A fundamental mission of both programs is to promote and value diversity.
This is found in the many opportunities our students have to explore issues
of human diversity (race, ethnicity, culture, gender, religion, age, sexual
orientation, disability, etc.), to learn a variety of theoretical approaches
to counseling, to study with a multicultural array of students and faculty,
to work with a range of client populations, and to practice in multiple
work settings. A common link across our master's and doctoral training programs
is a commitment to excellence. Our graduate students work in countless agencies
and schools throughout the local communities, contributing valuable new
ideas and assistance to students, clients, and organizations.
About the PhD Program:
The PhD program in Counseling Psychology has been continuously accredited by the American Psychological Association since 1980. For information, contact the Commission on Accreditation, Office of Program Consultation and Accreditation, American Psychological Association, Education Directorate, 750 First St., NE, Washington, DC 20002-4242, 202-336-5979, http://www.apa.org/ed/accreditation.
The doctoral program embraces the scientist-practitioner model of training. In fact, the doctoral program has sustained a ranking among the top five counseling psychology programs in terms of faculty productivity and scholarly contributions to the literature for over 25 years (e.g., Buboltz, Deemer, & Hoffman, 2010; Skovholt, Stone, & Hill, 1984). For more specific information, see the references cited below. National recognition of the contributions of individual faculty has also been outstanding: Two of our faculty (Friedlander, Phillips) were ranked in the top 8% of the members of the Society of Counseling Psychology in terms of scholarly productivity (Horan et al., 1993), and one (Friedlander) was identified in several publications as being one of the most productive scholars in counseling psychology (Buboltz et al., 1999, 2010; Howard & Curtin, 1993) and psychotherapy process-outcome research (Hill, Nutt & Jackson, 1994).
During its last APA accreditation process, the program was commended for (among other things) "a clearly articulated training model and well organized curriculum." Our academic offerings highlight the integration of theory, research, and practice, ethics, and training in multicultural diversity. Clinical experience is available in various locations (community agencies, residential settings, hospitals, college and university counseling centers, forensic and administrative sites), including the UAlbany Psychological Services Center, a training clinic run conjointly with the clinical psychology program. The majority of our students receive tuition waivers and fellowships or assistantships for 4 or more years.
The program accepts 7 or 8 new doctoral students each year. Typically, half the incoming class has bachelor's degrees, and half has master's degrees. The Division is strongly committed to multicultural diversity and to recruiting students of color. Currently, students of color make up roughly 25% of the total enrollment. The program has awarded over 185 PhDs -- between 5 and 16 per year since 1983. Graduates of the PhD program are licensed in many states and contribute to the field as practitioners adn scholars. In our most recent self-study, virtually all graduates within the past 5 years readily found employment in varying settings, including counseling centers, hospitals, community agencies, medical schools, and academia.
About the Master's Program:
The Master of Science program is designed to reflect traditions in psychology that focus on individual and contextual differences and developmental progression. The emphasis in this practitioner training program is on identifying, preventing, and ameliorating client problems across the life span and across the varied domains of human experience (family life, education, interpersonal relationships, work and leisure).
The Division currently has 6 full-time faculty and a number of part-time faculty. Three faculty members are Fellows of the American Psychological Association. Faculty are actively involved in research activities and in national and local psychological organizations. Many are also engaged in clinical work as consultants and in independent practice.
Buboltz, W. C., Deemer, E., & Hoffman, R. (2010). Content analysis of the Journal of Counseling Psychology: Buboltz, Miller, and Williams (1999) 11 years later. Journal of Counseling Psychology, 57, 368–375.
Buboltz, W. C., Miller, M., & Williams, D. J. (1999). Content analysis of research in the Journal of Counseling Psychology (1973-1978). Journal of Counseling Psychology, 46, 496-503.
Delgado, E. A., & Howard, G. S. (1994). Changes in research productivity in counseling psychology: Revisiting Howard (1983) a decade later. Journal of Counseling Psychology, 41, 69-73.
Diegelman, N., Uffelman, R., Wagner, K., & Diegelman, S. (2005). Current institutional trends in research productivity in counseling psychology journals. The Counseling Psychologist, 33, 327–339.
Ellis, M. V., Haase, R. F., Skowron, E. A., & Kaminsky, L. (1993, August). Institutional contributors to scholarly and professional activities in counseling psychology. Paper presented at the annual convention of the American Psychological Association, Toronto, Canada.
Hanish, C., Horan, J. J., Keen, B., St. Peter, C. C., Ceperich, S. D., & Beasley, J. F. (1995). The scientific stature of counseling psychology training programs: A still picture of a shifting scene. The Counseling Psychologist, 23(1), 82-101.
Hill, C. E., Nutt, E. A., & Jackson, S. (1994). Trends in psychotherapy process research: Samples, measures, researchers, and classic publications. Journal of Counseling Psychology, 41, 364-377.
Horan, J. J., Hanish, C., Keen, B., & Hird, J. S. (1993). When examining the cerebral functioning of Division 17, which organ should we dissect? The Counseling Psychologist, 21(2), 307-315.
Howard, G. S., & Curtin, T. D. (1993). Individual productivity and impact in counseling psychology. The Counseling Psychologist, 21(2), 288-302.
Skovholt, T. M., Stone, G. L., & Hill, C. E. (1984). Institutional affiliations of contributors to scholarly and professional activities in counseling psychology: 1980-1983. Journal of Counseling Psychology, 43, 394-397.