Program Overview
Adler University’s Doctor of Philosophy (Ph.D.) in Counselor Education and Supervision program prepares students to become expert clinicians, academics, or professional consultants in a unique program guided by themes of freedom and liberation. Our program develops empathetic, compassionate, and socially responsible leaders to promote humanistic scholarship and practice.
Our innovative program is also accredited by the Council for Accreditation of Counseling and Related Programs (CACREP).
Students are prepared to publish in peer-reviewed journals, and encouraged to examine and engage research interests that will drive their doctoral dissertation. Upon graduation, many work as professional consultants, advanced clinicians, and in academia.
Through strong faculty support and professional networks, along with the University’s partnerships with hundreds of community agencies, our doctoral students gain valuable experience in scholarship, clinical counseling and therapy, clinical supervision, leadership, advocacy, teaching, and consulting.
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Student Outcomes
Program Objectives
The DCES program objectives are developed based on three guiding forces: the Program Mission, the Adler Institutional Broad Learning Outcomes, and the CACREP 2016 accreditation standards, Section VI, Doctoral standards on Counselor Education and Supervision, B. Doctoral Professional Identity.
- Program Objective 1: Professional Identity
Demonstrate an in-depth understanding and identification of the various roles of counselor educators in the training and supervision of counselors, teaching, advancing the standards, knowledge, and skills based on the profession of counseling, research and scholarly work, advocating for the welfare of those whom they serve, and advocating for and leadership within the profession. - Program Objective 2: Supervision
Demonstrate a conceptual understanding of and ability to apply various theories and models in the supervision of counselors with reference to the characteristics of the counselor supervisees, clinical settings, and relevant therapeutic issues. - Program Objective 3: Clinical Practice
Demonstrate the ability to apply, evaluate, and integrate theories from both individual and systems perspectives in the provision of interventions in different practice areas in counseling and in serving diverse populations. - Program Objective 4: Teaching
Demonstrate competencies in applying teaching strategies, instructional theories, and evaluative measures in the development of curriculum and teaching modules pertaining to counselor education and the training of counselors. - Program Objective 5: Research
Demonstrate an in-depth understanding and ability to design and implement sound scholarly research from both quantitative and qualitative paradigms and methodologies. This involves displaying an awareness and understanding of the importance of research and the ability to conceive of research as a researcher. An additional ability is to have the capability to ask proper research questions that lead to proper research designs capable of producing substantial scholarly contributions to the profession. - Program Objective 6: Multicultural and Social Justice Competency
Demonstrate an advanced understanding of social change theories and a keen awareness of social justice issues and their respective causes from social, cultural, and systemic perspectives. - Program Objective 7: Leadership and Advocacy
Demonstrate an in-depth understanding of the role of counselor educators in social changes and advancement of the counseling profession, and ability to utilize leadership and advocacy models in order to initiate changes with reference to topical and political conditions. - Program Objective 8: Assessment and Evaluation
Demonstrate a high level of awareness and aptitude in assessment and evaluation as well as evidence-informed practices in areas of counseling, teaching, supervision, advocacy, and program development. - Program Objective 9: Adlerian Principles and Practice
Integrate Adlerian principles and counseling approach in areas of counseling, teaching, supervision, and advocacy. - Program Objective 10: Professional Practice and Ethics
Demonstrate a commitment to socially responsible practice and adherence to ethical standards established by the profession and to regulations set up by local, regional, and national authorities. - Program Objective 11: Multicultural and Social Justice Counseling
Demonstrate multicultural competencies in all aspects of practice as a counselor educator, with advanced understanding of the impact and management of diverse factors in the preparation of counselors, provision of treatment and intervention for clients, promotion of client welfare, development of programs and services, observation of ethical and legal standards, and initiation of social change through political venues and strategies. - Program Objective 12: Scholarship
Forms an identity and function of that of a scholar capable of actively contributing to the knowledge base of the profession, as well as to the knowledge base of the mental health professions in general, through scholarly publications. This can be done conceptually through scholarly writing in the form of analysis of the literature, designing research-based models, or constructively writing articles analyzing the profession itself with the intention of improving it. This also involves not only the ability to conduct quantitative and qualitative research, but also the ability to logically conceive and put in writing both the results and the implications of those results in the venue of scholarly, peer-reviewed journal articles and books.
Student Data (2020-2021)
The following are the most recent program outcomes for the Ph.D. in Counselor Education and Supervision program for the 2020-2021 academic year. On a regular basis, Adler University surveys students, graduates, site supervisors, and employers to obtain useful information about the program.
- There are 55 students enrolled in the program in 2020-21.
- One student graduated in 2020-21. Based on a 7-year maximum program completion period, the graduation rate of this program is 62.5% in summer 2021.
- Job placement rates for graduates is 100% within the first year of graduation.
- 100% of students passed the doctoral comprehensive examination in Summer of 2021
| Cohort | Year to Complete | Completion rate as of Fall of 2020 | ||
|---|---|---|---|---|
| 2015 | 2022 | 71% | ||
| 2016 | 2023 | 37.5% | ||
| 2017 | 2024 | 33% | ||
| 2018 | 2025 | - |
2019-20 Ph.D. in Counselor Education and Supervision Program Annual Report.
2017-18 Ph.D. in Counselor Education and Supervision Program Annual Report.
2016-17 Ph.D. in Counselor Education and Supervision Program Annual Report.
2015-16 Ph.D. in Counselor Education and Supervision Program Annual Report.
Careers in Counselor Education and Supervision
Our program is designed to prepare our doctoral graduates with the advanced skills, knowledge and experience for roles such as:
- Leaders and administrators in the profession
- Clinical supervisor
- Expert clinician in area of practice
- Clinical and Specialist Consultant
- Professor of counselor education programs or other counseling disciplines
- Skilled researcher and scholar in the advancement of the field of counseling
Our students are prepared for careers in a wide variety of diverse settings, including academia, community agencies, mental health counseling centers, research institutions, hospitals, and educational and mental health settings. We also train doctoral students how to establish their own successful, independent counseling and consulting practices.
You’ll enjoy individualized attention from our faculty through advising, mentoring, and professional scholarship that includes collaboration on publishing projects. Our diverse teaching faculty is made up of scholars, practicing clinicians, consultants, and researchers with extensive scholarly and research experience in counselor education and supervision, as well as related fields. Recognized as leaders in their fields, they bring intensive real-world experience to the classroom.
Through strong faculty support and professional networks, along with the University’s partnerships with hundreds of community agencies, our doctoral students gain valuable experience in scholarship, clinical counseling and therapy, clinical supervision, leadership, advocacy, teaching, and consulting.
As part of successfully completing our program, you will complete an advanced clinical practicum and an internship that consists of 600 training hours in the areas of clinical supervision, clinical therapy, teaching, diversity, leadership, and advocacy. Upon completion of the program, graduates will have an array of experiences to equip them to be a well-rounded counselor educator.
Accreditation
CACREP Accreditation
Adler University’s Ph.D. in Counselor Education and Supervision program is accredited by the Council for Accreditation of Counseling and Related Programs (CACREP), which recognizes programs that meet or exceed the highest standards for counselor preparation.
Curriculum
The Doctor of Philosophy in Counselor Education and Supervision is a 60-credit hour program. As part of the program, students will complete a clinical practicum, an internship, social justice internship, comprehensive examination and dissertation.
Find course descriptions and more information in the Adler University Course Catalog.
Program Prerequisites
Applicants are expected to have adequate coursework in the following areas. Applicants who did not graduate from a CACREP-accredited or equivalent program will be assessed to determine whether they have adequate coursework in the following master’s-level counseling course areas and whether they need to complete additional master’s-level courses prior to the beginning of the doctoral program.
This course provides a foundation for the ethical practice of professional counseling. It introduces students to the history of the counseling profession as well as professional roles (practitioner, supervisor, educator, etc.) and professional organizations.
This course provides a survey of models and theories consistent with current research (evidenced-based) and practice in the counseling profession. Approaches include psychoanalytic, individual psychology, person-centered, existential, cognitive-behavioral, Gestalt, family systems, and postmodern theories.
This course teaches basic relationship and counseling skills using role-plays and other experiential activities. The course covers basic counseling skills (e.g., attending, active listening, building rapport), intake interviewing, and self-reflection/self-assessment procedures. It also addresses additional skills such as confrontation, immediacy, hereand-now processing, self-disclosure, and stages of change.
This course presents an overview of various models and theories in the discussion of the characteristics, developmental needs, and tasks at different stages of a person’s life cycle. The impact of social, cultural, biological, and psychological factors on prenatal life, childhood, adolescence, adulthood, and aging will be discussed.
This course is designed to provide a basic foundation of knowledge, awareness, and skills needed for providing more effective counseling services in a multicultural society.
This course introduces students to theory and principles of group dynamics as well as developmental stages of groups.
This course will provide foundational knowledge of individual and group approaches to assessment and evaluation commonly used in counseling practice. Students will be introduced to a variety of formal and informal assessment tools and instruments.
This course is a master’s-level introduction to research methods and program evaluation as it pertains to the field of professional counseling. Major research designs including both quantitative and qualitative methods will be explored.
This course will examine career development and decision-making models and ethical counseling applications to diverse/multicultural client populations.
This course provides an overview of the major disorders in the current edition of the DSM. A range of mental disorders from adjustment disorders to serious psychopathologies will be discussed.
This course presents an overview of major models of couples and family therapy. The impact of multigenerational and environment factors on family dynamics and couples’ relations will be examined through various systemic perspectives.
This course provides an introduction to substance use and the treatment of addictive disorders. Assessment of substance use disorders and current treatment models for substance use, misuse, abuse, dependence, and concurrent disorders are discussed.
Core Counselor Education and Supervision Courses
This is the first course of a three-course sequence (DCES-700, DCES 701, and DCES 702). This course aims at fostering the development of the counselor educator identity among the students. It will orient students to the role of counselor educator and their ethical and legal responsibility as a scholar, trainer, supervisor, and gatekeeper of the profession.
In this second course of the three-course sequence (DCES 700, DCES-701, and DCES 702), this course aims at strengthening the development of the counselor educator scholarly identity as an active contributing member dedicated to the profession. It will emphasize students’ actual involvement in counseling organizations.
This course is an advanced, in-depth, exploration of the theories of counseling, including philosophical presuppositions, assumptions, and implications of counseling and psychotherapy and its theoretical dilemma. Also examined are research findings on consciousness and human change processes such as the stages, processes, and precursors of change.
This course is designed to strengthen doctoral students’ ethical and multicultural competencies as counselors/practitioners, counselor educators, supervisors, and researchers. In addition, this course also focuses on students’ understanding of leadership and advocacy models and development of advocacy and leadership skills.
This course is designed to orient doctoral-level counseling students to the major teaching and learning theories, perspectives, and developmental trends in the field of counselor education. The course includes in-depth discussion of teaching methods, pedagogy, learning styles, and characteristics of effective teachers.
This course is designed to explore and apply theoretical and practical knowledge of clinical supervision models in clinical and mental health settings.
This course will explore in-depth models of program evaluation and development. Students will learn about the application of research techniques and models to conduct needs assessments, input, process, and outcome program evaluation and use the evaluation data to inform program development or enhancement.
This course is designed to advance clinicians’ knowledge and skills in responding to both small- and large-scale crises and trauma, as an individual practitioner and as part of an interdisciplinary team in an agency or a community.
The course is designed to advance both students’ theoretical understanding and skill level in actual practice in facilitating group dynamics. Several approaches to group work are covered, including wellness and personal growth, mental health, and therapeutic groups for diverse clienteles, settings, and clinical issues.
As the logical extension of the Advanced Counseling Theories course (DCES 703), this course explores the wide range of techniques, strategies, procedures, and approaches in counseling and psychotherapy, all in the context of successfully treating mental and emotional disorders as well as bringing about enhanced states of wellness, well-being, and psychological freedom.
This course is designed to provide in-depth study in various qualitative research methods in counseling, program evaluation, education, and behavioral sciences.
This course focuses on the use of quantitative data and application of both descriptive and inferential statistical research methods in the field of counseling, program evaluation, education, and behavioral sciences.
This course provides students training in advanced statistical methods and techniques in analyzing, interpreting and reporting quantitative data in research.
This course is a highly practical description and demonstration of consulting in a professional counseling and mental health context. Consulting skills are compared and contrasted with counseling skills.
Electives
Students may choose three, three-hour courses (9 credit hours total) offered by the program, or 700- or 800-level courses listed in the department elective menu with approval from their Faculty Advisor.
Field Training
The practicum aims at students’ advancement of counseling skills in their chosen areas to that of an expert level. It requires a minimum of 100 hours at a mental health setting, including 40 hours of direct client counseling service in the form of individual, couple and family, and group counseling.
Students are required to complete 600 hours of internship. In this course, students are expected to provide supervision to either master’s students who are in practicum or practicing counselors at an external site.
This is a continuation of students’ internship experience toward the goal of completing the 600-hour requirement, which includes the mandatory 100 hours of experiences in group leadership and supervision for master’s students or groups at an external site.
This is a continuation of students’ internship experience toward the goal of completing the 600-hour requirement, which includes the mandatory 100 hours of experiences in research.
This is a continuation of students’ internship experience toward the goal of completing the 600-hour requirement, which includes the mandatory 100 hours of experiences in teaching.
For students who have taken Social Justice Practicum at Adler in their master’s-level studies prior to the admissions to the Ph.D. CES program. This is a continuation of students’ internship experience toward the goal of completing the 600 hour requirement which includes 100 hours of experiences in one of the following areas: program development, clinical counseling, consultation, professional leadership, and/or other approved activities.
For students who have taken Social Justice Practicum at Adler in their master’s-level studies prior to the admissions to the Ph.D. CES program. This is a continuation of students’ internship experience toward the goal of completing the 600 hour requirement which includes 100 hours of experiences in one of the following areas: program development, clinical counseling, consultation, professional leadership, and/or other approved activities.
Students who did not have Social Justice Practicum at Adler in their master’s-level studies prior to the admissions to the Ph.D. CES program at Adler are required to take Social Justice Internship in the fall and spring semesters of their third year in the program. The Social Justice Internship (SJI) is designed to advance students’ degree of understanding of leadership in effecting change at the community and professional level.
Students who did not have Social Justice Practicum at Adler in their master’s-level studies prior to the admissions to the Ph.D. CES program at Adler are required to take Social Justice Internship in the fall and spring semesters of their third year in the program. The Social Justice Internship (SJI) is designed to advance students’ degree of understanding of leadership in effecting change at the community and professional level.
DCES Comprehensive Examination
Students can apply for the comprehensive examination during the last semester when they are finishing all the core courses and may take the examination in the following semester while working on the electives (option).
Dissertation
Students are expected to apply one or more of the major research models or theories to conduct a research project in a dissertation format.
In this phase of the dissertation, students are to complete chapters 1, 2, and 3 with all the necessary supporting documents for the research project. Students are expected to coordinate an oral defense of the research proposal.
Upon the approval of the study by the IRB, students can begin to implement the methodology of the dissertation research, including data collection and analysis.
Social Justice Practicum
200-hour internship to give students real world experience
A unique and proven program designed to give students real world experience throughout their time at Adler University, the Social Justice Practicum is a required 200-hour internship that spans four courses (or terms for online programs). Every student is given a number of civic-minded categories to choose from. They submit their desired areas of interest. After which, they are assigned a specific and aligned community outreach site where they will work 8 to 10 hours per week.
Faculty Spotlight
Fred J. Hanna, Ph.D.
Ph.D. in Counselor Education and Supervision Program
“Pretty much everything I have done has a humanistic bend to it,” said Dr. Hanna. “Alfred Adler was a humanist himself, so it aligns very closely [with our mission.] If a person is humanistic then they are also oriented around social justice and social responsible practices.”
Admissions Requirements
Students come to Adler with a wide range of personal, professional, and cultural backgrounds and experiences. We admit individuals who can demonstrate a commitment to social justice as well as academic excellence.
Applicants to our Doctor of Philosophy in Counselor Education and Supervision program must meet University Admissions requirements in addition to criteria specific to the Ph.D. program. These include:
- A master’s degree in counseling or a related field from a regionally accredited U.S. institution or a comparable degree from an international institution.
- Applicants who did not graduate from CACREP-accredited or equivalent programs may be required to complete the equivalency requirements in addition to the doctoral curriculum.
- Successful completion of master’s level counseling coursework, and clinical training, practicum and/or internship as part of a master’s program.
- An academic record that demonstrates ability to fulfill the academic demands of our program. Successful applicants typically have a grade point average of 3.25 or higher on a 4.0 scale for graduate-level coursework.
- Approved applicants will be invited to complete an interview as part of the application process.
Applicants are required to submit the following items to be considered for admission:
- Application and application fee
- Statement of Intent (2-3 pages, double-spaced) answering the following questions:
- Why are you interested in your chosen field and program?
- Why is Adler University’s program a good fit for you?
- What are your career goals and interests?
- Resume or Curriculum Vitae
- Official transcripts from all undergraduate and graduate schools attended (U.S and Canada)
- Please have official transcripts sent directly to the Office of Admissions
- Unofficial transcripts may be accepted for any schools in which a degree was not
received - International transcripts must be evaluated by a transcript evaluation service
- Two letters of recommendation
- These should be from someone who can specifically speak to your academic and professional abilities
Approved applicants will be invited to complete an interview with faculty.
Please submit all application materials including official transcripts to the Office of Admissions prior to the application deadline.
Adler University – Office of Admissions
17 N. Dearborn Street
Chicago, IL 60602
Official electronic transcripts should be sent to [email protected].
Tuition & Fees
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