fee in university's local currency 18,564 USD

Clinical Mental Health Counseling - MSc Western Washington University , USA

Fee in university's local currency 26,574 USD

Clinical Mental Health Counseling - MSc University of South Alabama , USA

Fee in university's local currency 15,593 USD

Clinical Mental Health Counseling - MSc Gannon University , USA

Fee in university's local currency 20,100 USD

Clinical Mental Health Counseling - MSc McNeese State University , USA

Fee in university's local currency 11,075 USD

See all postgraduate degrees in mental health in the USA

Doctorate in mental health in the USA

Counseling: Clinical Mental Health Counseling - EdS Murray State University , USA

Fee in university's local currency 11,800 USD

Professional Counseling: Clinical Mental Health Counseling - EdS Middle Tennessee State University , USA

Fee in university's local currency 26,172 USD

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According to the US Bureau of Labor Statistics, the counseling field is one of the fastest-growing professions in the US, with 37% growth over this decade, particularly in the areas of substance abuse, behavioral disorders, mental health, and grief counseling. Pace University’s Mental Health Counseling MS and PhD programs provide the skills and experience needed to become a care provider, leader, advocate, educator, or researcher in mental health.

The MS program is for those who wish to start or advance a career in professional settings such as mental health counseling facilities, hospitals, private practice, and intervention facilities. Students receive a strong foundation in clinical counseling, plus specialized knowledge in groundbreaking research in areas like resilience and positive psychology and psychotherapy. Students you will gain an understanding of the many different approaches to contemporary counseling, including group and individual therapy, and substance abuse and grief counseling.

The PhD program is designed to train you to become mental health counselor in advanced clinical and supervisory skills and prepare them for a variety of counseling, policy-based, advocacy, teaching, and research careers. In small classes, students are exposed to evidence-based counseling approaches for demographically and clinically diverse populations. Students work closely with faculty to develop and carry out independent research projects culminating in a doctoral dissertation.

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Learn more about how master's programs in mental health counseling can transform your career.

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160,000 Launch your career with Dyson connections through our network of 160,000 alumni 97% of Dyson's master's-level graduates from the class of 2022 are employed or continuing their education. —Pace University Career Services Top 9% of private US colleges that provide the best return on tuition investment —PayScale.com #1 Best Mental Health Counseling/Counselor Doctor’s Degree Colleges for Veterans- Collegefactual.com October 2023 #11 Best Counseling Master’s Degree Programs- Gradreports.com March 2021

"Our approach to teaching is simple: Teach students with respect. It's the same approach I've found effective in counseling. At Pace, you learn in intimate settings that allow you to develop strong relationships with faculty and other students. You truly become part of a community."

Featured employers

Alumni work at esteemed institutions such as:

• New York Presbyterian Hospital
• Visiting Nurse Service of New York
• Phelps Memorial Hospital
• St. Vincent’s Hospital
• St. Christopher’s Inc.
• Four Winds Hospital
• St. Christopher’s Inn

Career Opportunities

Careers for our MS in Mental Health Counseling graduates:

• Behavioral therapists
• Dual-diagnosis clinicians
• Care coordinators
• Behavioral health counselors
• Case managers
• Grief and bereavement counselors
• Substance abuse counselors
• Child and adolescent counselors
• Program directors

Careers for our PhD in Mental Health Counseling graduates:

• Community mental health
• Forensic mental health
• University teaching
• Private practice
• Mental health policymaking

About Dyson College of Arts and Sciences

Dyson College at Pace University offers the resources and caliber of faculty that you would expect at a large university, while providing the close personal attention associated with a small college experience. Dyson currently has 1,155 enrolled graduate students in programs spanning the arts, humanities, and natural, social and health sciences. In small classes taught by caring faculty who are active practitioners in their fields, Dyson offers  innovative programs at convenient locations in New York City and Westchester.

eDGH Professional Development online course fee changes effective March 2024.  Learn more here.

University of Washington Global Health E-Learning

Global mental health, faculty: .

• Deepa Rao, PhD, MA

Mental health is the most neglected disease in global health, which is concerning because mental and behavioral disorders are among the leading causes of disability worldwide. This course describes the key issues in global mental health, such as stigma and social determinants. You will learn about stigma associated with mental health conditions, and assessment, treatment, task sharing, and integrated care. The course includes many case studies of adapting tools and interventions for different settings. While this course does not qualify you to diagnose and treat mental illness, you will learn about available resources for care, treatment and advocacy.

This online course has video lectures, readings, discussion forums, quizzes, case studies and assignments.

You can participate in this course as an independent participant or as part of a site with 5 or more people. Participating as a site group provides a forum for discussing course concepts and applying them to local context and customs. If you are participating independently, the online discussion boards provide a forum for these types of discussion. 

The course is taught in English. Participants should be comfortable with written and spoken English.

Eligibility

To be admitted to the course you must have experience in a health-related field. 

Enrollment Fees:

You can enroll in this course as part of a registered  site group  or you can apply as an  independent participant . 

If part of a site group, your site coordinator will manage your group's enrollment fee. You may be asked to contribute towards this site fee. 

If an independent participant, you will be invoiced based on details and preferences you note in your application.  OECD / LMIC  rates are based on your current location.  Invoices are sent soon after the application period is over.

For site groups made up of participants from a high-income country ( OECD ), the fee is determined by how many people are in your group.  For groups of 12-50 people, the fee is $3500 USD.  However, for smaller groups ( OECD ), we offer a discounted rate of $300 USD per person.

For site groups made up of participants from a low-middle income country ( LMIC ) we further discount the site rate down to $1750 USD for groups of at least 5 people (with a cap of 50 people for this course).

For site groups that may have a mix of both LMIC and OECD participants, the fee is based on the LMIC rate (of $1750 USD) plus $300 USD per OECD participant.  However, if it is more economical, a flat rate of $3500 USD is also an option.  Please inquire with us if you have questions about the fees at your site.

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Payment is accepted via Flywire, a program that allows you to pay in your own currency or via wire transfer, Visa, or Mastercard credit cards. You will receive instructions to submit payment once you have been accepted into the course. 

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Best Mental Health Counseling Programs

Psychology.org Staff

Contributing Writer

Learn about our editorial process .

Updated September 28, 2023

Reviewed by

Tracey Burrell

Contributing Reviewer

Our Integrity Network

Psychology.org is committed to delivering content that is objective and actionable. To that end, we have built a network of industry professionals across higher education to review our content and ensure we are providing the most helpful information to our readers.

Drawing on their firsthand industry expertise, our Integrity Network members serve as an additional step in our editing process, helping us confirm our content is accurate and up to date. These contributors:

• Suggest changes to inaccurate or misleading information.
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Integrity Network members typically work full time in their industry profession and review content for Psychology.org as a side project. All Integrity Network members are paid members of the Red Ventures Education Integrity Network.

Explore our full list of Integrity Network members.

Psychology.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

Are you ready to discover your college program?

A mental health counselor is a licensed clinical healthcare professional who promotes mental health by counseling individual clients, couples, and family members and facilitating group therapy.

Professional counselors work with people with depression, anxiety, addictions, marital or family problems, anger or grief issues, behavioral problems (e.g., in adolescents or children), low self-esteem, or other emotional or mental health issues.

If you are searching for the best mental health counseling programs, this guide can help. Learn what to look for, find out about practical experience requirements, and access a list of the best mental health counseling programs.

What to Look For in a Mental Health Counseling Program

Applying to graduate school may initially seem daunting, You may wonder what to look for in a mental health counseling program. It helps to break down the process into a series of actionable steps beginning with exploring specific program requirements and features.

There are several things to look for in a counseling program, including the admission requirements, the student-to-teacher ratio, required practical experience, accreditation status, and tuition and fees .

Practical Experience Requirements

Practicums and internships provide students with the opportunity to put their classroom skills into practice. Hands-on experience is required to meet the licensed professional counselor (LPC) licensing mandates.

Practical experience includes pre-set hours in which students get real-life experience either by watching licensed professional counsel clients (i.e., practicums) or working more independently and counseling real clients while a licensed professional oversees your work (i.e., supervised internships).

Note internships allow students to gain the clinical experience required to take the LPC examination.

Career Relevance

Becoming a mental health counselor lets you pursue various careers in the mental health field. Examples of possible jobs for mental health counselors include:

• Substance use/addiction counselor (LADC/ licensed alcohol and drug counselor )
• Mental health counselor (LPC/licensed professional counselor)
• Marriage counselor
• Behavioral disorder counselor
• Rehabilitation counselor
• Trauma counselor

Some states refer to LPCs as licensed clinical professional counselors or licensed mental health counselors. These licensed professionals provide mental health and substance abuse counseling services. Becoming a licensed professional counselor involves:

• Successful completion of a master's degree in counseling
• Supervised internship hours, according to state mandates (e.g., usually two years)
• A passing score on the National Board for Certified Counselor ( NBCC ) exam

Learn more about licensing requirements in your state of residence from the American Counseling Association .

The 2021 annual median pay for substance abuse, behavioral disorder, and mental health counselors is $48,520, according to the Bureau of Labor Statistics (BLS). The BLS projects that these jobs will grow by 22% from 2021-2031, which is much faster than average.

Featured Online Counseling Programs

These rankings include Psychology.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site. from our partners. We use publicly available provisional datasets from Integrated Postsecondary Education Data System (IPEDS) to inform the data for these schools. All data is current as of the date this article was published. Program-specific information may vary.

#1 Best Mental Health Counseling Programs

Northwestern University

• Evanston, IL
• Online + Campus

Students seeking one of the best mental health counseling programs can enroll in the master of arts in counseling degree at Northwestern University. This program offers online and in-person course options for a flexible learning experience. 

This 51-unit curriculum is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). Courses include multicultural counseling and contemporary topics in counseling, and students experience a modern take on psychodynamic theory.

Applicants need a bachelor's degree from a regionally-accredited school, a statement of purpose, transcripts, and at least two letters of recommendation. 

#2 Best Mental Health Counseling Programs

University of Georgia

Students pursuing a Ph.D. in counseling psychology with a health service focus can enroll in the University of Georgia's Ph.D. in counseling psychology program. Providing American Psychological Association (APA) accreditation and licensure eligibility for graduates in every U.S. state, UGA's Ph.D. program prepares learners for various careers from clinical to academic settings. 

UGA's curriculum, supervision, and training emphasizes a multicultural approach. Features include two courses in multicultural psychology and diversity within research and instruction. 

Applicants need a master's degree, GRE scores, unofficial transcripts, a statement of purpose, a resume, and three letters of recommendation. 

#3 Best Mental Health Counseling Programs

Johns Hopkins University

• Baltimore, MD

Johns Hopkins University offers a master of science in counseling program. This 60-credit full- or part-time program allows students up to five years to complete all coursework and internship hours.

This CACREP-accredited program includes two concentrations: clinical mental health counseling and school counseling. The clinical mental health focus features classes, such as diversity and social justice in counseling and addictions counseling. Coursework embraces a diverse approach to counseling. The school counseling focus prepares future educators for careers in urban school systems.

Applicants need a bachelor's degree with at least a 3.0 GPA, official transcripts, a resume, a personal statement, and two letters of recommendation. 

#4 Best Mental Health Counseling Programs

Boston College

• Chestnut Hill, MA

Boston College's Ph.D. in counseling psychology prepares students for licensure within multicultural settings. This APA-accredited program encompasses diverse social approaches to coursework, research, and clinical training, including critical perspectives on the psychology of race, class, and gender. 

This 54-credit, 24-course curriculum typically takes learners 5-6 years to complete, with a yearly start date in the fall. Students must also complete a practicum, which involves community placement prior to an internship. 

Admission requirements include a master's degree, a resume, a personal statement, three letters of recommendation, transcripts, and a 15-25 page writing sample. 

#5 Best Mental Health Counseling Programs

Northeastern University

Learners seeking a Ph.D. in counseling that promotes an ecological perspective can enroll in the Ph.D. program in counseling psychology at Northeastern University. This program promotes the examination of behavior within physical and cultural settings, such as community, social, and familial influences. 

The 62-credit curriculum is accredited by the Commission on Accreditation of the American Psychological Association. Students can complete the program in four years. 

Candidates need a master's degree in psychology or a similar area, with at least a 3.5 GPA. Three letters of recommendation and a personal statement are also required.

#6 Best Mental Health Counseling Programs

University of Wisconsin-Madison

• Madison, WI

Students interested in a program that highlights research within counseling psychology can apply to the counseling psychology Ph.D. program at the University of Wisconsin-Madison. Accredited by the American Psychological Association, this program encourages students to immerse themselves in research, specifically with the faculty. 

Learners usually take five years to complete this program and can pursue licensure following a one-year internship. UW-Madison allows exceptional bachelor's-level students to apply, with a program completion average of six years. 

Admissions occur once a year for the fall semester. Requirements include three letters of recommendation, transcripts, a one to three page personal statement, and resume. 

#7 Best Mental Health Counseling Programs

University of Pennsylvania

• Philadelphia, PA

Psychology students interested in a master's program that leads to doctoral studies can apply to the University of Pennsylvania's master of science in education in counseling and mental health services program. For licensure eligibility, students must pursue a subsequent program, as this program alone does not lead to licensure. 

Full-time students take one year to complete ten courses, which start every fall. Focusing on person-centered counseling across the life span, coursework includes human development and sociocultural foundations in counseling. 

Candidates need a bachelor's degree, transcripts, a resume, three letters of recommendation, and a 750-word statement of purpose. 

#8 Best Mental Health Counseling Programs

Columbia University in the City of New York

• New York, NY

Students who wish to pursue a Ph.D. in psychology can enroll in the Ph.D. program in counseling psychology at Teachers College, Columbia University. Accredited by the American Psychological Association, this program focuses on sociocultural impacts within modern counseling. 

This 90-credit program starts once per year in the fall term and typically takes students five years to complete. Although the program requires full-time study, students with extenuating circumstances may request part-time enrollment during certain terms. 

Applicants need a bachelor's degree, transcripts, two letters of recommendation, a resume, a statement of purpose, scores from the general GRE test, and an academic writing sample. 

#9 Best Mental Health Counseling Programs

Albizu University-Miami

Psychology students interested in becoming licensed in Puerto Rico can apply to Albizu University's master of science in counseling psychology program. Students may take coursework at the Mayaguez, Puerto Rico, campus or study online. 

Accredited by the Middle States Commission on Higher Education, this 60-credit program takes learners two and a half years to finish. Maintaining a practitioner-scholar focus, students unite psychological theory with practical application. 

Applicants need at least a 3.0 GPA in undergraduate coursework, although a 2.5 GPA suffices in the case that students demonstrate a 3.0 GPA within psychology-based courses. Admission requirements also include transcripts, two letters of recommendation, a clean criminal record, and a vaccination certificate. 

#10 Best Mental Health Counseling Programs

New York University

New York University's Ph.D. in counseling psychology program emphasizes training and coursework on par with both professional teaching and counseling. Graduates are eligible for licensing.

Accredited by the American Psychological Association this 69-72 credit program commences each fall, offering a full-time courseload and a one-year internship. Students typically take around six years to complete the program.

Candidates need a bachelor's degree, a minimum of 18 prior psychology-related credits, a resume, a statement of purpose, three letters of recommendation, and transcripts. 

Frequently Asked Questions About Mental Health Counseling

Do i need a master's in mental health counseling to be a counselor.

No, you don’t need a master’s degree to become a counselor. Those with a bachelor’s degree can perform entry-level counseling duties under the supervision of a licensed mental health professional. However, you need a master’s degree to sit for the licensed professional counselor (LPC) exam in most states.

Is a master of arts in mental health counseling worth it?

A master of arts in mental health counseling can be worth it depending on your interests and career goals.. THe Bureau of Labor Statistics projects that mental health counselor jobs will increase by 22% from 2021 to 2031, nearly three times faster than the average growth rate for all jobs.

Should I get a master's in clinical mental health counseling or in psychology?

The master’s degree you select to become a mental health counselor depends on your personal goals. If you plan to see clients in groups, as a family unit, or 1:1, in a clinical environment, a master’s in clinical mental health counseling may be the best choice. However, if your goal is to work in research or you plan to teach psychology, you can consider a master’s in psychology.

Page last reviewed on November 14, 2022

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Fellowship award: $8,000.00 number of openings: 2 timeframe: summer 2023 eligibility: graduate date of march 2024 or later application information.

For the past 6 years, the JCK Foundation has supported a psychiatric outreach program in the rural area of Kabale. In the course of one month, about 280 patients are treated. The staff includes 1 psychiatrist, 1 psychiatric nurse, and 4 village health workers. Medication is purchased from local pharmacies. The staff provides diagnostic exams, medical treatments, and counseling. The patients arrive primarily on foot, often walking 5-10 miles. The JCK foundation funds the plan which includes medication at cost of $8000 per annum.

In June-July 2022, a team of two students from the Harvard T.H. Chan School of Public Health worked in collaboration with staff from the JCK Clinic to conduct a preliminary evaluation of its mental health outreach services. Specifically, the evaluation’s objectives were to:

• Evaluate the JCK mental health outreach at three district health clinic locations, Muko, Hamurwa, and Bufundi.
• Assess the knowledge, perception, and other treatment options among caregivers of people with various mental disorders in southwestern Uganda – specifically Rubanda District.

The evaluation focused on conducting interviews with community health workers, patients and caregivers to identify how services were accessed, the perceptions of the impact of services on mental health symptoms and knowledge, community knowledge and stigma, and recommendations for service expansion. A comprehensive overview of JCK Clinic program, and the evaluation’s design, methodology and findings are documented in the Mental Health Outreach Final Report.

Recommendations from evaluation included:

• Increasing the number and capacity of health workers to provide individual counseling and education
• Programming to enable and support patient stability, including financial opportunities
• Infrastructure and maintenance of patient data system
• Diversify workforce, including social worker to support non-medical needs
• Increased clinic sites to address access and transportation challenges

In January-February 2023, one of the students returned to Kabale to initiate the development of a patient electronic medical record (EMR) system for the clinics. The database was designed collaboratively with JCK clinic staff using the open source OpenEMR platform. Over 300 individual patient data was entered into the database and a unique visit template was created for outreach visits.

Summer 2023

There are a number of interrelated projects that GMH Fellows can engage in with JCK Clinic:

• Evaluation of the EMR database, including adoption, implementation and analysis of data. This can also include mapping of the workflow and interviews with patients
• Assist with collection and documentation of materials, literature review for funding proposals
• Support implementation of EEG neurodiagonstic program within the JCK Clinic.
• Potential programs for specialized populations served by the clinic, including maternal mental health, children and adolescents, caregiver mental health, or others.

Project scopes and deliverables will be finalized through discussion with site supervisor, Mr. Centinary Gervase and the Fellowship’s staff team. Students should expect to be involved in engagement with clinic staff, health workers, and patients and present their learnings/findings to different community stakeholders and academic partners.

The Fellow will be expected to spend a minimum of 6 weeks in Uganda, in addition to preparation meetings and post-travel work to complete any deliverables. The Fellow will also participate in the Community Engaged Learning cohort, based at Harvard Chan.

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Designed for aspiring mental health counselors who live across the United States, Counseling@NYU is the online master of arts in Counseling for Mental Health and Wellness program from NYU Steinhardt. This program (full or part time) is taught by distinguished NYU faculty and prepares students to pursue licensure and employment as a clinical mental health counselor. GRE scores not required.

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Master of Arts in Counseling for Mental Health and Wellness

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Learning online, careers and outcomes, licensure and accreditation, an online curriculum for aspiring mental health counselors.

The Counseling@NYU curriculum equips you with the necessary skills to help people from all backgrounds through:

• 60 graduate-level credit hours of live, online classes
• Interactive simulations in counseling lab
• A 100-hour practicum in a mental health setting, including 40 hours of direct practice
• A 600-hour internship at an NYU-approved clinical location, including 240 hours of direct practice
• A three-day on-campus immersion in New York City (circumstances permitting)

You will have the opportunity to customize your learning with electives that fit your interests. Available elective topics include substance-related disorders, marriage and family counseling, adolescent sexual decision-making, responses to trauma, and immigrant-origin youth.

Learn more about the curriculum and view sample course sequences.

The Online Master’s in Mental Health Counseling Experience

You will attend weekly live courses with streamed video and audio. Classes are intentionally kept small and feature capabilities for breakout sessions and face-to-face interaction. Because our curriculum is designed to optimize online learning and maximize collaboration, you’ll be able to connect seamlessly with professors and peers across the country. As a Counseling@NYU student, you will have the opportunity to:

• Explore and synthesize content through a multicultural lens prior to practicum and internship experiences.
• Receive one-on-one attention from your professors during faculty office hours.
• Access faculty-designed, asynchronous content 24/7.
• Reference course work, class materials, and your dashboard on a mobile app.
• Use your dashboard for one-click access to upcoming assignments, grades, contacts, and more.

Learn more about the online student experience.

What Can I Do with an Online Master’s in Mental Health Counseling?

The online master’s in mental health counseling prepares you to pursue licensure as a counselor who helps clients of all ages navigate mental health challenges, such as anxiety, grief, post-traumatic stress disorder, relationships, job transitions, and more.

As a graduate of the online program, you will be uniquely prepared to:

• Assess individuals and groups with attention to gender, race and ethnicity, class, sexual orientation, and ability/disability.
• Apply a variety of counseling skills, such as case conceptualization, practice, and advocacy.
• Form helpful counseling relationships and demonstrate a commitment to the growth and development of your clients.
• Work in a variety of settings, including outpatient care centers, family service centers, hospitals, community agencies, and private practices.

Learn more about mental health counseling careers .

New York University is regionally accredited by the Middle States Commission on Higher Education. The online master of arts in Counseling for Mental Health and Wellness program is accredited by the Master’s in Psychology and Counseling Accreditation Council (MPCAC) under the Master’s in Counseling Accreditation Committee standards. Learn more about MPCAC accreditation . 

Counseling@NYU is registered by New York state as a license-qualifying program in mental health counseling. Students in the online master’s in mental health counseling program may be eligible for licensure in states outside New York; however, requirements vary from state to state . Most state licensing boards require a master’s degree, testing, and completion of post-master’s clinical hours.

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Navigating mental health challenges in graduate school

Zachary f. murguía burton.

1 School of Earth, Energy & Environmental Sciences, Stanford University, Stanford, CA USA

Xiangkun Elvis Cao

2 Department of Chemical Engineering, Massachusetts Institute of Technology, Cambridge, MA USA

3 MIT Climate & Sustainability Consortium, Massachusetts Institute of Technology, Cambridge, MA USA

Many graduate students experience mental health struggles that lead them to question their place in academia. Two scientists who experienced extreme lows in graduate school reflect on what helped them during their low points, and suggest strategies for everyone to contribute to mentally healthier workplaces in academia.

We — Elvis and Zack — are two scientists who navigated mental health challenges during graduate school. Elvis is currently a postdoctoral researcher at MIT, and Zack is a mental health advocate and Stanford research affiliate still figuring out what his path as a scientist may look like.

With this piece, we hope to empower students who are facing similar struggles to understand they are not alone, and to call for more support at the institutional level. While we both ended up deciding to complete our PhDs, we want to emphasize that this is not the right choice for everyone — we each have numerous friends and former colleagues who are now leading healthier, happier lives after deciding to leave their graduate programmes. There are many ways to achieve a fulfilling career in and outside of academia, and, most importantly, there are many ways to achieve a fulfilling life.

Elvis’s experience

In November 2016, 3 months into my PhD in Mechanical Engineering at Cornell University, I planned to quit, even though I had wanted to pursue an academic career since my early childhood in China. I struggled to catch up with two advanced-level courses, could not fit into my first lab rotation, lost interest in my research project, and felt isolated as an international student in the small town of Ithaca. Daily frustrations added up to depression. That November, it started snowing in Ithaca, and I felt I had also entered a ‘snow season’ in my life. At that time, I thought pursuing a PhD at Cornell was the worst decision I had ever made and that I could not do it anymore.

Many international students share a similar experience. We choose to hide our struggles from our family and pretend everything is fine during video calls. We simply do not want to make our loved ones over-worried on the other side of the planet. In addition to the isolation from our families, job uncertainty and, for some of us, visa restrictions escalate our anxieties 1 .

I held on. I reached out to old friends back home to rebuild my positivity and confidence. I also spoke to the other international students in my PhD cohort to seek their support. We initially formed a group to support each other during the qualification exam preparation. When I spoke about my mental health challenges, I was surprised to find they resonated a lot with them, and we started openly discussing our issues to get advice from each other.

With the help of the Director of Graduate Studies in my field and the Graduate Field Assistant at Cornell, I switched to another research group within the department. I built connections with new colleagues and became passionate about my new project with the encouragement of my new PhD advisor. An immigrant himself, he provided substantial support: he was always there to help, from guiding my research project to supporting my professional development (for example, he wrote some 20 reference letters for me). After settling into my new research group, I landed on the Forbes 30 Under 30 list for my thesis project, and my side project was featured on the National Institute for Biomedical Imaging’s website . In 2021, I received two postdoctoral fellowships from the MIT Climate & Sustainability Consortium and the Alexander von Humboldt Foundation . Pursuing a PhD at Cornell turned out to be the right decision for me.

Looking back, my international peers in the support group helped me navigate the initial struggles in graduate school as I tried to fit into the new environment. The help I received from my department eased the pressure a lot, especially during the lab switch process. The support from my advisor and colleagues in the research group made my pursuit of science in a foreign country an enjoyable experience. As international students and scholars, we will inevitably face many additional challenges in the future, and knowing I have someone to count on greatly relieves my anxiety. I have not seen my family since 2019 owing to COVID, but the friendship and mentorship I received during graduate school made me call Ithaca my new home. More graduate students (especially international students) should be encouraged to form their own support groups and seek institutional support when problems arise. Research groups should be supportive, help lessen feelings of isolation and help students identify solutions for the problems they face.

Zack’s experience

In May 2017, 2 years into my PhD in Geological and Environmental Sciences at Stanford University, I was suicidal. I was hospitalized the morning of my doctoral qualifying exams. For months after, I felt like a failure — I was ashamed, my confidence was destroyed, and I did not think I belonged in academia.

I spent 11 days in the hospital, 6 weeks in all-day group therapy, and 5 months away from my dissertation. But, looking back, taking that time away from academia ended up being the best decision I could have made for my life as a scientist. My mental health crisis taught me the power of unplugging: to take that 2-week vacation; to check in with myself, friends and family rather than checking emails late at night; to actually treat weekends as ‘weekends’.

I also sought support from my California-based family and friends, and — critically — from my PhD advisor. He told me he would continue to fund me, and to take all the time I needed to care for myself. He shared encouraging stories of brilliant scientists he knew with mental health challenges.

Five months after my hospitalization, I passed my qualifying exams.

Since then, I’ve worked for the US Department of Energy and NASA, my research has appeared in Popular Science and CNN , and, in December 2020, I defended my PhD. Beyond the professional opportunities that arose after my lowest point in 2017, I have found purpose in giving back: I share openly about my mental health challenges to foster healthier and more inclusive spaces. I co-created The Manic Monologues (a play showcasing diverse true stories of mental health, made accessible to thousands worldwide), and I have spoken for Amazon’s diversity and inclusion series, NPR and — most meaningfully — for university students and hospital patients like I was.

I still struggle with my mental health. I have many good days, and I also have horrible days. But I am not alone. I take medication and I seek help from health-care professionals when needed, and I have built a wonderful support network of friends, family and colleagues: we all support each other, because we are all in this together.

Mental health issues among graduate students

Even before the COVID-19 pandemic, poor mental health was pervasive among graduate students and in academia 2 , 3 . In a 2019 global survey of 6,320 PhD students, 36% of respondents reported seeking help for anxiety or depression caused by their studies 4 . A synthesis of articles published through 2019 yielded a pooled estimate of “clinically significant symptoms of depression” in 24% of PhD students (across 16 studies covering 23,469 students) and of anxiety in 17% of PhD students (across 9 studies covering 15,626 students) — notably higher rates than among young adults in the general population 3 .

The pandemic has exacerbated this already dire situation. A 2020 survey of more than 15,000 graduate students at nine US research universities found that anxiety symptoms rose 50% compared with 2019 (ref. 5 ). The survey found that 32% of graduate students screened positive for symptoms of depression, and 39% screened positive for anxiety 5 . Among faculty, similarly worrying trends are observed. A poll of 1,122 US faculty members found that 70% felt stressed in 2020 versus 32% in 2019 and that more than 50% were seriously considering a career change or early retirement 2 . Another study found moderate to severe signs of mental distress in 78% of UK research staff during the pandemic.

In the USA, international students make up nearly half of all students entering science and engineering graduate programmes . Being an international student comes with many additional mental health challenges, including isolation and separation from family, visa and job prospect uncertainty, acculturation and potential subjection to racism and anti-immigrant rhetoric 4 , 6 , 7 . To make matters worse, mental health impacts may be magnified for groups already most marginalized in STEM and academia, including low-income, first-generation, LGBTQ + , Black, Latinx, Asian, Indigenous, women and non-binary students, as well as students with disabilities and intersecting identities 3 , 5 .

Reflections and strategies for mentally healthier graduate experiences

We navigated our mental health struggles through a combination of reaching out for help (for example, from family, friends, colleagues and supervisors, therapists and mental health professionals), building support groups and finding solidarity among peers, and achieving a better work–life balance by re-organizing priorities and values (Fig.  1 ). Meanwhile, we think it is essential to speak openly about what we went through so that others facing similar challenges know they are not alone. Alongside speaking openly, regular check-ins to see how colleagues are doing and speaking out against injustice are ways we can all help foster mentally healthier environments.

Strategies graduate students and faculty can use for themselves (inner circle) and for others (middle circle), and strategies for institutions to support mentally healthier graduate student experiences (outer circle).

Institutions must also help (Fig.  1 ). In addition to expanding and guaranteeing access to professional mental health services and improving both services and mental health-related policies, institutions must ensure that students are not disadvantaged or implicitly punished for making use of them (for example, via potentially harmful implementation of leave of absence policies ).

Institutions should acknowledge and reward service 8 towards improving mental health. For example, institutions should encourage faculty, staff and students to share vulnerably about their own experiences to create healthier environments and should recognize those who advocate for improved mental health support at the department and university level. Institutions should support and provide resources to graduate students to implement critical social support measures such as peer support groups 9 . Faculty should always strive to foster supportive and positive mentoring relationships with their graduate students, and institutions must support them in doing so. Institutions and graduate advisors alike should support and encourage students in taking healthy breaks when students are feeling stuck, burnt out or overwhelmed (and should explicitly highlight options and examples for taking such breaks). Institutions and faculty should also foster career optimism and remind students that many pathways (both inside and outside of academia and the sciences) can lead to fulfilling careers and lives. Above all, institutions must strive to create an inclusive and supportive culture.

As academics and scientists who faced mental health challenges during graduate school, we are asking individuals and institutions to pay attention to the mental health of students. We must support students — particularly those already under-represented in STEM — to create better workplaces, communities and science for all of us.

If you are struggling right now, you are not alone. We have both been at the lowest of lows. We did not think there was a place for us in academia or in the sciences. But, thankfully, we were wrong. Our lives and careers have never been as fulfilling as they are now.

Finally, we wish to acknowledge that this article is a product of our own experiences and reflections and those of others close to us and, therefore, may not resonate with everyone. Our suggestions similarly cannot be comprehensive in scope, but hopefully may nonetheless further this critical conversation and play some part in bringing about meaningful change to improve mental health support for all.

Competing interests

The authors declare no competing interests.

Related links

Alexander von Humboldt Foundation’s German Chancellor Fellowship: https://www.engineering.cornell.edu/news/sibley-schools-xiangkun-elvis-cao-wins-german-chancellor-fellowship

Feature article by CNN: https://www.cnn.com/2021/02/03/world/martian-landslides-ice-salt-scn/index.html

Feature article by Popular Science: https://www.popsci.com/story/science/below-mars-surface-landslides-discovered/

Feature blog by Harvard: https://blog.petrieflom.law.harvard.edu/2022/03/18/disability-advocacy-stigma-covid/

Forbes 30 under 30 in energy profile: https://www.forbes.com/profile/xiangkun-elvis-cao/

Foreign-born students and workers in the U.S. science and engineering enterprise: https://www.nsf.gov/nsb/sei/one-pagers/Foreign-Born.pdf

Mental health check-in challenge: https://www.choc.org/mental-health-awareness-month/

MIT Climate & Sustainability Consortium fellowship: https://impactclimate.mit.edu/inaugural-cohort-impact-fellows/

NIBIB feature article: https://www.nibib.nih.gov/news-events/newsroom/rapid-test-delineates-diseases-similar-symptoms/

Potentially harmful leave of absence policies: https://georgetownvoice.com/2021/09/11/leaves-of-absence-mental-health/

The Manic Monologues: https://www.themanicmonologues.org/

What researchers think about the culture they work in: https://wellcome.org/reports/what-researchers-think-about-research-culture

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Zachary F. Murguía Burton, Email: ude.drofnats@notrubz .

Xiangkun Elvis Cao, Email: ude.tim@oacsivle .

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• The George G. Graham Lecture

About the MHS in Mental Health Program

The Master of Health Science degree is organized around a core set of four terms of graduate courses and a final research paper that demonstrates mastery of what has been learned in the coursework experience. Research is particularly active in the areas of: psychiatric epidemiology; genetic epidemiology of mental and behavioral disorders, cognitive health and aging; psychoactive drug use; school, family, and community-based preventive interventions; research methodology; youth violence; women’s mental health and pregnancy; global mental health; child sexual abuse and pedophilia; autism spectrum disorder and research on mental health service systems.

MHS in Mental Health Program Highlights

Mental Health department in a school of public health

Full-time and part-time

course offerings across departments

research experience

What Can You Do With a Graduate Degree In Mental Health?

MHS students do a variety of things after graduation. Several pursue advanced graduate training in doctoral programs or medical school. Other MHS students gain employment in academic institutes, community organizations, foundations, healthcare organizations, research and consulting firms, government agencies---making huge impact in lives of individuals and their communities.

Sample Careers

• Epidemiologist
• Clinical quality improvement associate
• Survey operations manager
• Senior research analyst
• Social science research analyst
• Research administrator
• Program manager
• Project director
• Research assistant
• Research associate
• Program/research coordinator
• Social science analyst
• Healthcare consultant

Curriculum for the MHS in Mental Health

Browse an overview of the requirements for this master's program in the JHU  Academic Catalogue  and explore all course offerings in the Bloomberg School  Course Directory .

Current students can view the Department of Mental Health's student handbook on the Info for Current Students page .

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. Applications are reviewed on a rolling basis. The program begins in the fall.

Standardized Test Scores

Standardized test scores are  not required and not reviewed  for this program. If you have taken a standardized test such as the GRE or MCAT and want to submit your scores, please note that they will not be used as a metric during the application review.  Applications will be reviewed holistically based on all required application components.

Questions about the program? We're happy to help.

Academic Program Administrator Patricia Scott [email protected] 410-955-1906

Director, MHS Program Jeanine Marie Parisi [email protected] 410-955-0412