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Mission & Program Objectives

The students and faculty of the doctoral program in Counselor Education and Supervision are a diverse community of learners who contribute to the betterment of society through active engagement in teaching, scholarship and service to our community, the counseling profession, and the global community. Collectively our goals are to prepare counselor educators and supervisors who excel in the education and supervision of culturally competent professional counselors in a variety of settings. We are committed to the enhancement and well-being of all individuals, couples, and families through meaningful advocacy, leadership, instruction, and scholarship.

The Department of Counselor Education and Supervision prepares an individual for employment as a counselor educator and supervisor for colleges and universities offering training in school counseling, community counseling, marriage and family counseling/therapy, gerontological counseling, and counseling with children and adolescents. Graduates are also qualified for licensure as professional counselors, and may be employed in such sites as community agencies, schools, counseling centers, employee assistance programs, and private practice. 


The PhD program is built upon the standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). As such, the doctoral program requires skill development in accordance with the CACREP standards at both the master degree and doctoral degree levels. The PhD program adheres to the following objectives: 

  • Supervision


    1. Understands the purposes of clinical supervision.
    2. Understands theoretical frameworks and models of clinical supervision.
    3. Understands the roles and relationships related to clinical supervision.
    4. Understands legal, ethical, and multicultural issues associated with clinical supervision.


    1. Demonstrates the application of theory and skills of clinical supervision.
    2. Develops and demonstrates a personal style of supervision.
  • Teaching


    1. Understands the major roles, responsibilities, and activities of counselor educators.
    2. Knows instructional theory and methods relevant to counselor education.
    3. Understands ethical, legal, and multicultural issues associated with counselor preparation training.

    Skill and Practices

    1. Develops and demonstrates a personal philosophy of teaching and learning.
    2. Demonstrates course design, delivery, and evaluation methods appropriate to course objectives.
    3. Demonstrates the ability to assess the needs of counselors in training and develop techniques to help students develop into competent counselors
  • Research and Scholarship


    1. Understands univariate and multivariate research designs and data analysis methods.
    2. Understands qualitative designs and approaches to qualitative data analysis.
    3. Knows models and methods of instrument design.
    4. Knows models and methods of program evaluation.

    Skill and Practices

    1. Demonstrates the ability to formulate research questions appropriate for professional research and publication.
    2. Demonstrates the ability to create research designs appropriate to quantitative and qualitative research questions.
    3. Demonstrates professional writing skills necessary for journal and newsletter publication.
    4. Demonstrates the ability to develop and submit a program proposal for presentation at state, regional, or national counseling conferences.
    5. Demonstrates the ability to write grant proposals appropriate for research, program enhancement, and/or program development.
    6. Demonstrates the ability to create and implement a program evaluation design.
  • Counseling


    1. Knows the major counseling theories, including their strengths and weaknesses, theoretical bases for efficacy, applicability to multicultural populations, and ethical/legal considerations.
    2. Understands various methods for evaluating counseling effectiveness.
    3. Understands the research base for existing counseling theories.
    4. Understands the effectiveness of models and treatment strategies of crises, disasters, and other trauma-causing events.

    Skills and Practices

    1. Demonstrates a personal theoretical counseling orientation that is based on a critical review of existing counseling theories.
    2. Demonstrates effective application of multiple counseling theories.
    3. Demonstrates an understanding of case conceptualization and effective interventions across diverse populations and settings.
  •  Leadership and Advocacy


    1. Understands theories and skills of leadership.
    2. Understands advocacy models.
    3. Identifies current multicultural issues as they relate to social change theories.
    4. Understands models, leadership roles, and strategies for responding to community, national, and international crises and disasters.
    5. Understands current topical and political issues in counseling and how those issues affect the daily work of counselors and the counseling profession.

    Skills and Practices

    1. Demonstrates the ability to provide leadership or contribute to leadership efforts of professional organizations and/or counseling programs.
    2. Demonstrates the ability to advocate for the profession and its clientele.


  •  Supervised Practica
    1. To provide counselor educators in training with supervised practice in individual and group counseling.
    2. To assist counselor education students in utilizing the supervisory process as fully as possible.
    3. To train counselor educators who are knowledgeable about the supervisory process and who can prepare for supervision sessions.
    4. To train counselor educators who practice ethical behaviors in counseling and supervision and to be change agents for counselors and clients in a variety of settings.

Skill Development

Teaching counselor education courses at the university level.

Supervising counselors providing services to individuals, families, and groups.

Counseling children, adolescents, and adults both individually and in groups to maximize personal, social, and environmental experiences.

Consulting with and assisting various schools, community agencies, and referral source in the development of counseling interventions.

Analyzing, integrating and applying a conceptual framework for working with developmental, learning and personality difficulties of individuals, families, and groups.

Initiating research relative to the profession of counselor education and supervision.


Our History

The history of graduate education in psychology at UNC dates back to the early 1900's. In 1908, a Psychological Clinic was founded. This clinic provided physical and mental examinations of school children. In 1913, the first master's degree in Psychology at UNC was offered. Historically, there has been a strong commitment to national accreditations in our program. The Council for the Accreditation of Counseling and Related Educational Programs (CACREP) began accrediting programs in 1981 and our programs in Clinical Counseling, School Counseling, and the doctoral degree in Counselor Education were accredited in 1982. In 1994, CACREP began accrediting Couples and Family programs and our program was the 2nd Couples and Family program in the U.S. to be accredited by CACREP.

The Counselor Education and Supervision PhD program prepares individuals for employment as counselor educators and supervisors for colleges and universities offering training in school counseling, clinical counseling, couples and family counseling/therapy, counseling with children and adolescents, and gerontology.

Graduates are also qualified for licensure as professional counselors and may be employed in such sites as community agencies, schools, counseling centers, employee assistance programs, and private practice.

The program curriculum and faculty are focused on preparing student to meet the 21st century demands of culturally diverse society. Students are expected to contribute to their education through active involvement with the program, its faculty, and the profession. The course of study includes a common core of relevant and timely courses and experiences meant to engage and challenge learners in their personal and professional development. Students will take part in leadership, mentoring and service activities that extend the curriculum beyond the classroom and training clinic into community and profession.