The Doctor of Education in Counseling Psychology helps enhance the professional expertise of those pursuing leadership, supervisory, training, and teaching positions in the counseling profession. You will focus your scholarly work on the application of research techniques to the counseling practice. Students typically enter this program with master's level counseling backgrounds in mental health, social work, school counseling, pastoral counseling, family therapy, and psychiatric nursing.

As a student at Argosy University, you will join one of the largest graduate student communities in the nation and enjoy a collegial, supportive academic environment. You will take classes online in our interactive, user-friendly classroom and learn from seasoned faculty members who provide personalized attention in a small class setting.

Throughout your matriculation, we will support you with a student advisor, faculty mentor, career services, and an online campus community enabling you to connect with your global peers.

As a doctoral student you must also attend a minimum of two residency programs. These interactive sessions are designed to enhance student success, provide the opportunity to network, meet faculty, and acquire knowledge and skills that will assist throughout their program. The residency programs will be offered at various campus locations throughout the academic year.

Please note that the EdD in Counseling Psychology does not prepare graduates for licensure. In the counseling field, licensure is generally earned at the master's level. The doctoral curriculum at Argosy University expands upon the general preparation of master's-level practitioners. Licensure regulations vary by state; students are responsible for checking with relevant certification agencies in the state in which they plan to practice.

All doctoral students attend a minimum of two residency programs designed to enhance student success, provide the opportunity to network, meet faculty, and acquire knowledge and skills that will assist throughout their program. The residency programs will be offered at various locations throughout the academic year.

The first residency program is four days in duration, earns each student three semester credit hours, and must be completed within the first 15 semester credit hours of the doctoral program. The first residency program is required. It focuses on topics pertinent to beginning doctoral students, including: success for learning online, conducting research, critical thinking skills, an overview of Argosy University policies, procedures, and support systems, an overview of the comprehensive examination process and guide, an understanding of Argosy University library databases and resources, and successful navigation of the online course management system. Students do not pay an incremental fee for the residency; they pay for the three semester credit hours, their room, travel, and lodging.

The second residency program is three days in duration and coincides with registration for the first three semester credit hours of the dissertation. The second residency program is required, follows the successful completion of the comprehensive examinations, and earns each student three semester credit hours. This program focuses on the successful completion of the dissertation, including: the completion of the plan of studies, more in depth library research, dissertation formatting and style, mind maps, committee meetings, and an overview of the Institution Research Board and Dissertation Guides. Students will also have an opportunity to observe dissertation defenses and hear presentations from advanced doctoral students. Students do not pay an incremental fee for the residency; they pay for the three semester credit hours, their room, travel, and lodging.

The third residency program (one day in duration) is the dissertation defense itself and is not required. Students have the opportunity to make their dissertation defense in person during the Residency I-II. For those students unable to make their defense in person, they will make their defense via teleconference.

The fourth residency program is entitled the Pinnacle Seminar and is delivered as a three semester credit hour, blended delivery course. The Pinnacle Seminar is not required. Each student attends a 7.5-week online course that culminates with an in-person weekend of workshops led by a distinguished national leader in a topic related to their doctoral studies. In addition to working with the visiting professor, students interact with professors and peers in course activities. Students do not pay an incremental fee for the residency; they pay for the three semester credit hours, their room, travel, and lodging.

The Doctor of Education (EdD) in counseling Psychology Program with an optional concentration in Counselor Education and Supervision requires the satisfactory completion of 60 semester credit hours as follows:

All courses are 3 semester credit hours in length.

There are 18 credit hours in Core courses needed for the Doctor of Education (EdD) in Counseling Psychology Program. Select 6 of the following:

C7433 Advanced Group Counseling

The focus of this seminar is the direct application of theories of group dynamics and group leadership within the therapeutic process. Discussion revolves around the use of groups in facilitating personal growth and resolving emotional and interpersonal difficulties. The seminar examines the developmental stages of group process and the problems inherent in group leadership. The expected student outcome is the ability to practice effective group therapy.

C7462 Ethics in Practice

This course provides an advanced exploration of the legal, ethical, and professional choices faced by mental health practitioners. Basic ethical issues are first reviewed and extended into practical, case-oriented study of current demands and obligations for the mental health issues in ethics, professional liability, risk management, and managed care service environments. Successful practitioners will recognize changes in the way employers provide mental health benefits, and will modify and market their services accordingly, in order to offer ethical and effective treatments and consultative services.

C7440 Marriage and Family Therapy

This seminar provides advanced study in marriage and family therapy and practice, offering an in-depth examination of the theories and research related to the conduct of counseling and therapy with couples and families. Special attention is given to the specific marriage and family therapy techniques that are most successful in practice, including psychodynamic, experiential systems, structural, strategic, behavioral, and psychoeducational strategies. Special topics such as multicultural issues, alternative lifestyles, spousal abuse, substance abuse, and brief therapy are discussed. The expected student outcome is the ability to develop and utilize effective, individualized, therapeutic interventions with diverse couples, based on sound theoretical judgment.

C7445 Brief Psychotherapies

This course focuses on a review of contemporary models of the brief psychotherapies. The class explores theoretical models that underlie this mode of treatment and examines ways for their application in applied settings. In addition, the class contrasts brief psychotherapy models with classical therapies, such as behavioral and psychological therapies.

C7458 Diagnosis and Treatment Planning

The foundation of an effective treatment plan is the data gathered through biopsychosocial assessment. Data can be collected from interviews, client history and records, testing, or collateral contacts. This course presents specific steps for developing an effective treatment plan based on assessment data and recognizing the uniqueness of each client. Plans include a variety of interventions and approaches based on both behavioral problems and/or DSM-IV diagnosis.

C7454 Models of Clinical Supervision

This course examines the current definitions and applications of clinical supervision. The major models of clinical supervision are presented, along with the role of clinical supervision in a variety of settings, including the academic "counselor-in-training" as well as the various professional settings in which clinical supervision is performed. The course explores the benefits and shortcomings of individual versus group supervision, with particular focus on characteristics that make for a competent supervisor and effective supervisory relationships. It further explores the role of both supervisor and supervisee, ethical and legal considerations, evaluative criteria, cultural and gender issues, and research issues and methods. The expected student outcome is the development of an individual training model and the ability to demonstrate an understanding of the ethical requirements of supervision. (Restricted to doctoral students with professional counseling experience.)

C7443 Multicultural Issues in Counseling

Mental health professionals work with an increasingly diverse ethnic population, yet their training is usually focused on Western philosophy. Such limitations in training make it difficult for non-Western and ethnic clients to secure culturally sensitive services. This may be true even when the mental health profession is non-Western. This class will expose students to the historical experiences of colonialism and study its effects on the modern psychological organization of ethnic minorities. The course will explore the mental health needs of African, Latino and Hispanic Americans from a historical and cultural perspective. The course will examine how the process of colonialism has affected the present mental health of various ethnic groups. Students who wish to register for this class should be aware that class discussions may be frank, examining the anger, rage, and other issues of ethnic minorities that make working with them so challenging. It is hoped that through this type of open discussion, students will be better prepared to understand the psychology of ethnic minorities.

There are 3 credit hours in Theory courses needed for the Doctor of Education (EdD) in Counseling Psychology Program. Select 1 of the following:

C7434 Cognitive-Behavioral Theories of Counseling

The Cognitive-Behavioral course provides students with an in-depth knowledge base of the cognitive-behavioral theories, past and present. Course content addresses theoretical concepts from an historical perspective, applied intervention strategies associated with theoretical underpinnings, and a review of past and current outcome research relevant to theoretical conceptualizations of the seminal work of Bandura, Beck, Ellis, Festinger, Glass, Meichenbaum, Pavlov, Skinner, and Wolpe and subsequent researchers who contributed to the discipline or application of cognitive-behavioral psychology.

C7435 Existential-Humanistic Theories of Counseling

This course explores in-depth the humanistic psychotherapies. The origins and histories of the existential, Gestalt, and person-centered therapies are examined. Particular emphasis is given to the philosophical and phenomenological assumptions underlying these approaches. Key figures of each of these schools of therapy will be highlighted. Whenever possible, primary sources will be used.

There are 15 credit hours in Research courses needed for the Doctor of Education (EdD) in Counseling Psychology Program.

Required:

R7000/E7111 Introduction to Advanced Academic Study and Writing

This course demystifies the doctoral level research process and provides a solid foundation for academic writing by analyzing and evaluating current research articles, literature reviews, and dissertations. Emphasis will be placed on APA style guidelines, preparation for the doctoral comprehensive examination, and university publication requirements. It also includes a self-inventory based on state and national standards and develops a self improvement plan that is the basis for activities during internship.

R7031 Methods and Analysis of Quantitative Research

This course focuses on the structure and process of descriptive research across the disciplines of business, education, and behavioral science. It presents the concepts of relationships, correlations, and descriptive paradigms. Upon completion of this course, the student will be able to design a descriptive research study. The student will be able to utilize correct descriptive sampling techniques, collect and organize data systematically, adhere to acceptable reliability and validity standards in measurement, apply appropriate descriptive methodology, perform descriptive statistical analysis including mean, mode, median, correlations, chi square and t-tests with matched groups, and fully present findings. The student will also master the language of descriptive research, distinguish between various methodologies, conduct literature surveys that provide the foundation of investigation, critique descriptive research, review the dissertation research process, and construct effective descriptive research proposals. Computer applications, logistical issues, and ethical considerations are examined.

R7035 Methods and Analysis of Qualitative Research

This course introduces the assumptions, theories, and processes of qualitative inquiry. The purpose of this course is to provide advanced graduate students with the theoretical foundations necessary to understand qualitative inquiry, and to enhance their abilities to conduct qualitative research and evaluation.

R7036 Program Evaluation Methods

This course emphasizes the acquisition of knowledge and skills in program evaluation methodology. Six alternative evaluation approaches are surveyed, with a focus on developing a management/ decision-oriented evaluation plan. This course also serves as a practicum for the conceptualization and development of a doctoral research study that employs a program evaluation model.

R7032 Experimental Research Methods

This seminar focuses on the structure and process of experimental research across the disciplines of business, education, and behavioral science. The seminar presents the concepts of probability, cause-effect relationships, and experimental paradigms. Upon completion of the seminar, the student will be able to design a quasi-experimental or true experimental research study that has internal and external validity, utilize correct experimental sampling techniques, collect and organize data systematically, adhere to acceptable reliability and validity standards in measurement, apply appropriate experimental methodology, perform inferential statistical analysis including t-tests with unmatched groups, analysis of variance (ANOVA) and analysis of covariance (ANCOVA), and infer cause-effect relationships. The student will master the language of experimental research, distinguish between various methodologies, conduct literature surveys that provide the foundation of investigation, critique experimental research, review the dissertation research process, and construct effective research proposals. Also, computer applications, logistical issues, and ethical considerations are examined.

-or-

R7037 Survey Techniques

This course provides students with skills necessary for the survey research process. This includes familiarity with questionnaire design, including framing the question, sample size, reliability and validity in survey construction, and the strengths and limitations of the numerous methods used in survey research.

There are 12 credit hours in Electives or Concentration courses needed for the Doctor of Education (EdD) in Counseling Psychology Program. Select 4 of the following (*designates courses required to complete the Concentration in Counselor Education and Supervision):

C7452 Professional Development in Counseling*

This course focuses on the development of counselors and therapists over their career lifespan in order to enhance the professional development and competence of counselors/therapists. Issues related to a stage model of professional development, as well as publications and private practice development, are also considered. Information technology is included as it relates to the professional counselor. Expected student outcomes include a plan of personal development that includes University matriculation and beyond, a program of study that reflects specific individual goals, and demonstration of minimum competencies for successful degree completion.

C7453 Clinical Consultation*

This course presents the consultative theories and techniques related to successful multidisciplinary consultation and collaboration in clinical practice. The focus of the course is on individual (micro) consultation with professionals and others working in medical, forensic, social service, and mental health systems, as well as allied disciplines. The process of clinical consultation is examined, the role and responsibilities of the clinical consultant are explored, and practical skills related to the delivery of services are developed. Expected student outcomes include the emergence of core competencies associated with successful consultative practice in a clinical setting.

E7033 Leading and Managing Change in a Diverse Society*

This course focuses on concepts and strategies for managing change in educational, human services, and business settings. Special consideration is given to the recognition of human diversity and strategies that empower both individuals and the organization. Processes, procedures, and skills for change are presented in terms of situational considerations and implications.

C7465 Teaching in Higher Education*HYPERLINK "javascript:showDescription('course19','courseclose19');"

This course focuses on various models, perspectives, research and techniques pertaining to learning to teach in higher education. Issues related to values, beliefs, pedagogical techniques, learning styles, as well as how to structure, deliver, and evaluate instruction will be covered. Students will develop essential concepts and strategies related to organizing and presenting courses in a practical and effective style applicable to all domains of knowledge.

C7421 Etiology of Mental Illness

There are multiple causes of mental illness, including those beyond the expertise of the professional counselor, that are necessary to consider when planning an intervention and functioning in multidisciplinary teams. This course focuses on the biological, genetic, and diathesis stress models of mental illness. Students examine multiple causes of mental disorders, and explore biochemical, physiological, genetic, and tissue changes that account for the manifestation of specific symptoms in mental illness. This course is for professional counselors, and does not require an extensive background in psychobiology.

C7439 Dynamics of Marriage and Family Systems

This course presents the history and foundations of marital and family theory and practice using a system framework. The primary purpose of the course is the study of the emergence and the tenets of the major theoretical constructs in marriage and family therapy, including psychoanalytic, behavioral, experiential, strategic, and structural models. The specific therapeutic interventions derived from these models are evaluated. Ethics, controversial issues, cultural identity, and contemporary trends are also considered. The expected student outcome is the ability to apply basic theoretical tenets to individual case histories.

C7459 Psychopharmacology for Counselors

Counselors are increasingly members of interdisciplinary teams, and need new information in order to communicate with other disciplines. This course is designed to acquaint the professional counselor with the history and use of psychotropic drugs. Emphasis is given to the understanding of the uses of these drugs and the common side effects of the major categories of psychiatric medications. Relationships between major DSM-IV classifications and appropriate medications are presented.

There are 12 credit hours in Dissertation Courses needed for the Doctor of Education (EdD) in Counseling Psychology Program. Students may substitute the following with any approved elective.

E7935 Dissertation — Counseling

The dissertation is offered in four, 3-semester-credit blocks, each lasting one semester.
Block I

NOTE: Students who do not complete in four semesters must apply for a dissertation extension