Concentration Options
Credit Hours


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  • In-Person

Ph.D. in Counselor Education and Supervision

This program carries students through three levels in the educational process: praxis, theory and philosophical foundations.

Graduates become counselor educators who are able to provide pre-service and in-service counselor education, as well as provide effective counseling and therapeutic service/interventions to a variety of client populations in human service agencies in the public and private sectors.

The program is open to students from diverse philosophic and religious backgrounds. A mature, experienced student population from many counseling specializations adds to the impact of the training.

The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education. CACREP requires that all Counselor Education and Supervision students obtain coursework and clinical experiences that are equivalent to a CACREP-approved master’s program in addition to the coursework required for the doctoral Counselor Education and Supervision program.

For more information, contact Francis Farrell, Administrative Assistant at 210-438-6400 or ffarrell@stmarytx.edu.

  • The priority deadline to apply for this program is Feb. 1.

Program Objectives

Successive steps towards the development of a well-rounded professional identity.

These activities are assessed and measured by their engagement through any and/or all of the following: professional memberships, presentations, publications, leadership roles, service, advocacy, counseling, supervision, teaching and or other professionally related counseling activities.

Professional Identity

Knowledge of counselor and counselor trainee supervision that involves a working knowledge of legal, ethical and multicultural skills that foster the development of a personal style of supervision.

This supervision style will be measured by: the creation of a supervision agreement to include style of supervision, the development of a philosophical supervision paper, the supervision of a minimum of one entry-level masters student and evaluations through video recording, supervisee’s experience and faculty review.


Knowledge and skills of Counselor Education, instruction, and the understanding of challenges in higher education through the development of the students teaching portfolio, which contains the following: personal philosophy of teaching, philosophy of assessing students, teaching evaluations from both faculty and students, and student-developed instructional materials.


Knowledge of both quantitative and qualitative research design along with the ability of when to and how to implement the appropriate designs, statistical analyses and interpretation through the following: development of research projects, successful submission of IRB proposals, completion of data collection and analyses and a final manuscript written in APA style. All students are encouraged to submit their research results for publication and presentation upon the completion of their research sequence.

Research and Scholarship

Clinical expertise through the advanced mastery of their theoretical approach to counseling and engage with others who have diverse theoretical approaches through the following: completion of Advanced Counseling Theories, Advanced Multicultural Assessment, Advanced Clinical Practicum, and Supervision Internship, as well as student’s collaborative exchanges with peers, supervisees and faculty members.


A culturally-competent, growth-fostering working knowledge base of leadership and advocacy skills that is applicable to their respective professional counseling affiliations, client base, local community, the broader sociopolitical context which, for international students, are applicable to their home country.

Students are encouraged to join national and state professional counseling associations, such as the American Counseling Association, the Texas Counseling Association, and divisions of these organizations.

They are also encouraged to take initial steps towards providing professional service in such a way that will allow them opportunities to advocate for counseling and the clients they serve.

Leadership and Advocacy
  • Degree Plan

    The program is structured to take a total of three years to complete, with two years of full-time study and one year of dissertation development. Students are allowed to move through the program at a slower pace to accommodate work and life obligations.

    Please see the catalog for admission requirements and program information.

  • Courses

    Coursework and clinical experiences are integrated to help students formulate their personal approach to Counselor Education and Supervision.

    We emphasize students’ abilities to demonstrate personal growth and development.

    Courses are offered in the afternoon or evening to accommodate students who work.

Admission Requirements

To be considered for enrollment in the Ph.D. in Counselor Education and Supervision program, applicants must submit the following:

  • Statement of purpose
  • Research interests
  • Professional interests
  • Intercultural and social justice competence
  • Professional experiences (how yo identify as a professional counselor)
  • CV/resume

GRE scores are not required for admission.

Internships and Practicums

Students can provide counseling, supervision, teaching, leadership and advocacy, and/or supervision services for their internship courses. Supervisors must hold a doctoral degree (or coursework beyond a master’s degree) in a mental health field to provide the required on-site supervision for doctoral level students. Each intern also is supervised by a full-time faculty member of the department.

Each practicum and internship student must obtain professional liability insurance that is designed to provide coverage suits of malpractice error or omissions in the performance of their duties, whether actual or alleged.

Students consult with their Academic Advisors and the Counseling Internship Coordinator to determine sites that would provide experiences that fit with their academic, clinical and research interests. Students then contact those sites and obtain agreements to provide services at one or more sites.

The faculty supervisor facilitates discussions in group supervision sessions and monitors each student’s progress, assisting whenever possible to maximize the educational experience. This monitoring includes assessing the quality and quantity of the experience and recommending adaptations and adjustments when necessary.

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Learn More

We’re eager to hear from you and answer any questions you have! Feel free to reach out to learn more about St. Mary’s University.

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