Counseling Psychology Program
NOTE: This program has requested “Accredited, Inactive” status from the American Psychological Association Commission on Accreditation and does not intend to accept applications for admission.
Please direct questions related to the program’s accredited status to the Commission on Accreditation:
Office of Program Consultation and Accreditation, 750 1st Street, NE; Washington D.C. 20002-4242
Please direct other program related questions to: Graduate Support Office: firstname.lastname@example.org
Program’s mission and aims.
Accredited by the APA since 1988, the Counseling Psychology Program at the University of Oklahoma aims to train students in a generalist, scientist-practitioner model, which emphasizes education and training in theory, science, assessment, and practice to produce graduates who are skilled scientist- practitioners trained in research and evidence-based practices, with the goal of improving health outcomes. Our training is designed to prepare graduates in health service psychology who integrate science and practice and deliver evidence-based prevention and intervention services with ethical and multicultural competence.
The program’s aims are consistent with the health service provider specialty in professional psychology, specifically counseling psychology, with its focus on training in the “biological, psychological, social, and cultural aspects of health and behavior regardless of whether one proceeds to practice with traditional mental health populations or in other areas of health” (American Psychologist, 2013, p. 12), preparing graduates to embrace social justice, multiculturalism, advocacy, and human strengths via prevention of mental health problems and promotion of health behaviors in their work with diverse members of society in a variety of settings.
As a Ph.D. degree program espousing the scientist-practitioner training, we are dedicated to training students in the integration of science and practice through coursework, clinical practica, research experiences, and other learning activities. The program curriculum is evidenced based, and students are trained to conceptualize science and practice as complementary and interdependent, to both create and disseminate scholarly research, and to use research to engage in evidence-informed practice.
Training is sequential, cumulative, graded in complexity, and designed to prepare students for practice or further organized training. The program’s curriculum is developmentally sequenced and requires the completion of 92 total semester course credits designed to prepare students for future organized training and lifelong learning. The curriculum consists of required courses and specific professional development activities that students must complete in order to meet minimum levels of competency and knowledge.