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Doctorate of Philosophy in Counselor Education & Supervision
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Lindsey Wilson College
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Columbia, KY 42728

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Doctorate of Philosophy in Counselor Education & Supervision


Welcome to the Counselor Education & Supervision (CES) program at Lindsey Wilson College. Graduates of the CES program will earn a Ph.D. in Counselor Education & Supervision. The CES program is a 72 credit hour Ph.D. program that prepares leaders in the field of professional counseling. The CES program is designed to meet the needs of working adults by providing a face-to-face learning environment in a convenient weekend format. Emphasizing a unique combination of scholarship, real-world application, and technology, the CES program will challenge and prepare students for employment as counselors, supervisors, educators, researchers, and leaders in the counseling profession. Classes meet monthly at the A.P. White campus in Columbia, KY. Monthly meetings are bridged with online learning opportunities.

Program Distinctions

The CES program emphasizes the importance of peer and faculty mentoring as part of the educational experience, providing a personal learning environment where students can be supported in their professional development. Mentorship is a critical component of doctoral training, allowing students to develop important connections within the counseling community while building the confidence to fulfill their potential as future leaders in the profession. This mentoring model provides the space necessary for a rigorous learning environment that includes the support necessary for success. 

CES Faculty August 2014 Small

The CES program builds upon the already existing clinical skills of students, expanding their knowledge and preparing them for work as leaders in mental health and academic settings. Students will receive extensive training in areas that are typically not emphasized in counselor education programs. 

What can the Counselor Education & Supervision program at Lindsey Wilson College do for you?

Counseling - Expand your knowledge of counseling theories, diagnostic and assessment processes, and current trends in mental health practice. Apply these skills across field experiences in a variety of clinical settings. Each course emphasizes important ethical and cultural elements of the counseling process. 

Teaching - Receive in-depth, research-based training in learning theory, course development, assessment, pedagogy, and classroom management. Apply your knowledge and skills in real-world classroom settings using the latest educational technology. Graduate with a confidence in your teaching abilities that is built from experience and training. 

Supervision and Consultation - Explore a wide range of supervision models, techniques, and delivery model; all based on current research and best practices. Practice your supervision skills with counseling students in a supportive setting. 

Leadership and Advocacy - Develop the knowledge and skills necessary to provide leadership in academic programs, mental health agencies and professional counseling organizations. Master the elements and dispositions of effective leadership. Gain experience in grant writing, fiscal management, accreditation processes, program evaluation,  and professional advocacy. 

Research and Scholarship - Contribute to the knowledge-base of the counseling profession by participating in on-going research teams led by seasoned professionals. Gain confidence in your ability to read, understand, and apply counseling research. Graduate with your own personal research agenda; prepared for work in academic and research settings. 


Why choose Doctorate of Philosophy in Counselor Education & Supervision?

The need for mental health counselors in the United States has been recognized as one of the fastest growing occupations by the Bureau of Labor Statistics (BLS).  The BLS projects this field will grow 36.3% by 2020.  The Occupational Outlook Handbook indicates the need for Mental Health Counselors and Marriage and Family Therapists will grow faster than average at a rate of 37% between 2010-2020.  

The White House recognizes this need as well. President Obama's Fiscal Year 2014 Budget includes $205 million in mental health programs including funding to train more than 5,000 mental health professionals.  This new initiative has the potential to create even larger growth in the need for counselor education and supervision than expected.    

The need for trained mental health leaders is particularly acute in the Appalachian region served by Lindsey Wilson College.  A 2008 study by the Appalachian Regional Commission found the following:

  • Mental health disorders are proportionately higher in Appalachia than in the rest of the nation.
  • Residents of central Appalachia have higher rates of serious psychological stress and major depression than their neighbors in northern and southern Appalachia.
  • Admission rates for prescription drug abuse is rising across the nation, but at a faster pace in Appalachia, especially in coal mining communities. The rate in Appalachia is more than twice that of the U.S., doubling between 2000 to 2004.

These issues are compounded by limited mental health resources in rural settings, limited training opportunities within the region (as outlined in the section below), and limited movement of counseling professionals into the region from other areas. Urban counseling professionals serving in rural areas often suffer from isolation and cultural distance from their communities. Providing training for counseling leaders from within the Appalachian region increases  the likelihood that these individuals can effectively serve the region, providing much needed infrastructure.

The significant need and growth in the mental health field is paralleled by growth in the need for counselor educators. New changes in the CACREP 2009 Accreditation Standards require a doctorate in Counselor Education to teach in CACREP accredited counseling programs.  With only sixty-two (62) Counselor Education programs nationwide, these changes to the CACREP standards will likely increase the demand for Counselor Educators.  A recent study by Minton, Myers, and Morganfield (2012) projected an expected growth of counselor education positions in over 50% of the counselor education programs in the country between 2012-2013 with a net gain of 186.5 new full time equivalent positions over the academic year.  These findings are similar to previous research conducted by Bernard (2006) which found a need for 207 positions over a 15 month period.

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