Statement of Philosophy

Both the CPSY and the SC programs endorse a developmental orientation that focuses on strengths and views emotional distress as a response to anticipated and unanticipated transitions. Individual and cultural diversity is emphasized, because the individual, the family, and the socio-cultural environment influence self-definition, development, and effective coping.

Graduate education in the Counseling and Development (C&D) programs requires a mix of theoretical, experiential, and supervised practice, with both programs interested in students integrating theory, science, and practice in their critical thinking (i.e., the scientist-practitioner model). Integration of theory and practice is obtained through a planned sequence of experiences that spiral toward more advanced concepts and responsibilities, with students developing and extending their professional skill and competence.

Graduate students are responsible and responsive human beings who participate in planning their education and assume a major share of the responsibility for their own learning. The faculty is responsible for providing and maintaining the substantive body of knowledge that must be learned to become a competent professional. Faculty provide regular feedback to students concerning their progress and development within the program.

Nonetheless, students develop a theory or approach to counseling and development that fits their philosophy, their personal style and behavior, and clinical and research literature. No specific counseling approach is imposed upon students. A variety of theories and conceptualizations of behavior will be helpful in their work. Research training at the doctoral level assists students to develop critical skills of analysis and synthesis, and faculty expect that doctoral students will be involved in research throughout their graduate education, and in their career.

The faculty see master's-level work as only one stage of professional development, not an end in itself.  During the admissions process, they look for students who have that understanding.  In addition, because success in the program depends heavily on student learning and response to feedback, program faculty look for students who show evidence of openness to personal growth and self- and professional development.