Master's in Psychology in USA

Find Masters Programs in Psychology in USA 2017

Psychology

Psychology has developed a great deal since it’s forefathers S. Freud and W. Wundt first sought to learn about the workings of human mind. Today, psychology is mostly associated with cognitive research, which is tightly bound with the newest discoveries and experiments of neuroscience. Psychology nowadays means both practical communication and computerized research. Psychology first emerged as an independent scientific discipline in Germany and USA. If you are interested in taking a Masters Degree in Psychology, you should consider USA as a country that has a long history and best modern means for research in this field.

USA has a large number of universities with a long history of teaching psychology. You will be able to work under the guidance of the best professionals in the field. After obtaining a Masters Degree in Psychology, you can choose between clinical, educational, legal, military, political and many other subfields. After graduating, you can find work in either USA or other countries, depending on your interest.

Browse the links below and find out all about the universities that offer a Masters Degree in Psychology in USA! Click on the programs that interest you most and request information about the admission process directly from the universities! 

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Online Master in Negotiation and Conflict Resolution

Creighton University Online
Online & Campus Combined Part time 18 - 24 months September 2017 USA Omaha

Creighton University’s Online Masters in Negotiation and Conflict Resolution develops strong leaders across a variety of industries that can systematically break down problems, mediate different points of view, and collaborate towards innovative solutions. [+]

Best Masters in Psychology in USA 2017. Creighton University’s Online Masters in Negotiation and Conflict Resolution develops strong leaders across a variety of industries that can systematically break down problems, mediate different points of view, and collaborate towards innovative solutions. The program is offered by the Werner Institute at Creighton University School of Law, ranked by The Princeton Review in its Best 169 Law Schools (2015). Concentrations Organizational Collaboration and Conflict Management International Negotiations and Conflict Resolution Health Care Collaboration and Dispute Resolution The flexible program enables students to complete their degree completely online in 18-24 months. The program also includes two 5-day residencies at Creighton’s campus in Omaha, Nebraska giving students an opportunity to practice their skills in role-playing simulations and group exercises. Students also complete a practicum experience in a professional or organizational setting that you choose. Partnership with Association for Conflict Resolution (ACR) Creighton students and recent graduates receive ACR membership for $50 per year, a tuition break of $200 per semester, as well as other discounts towards publications and conferences. [-]

MS in Clinical Mental Health Counseling (CACREP Accredited)

Walden University
Online Full time September 2017 USA USA Online

Prepare for a career as a professional counselor with Walden University’s CACREP-accredited MS in Clinical Mental Health Counseling program. [+]

Prepare for a career as a professional counselor with Walden University’s CACREP-accredited MS in Clinical Mental Health Counseling program. Examine a range of topics related to the counseling field, including assessment, legal and ethical concerns, and intervention and prepare to help individuals and groups with family, mental health, career, and educational issues. This program also explores counseling techniques, including those used in substance abuse counseling and career counseling. Face-to-face residencies allow you to network with expert faculty members and other doctoral students while you hone your research, writing, and critical thinking skills. Specializations (in addition to the General Program) Addiction Counseling Career Counseling Forensic Counseling Military Families and Culture Trauma and Crisis Counseling Walden University’s MS in Clinical Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as a mental health counseling program under the 2001 standards. CACREP is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA), and CACREP accreditation is a requirement for licensure in many states. The MS in Clinical Mental Health Counseling program is designed to prepare graduates to qualify to sit for licensing exams and to meet the academic licensure requirements of many state counseling boards. Walden enrollment advisors can provide guidance on licensure issues, however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure. [-]

Master of Science: Applied Psychology

Sacred Heart University
Online & Campus Combined Full time Part time 8 weeks September 2017 USA Fairfield + 1 more

The Master of Science in Applied Psychology (MSAP) at Sacred Heart University (SHU) will teach you how to apply the science of human behavior to solve practical real-world problems through a unique delivery system of eight-week hybrid courses. [+]

Best Masters in Psychology in USA 2017. The Master of Science in Applied Psychology (MSAP) at Sacred Heart University (SHU) will teach you how to apply the science of human behavior to solve practical real-world problems through a unique delivery system of eight-week hybrid courses. Evening courses will be offered at our Fairfield campus with online discussion supplementing class meetings. You will complete the entire degree in one calendar year by taking two classes per eight-week session. Program Options: In addition to the required core courses, all students take a four-course sequence in a particular area of specialization. Industrial/organizational psychology Community psychology Students may also begin a 12-credit certificate in one of these two specialty areas that can later be applied to the master’s degree as a concentration. With its strong foundation in research methods and quantitative reasoning and its numerous connections with community agencies, schools and corporations, this program provides excellent preparation for a wide variety of careers in today’s data-driven economy. Students are particularly well-prepared for a variety of leadership positions in government, community, corporate settings and doctoral work. The program is built on a scientist-practitioner model in which students gain a solid foundation in the science of psychology and learn to apply this knowledge and skill set to real-world practical problems. Consistent with the overall mission of the University, consideration of ethical issues, human dignity and social justice are infused throughout the entire program. WHY TAKE THE MSAP PROGRAM? Propel your career in virtually any industry Enjoy a unique delivery system of eight-week hybrid courses Complete your master’s degree in one calendar year Take advantage of a research-driven core curriculum Choose between two career-oriented concentrations: industrial/organizational or community psychology Take concentrations as a stand-alone 12-credit certificate Unique Program Attributes Accelerated Format MSAP courses are offered in a series of eight-week sessions; entering students who begin in the fall can complete their degree in just one calendar year taking courses two nights per week with additional online course discussion. Unique Cohort Model Students will take the required program courses in a lock-step format as part of an academic cohort. Students work together comprehensively and utilize one another for a richer academic experience. Distinguished Faculty SHU faculty members come from a wide range of academic, clinical and corporate backgrounds. Virtually all faculty members teaching in the program are full-time and are considered experts in their fields of study. Our faculty has extensive clinical, consulting and/or organizational setting experience, which is extremely valuable in an applied psychology program. Faculty will treat you not as students, but as future colleagues. Learn more about our faculty and their specializations on our program site. Certificate Programs The concentrations in industrial/organizational psychology and community psychology may also be taken as stand-alone, 12-credit certificate programs. A student may start by taking a certificate, then later decide to apply these courses to the full master’s program. Flexibility Students entering this program do not need a bachelor’s degree in psychology to apply, as long as they have completed the following prerequisites successfully: Four undergraduate psychology courses, (one) from a natural science-related psychology course preferred (e.g., sensation, perception, neuroscience, cognition, behaviorism, etc.). A statistics course (preferably in psychology, but could also be a math or another social science research course). A research methods course (preferably in psychology, but could also be a math or another social science research course) is preferred but not required. Students who do not have the required prerequisite courses are encouraged to contact the Office of Graduate Admissions. Career Outlook According to the U.S. Department of Labor, employment in the psychology profession is expected to grow 12 percent through the year 2020 and 26 percent in the industrial/organizational psychology profession. Employment will grow because of increased demand for psychological services in schools, hospitals, social service agencies, mental health centers, substance abuse treatment clinics, consulting firms and private companies. Course Requirements The Master of Science in Applied Psychology is a 38-credit program consisting of 12 total courses (Core, Capstone/Thesis and Concentration courses): Required Core Courses For All Tracks PS 500 Foundations of Applied Psychology — 4 credits PS 520 Developmental Issues Across the Life Span — 3 credits PS 525 Identifying and Managing Psychopathology in Community Settings — 3 credits PS 550 Applied Research Methods and Statistics — 4 credits PS 551 Individual Psychological Assessment and Appraisal — 3 credits PS 552 Program Development and Evaluation — 3 credits PS 595 Capstone Project I (or) PS 600 Thesis I — 3 credits PS 596 Capstone Fieldwork II (or) PS 601 Thesis II — 3 credits Optional PS 590 Comprehensive Exam if you do not wish to do Project II or both Thesis classes — *3 credits Industrial / Organizational Track PS 530 Personnel Psychology — 3 credits PS 531 Organizational Behavior — 3 credits PS 532 Job Analysis, Competency Modeling and Criterion Development — 3 credits PS 533 Employee Training and Development (or) appropriate Business course — 3 credits Community Psychology Track PS 540 Foundations of Community Psychology — 3 credits PS 541 Theories of Counseling and Personality — 3 credits PS 542 Counseling Methods and Techniques — 3 credits PS 543 Community Health Psychology — 3 credits Admission Requirements Admission to the Master of Science in Applied Psychology is competitive. The priority application deadline is March 1 for the September cohort, but applications will continue to be accepted until the class is filled. Prospective students applying for admission to the applied psychology program must submit the following information to the Office of Graduate Admissions: Online graduate application: http://apply.sacredheart.edu Nonrefundable application fee Bachelor’s degree from an accredited college or university Transcripts from all colleges and universities attended Statement of Professional Goals: Why you wish to pursue the Master of Science in Applied Psychology at Sacred Heart University (500 word maximum) Minimum overall GPA of 3.0 Two letters of recommendation Résumé GRE scores are not required but are recommended as additional evidence of eligibility Financial Assistance Student loans, deferred payment plans and a variety of other programs are available through the Office of Student Financial Assistance. For links to the FAFSA and Graduate Confidential forms please visit the Student Financial Assistance website. [-]

Master of Arts in Counseling Psychology, Concentration in Expressive Arts Therapy

California Institute of Integral Studies
Campus Full time September 2017 USA San Francisco

At CIIS, expressive arts therapy refers to a therapeutic approach with individuals, couples, families, groups, and community-based programs that integrates a wide range of arts modalities in the service of human growth, development and healing. [+]

Master of Arts in Counseling Psychology, Concentration in Expressive Arts Therapy The Expressive Arts Therapy Program is still accepting applications for Fall, 2015! What is Expressive Arts Therapy? At CIIS, expressive arts therapy refers to a therapeutic approach with individuals, couples, families, groups, and community-based programs that integrates a wide range of arts modalities in the service of human growth, development and healing. It takes a multi-arts or multimodal approach, integrating painting, drawing, sculpture, dance/movement, music, drama, ritual, poetry, and prose within therapeutic encounters. Expressive arts therapists seek to build a compassionate, supportive, and culturally-sensitive relationship with clients. The expressive arts become the medium through which clients can explore and potentially transform emotional, social, spiritual, and relational issues; identify strengths; and experience new creative insights. Expressive arts therapy processes are used successfully in almost all psychotherapeutic contexts, ranging from work with people faced with chronic and persistent mental health challenges, to the facilitation of human growth and potential. Mission The EXA@CIIS program educates and trains the future leaders of the Expressive Arts therapy field. We use the power of the arts as tools for human development & healing, psycho-spiritual growth, social change, and empowered self-agency. This This is accomplished through an innovative Scholar-Artist-Practitioner model bridging gaps between academic knowledge, clinical practice and community engagement with the arts at the center. Our faculty considers each student to be a unique contributor to the learning community due to their diverse backgrounds, experience and interests. A Comprehensive Training in Counseling and Psychotherapy The Expressive Arts Therapy program integrates a thorough education in theories and methods of psychotherapy with intensive training in expressive arts therapy. This three-year full-time program covers individual, group, couples, and family therapy, and includes a year-long practicum under the supervision of licensed mental health professionals who are also expressive arts therapists. The training meets the educational requirements for California's Marriage and Family Therapy (MFT) license and is also designed to meet the educational requirements to become a Registered Expressive Arts Therapist (REAT) with the International Expressive Arts Therapy Association (IEATA). A Range of Theoretical Frameworks The principles of liberation psychology and relational-cultural theory (RCT) provide overarching theoretical frameworks for the curriculum. The EXA program also provides students with foundational knowledge and skills of the major schools of psychotherapy through multicultural and feminist lenses. These include contemporary psychoanalytic and psychodynamic approaches; Jungian; existential-humanist; cognitive-behavioral; mindfulness-based; narrative and constructivist; as well as a range of family systems approaches. The program places a high premium on sensitivity and responsiveness to the needs of the very diverse communities of the Bay Area in terms of race, ethnicity, religion, gender, sexual preference, differing abilities, and socioeconomic status. This is reflected in all aspects of the formal curriculum as well as in our approach to pedagogy in the classroom. Multiple Expressive Arts Approaches There are multiple theoretical foundations for an expressive arts practice. At CIIS, students have an opportunity to receive foundational training in a wide range of expressive arts approaches. The most established approaches include person-centered, movement-centered, intermodal, and narrative and collaborative expressive arts therapies. Hands on Learning CIIS EXA students typically complete their clinical fieldwork in the third year, beginning in the fall semester and ending the following summer. In the first year, students begin receiving hands-on training in-class as well as visiting and interviewing practitioners in the community. The program also maintains partnerships with community organizations, including GLIDE's Family Youth & Child Center and Contra Costa Health Services, to offer students additional opportunities to practice prior to their third year clinical fieldwork. Learning Outcomes EXA is a dynamic program weaving the arts across the curriculum, enabling students to: Demonstrate capacity to integrate a range of expressive arts practices into psychotherapy with individuals, couples, families, and groups; with sensitivity to differences including gender identification, sexual orientation, race, ethnicity, differing abilities, socioeconomic status, and spiritual and religious practices Translate expressive arts interventions and processes into standard psychological language, and vice versa Articulate when expressive arts approaches are appropriate and when they may be contraindicated within particular clinical situations Demonstrate capacity to weave together expressive arts and recovery-oriented principles and practices into treatment Demonstrate personal growth and development through the use of expressive arts practices Demonstrate ability to conceptualize and intervene holistically (addresses body, mind, and spirit) Admission to the Program Because we believe that individuals can tap into an innate healing power, our curriculum explores interconnections between spirituality and creativity. One of four programs in the world that concentrate in this specialty, ours brings together the therapeutic arts-visual, musical, dramatic. CIIS' intensive training combines coursework with individual and group expressive arts psychotherapy, plus a yearlong clinical practicum. Students come from all over the world to enroll in our three-year program. They work in a variety of psychotherapeutic contexts, and in a wide range of business and professional settings. Our coursework meets the academic requirements for California's Marriage and Family Therapy (MFT) license and is designed to meet the educational requirements to become a Registered Expressive Arts Therapist (REAT) with the International Expressive Arts Therapy Association (IEATA). [-]

Master of Arts in Counseling Psychology, Concentration in Drama Therapy

California Institute of Integral Studies
Campus Full time 2 years September 2017 USA San Francisco

The CIIS Drama Therapy program is one of only three master's programs in the United States both regionally accredited and approved by the North American Drama Therapy Association, and is one of only a handful of such programs in the world. [+]

Best Masters in Psychology in USA 2017. MA in Counseling Psychology with a Concentration in Drama Therapy Freedom and possibility are two key words that begin to describe the essence of drama therapy. Life is finite; there are only so many experiences we can have. But in drama, the opportunities and options are endless, enabling us to dive more deeply into the richness of life. And when the dramas are authentic and "real," they have the power to affect, and even alter, our real lives profoundly. For the past thirty years, we have been investigating how therapeutically adapted dramatic processes work over time to heal wounds, facilitate lasting change, and help people reach their highest potential. -Renée Emunah, Program Founder/Director The program allowed me to tap into the limitless storehouse of compassion, imagination, play, and resiliency inside of me and helped me channel all that into my fullest potential as a therapist and human being. It was an all-encompassing and transformative experience. As a storyteller, scholar, and now clinician, the impacts of the Drama Therapy program at CIIS will continue to serve me professionally and reverberate through me and those with whom I come into contact. -Aileen Cho, Program Alumna, MA (2012) One of my most life changing experiences! The Drama Therapy program at CIIS gave me the personal and clinical resources I needed to become a skilled therapist, while remaining in touch with my artist self. -Dorothy Lemoult, Program Alumna, MA (2011) The CIIS Drama Therapy program is one of only three master's programs in the United States both regionally accredited and approved by the North American Drama Therapy Association, and is one of only a handful of such programs in the world. CIIS is internationally recognized as housing one of the world's most highly developed and rigorous training programs for drama therapists. FOR FALL 2016 ADMISSION THE APPLICATION DEADLINE WILL BE IN JANUARY 15, 2016 Admission opens November 15th, 2015. All application materials need to be submitted by January 15th, 2016. Interviews will take place in late February and early March, 2016. About the Program The Drama Therapy Program at CIIS is one of the only master 's level programs accredited in the field nationwide. Our aim is to take students on a challenging and compelling personal and intellectual journey toward deeper levels of understanding and developing competence in drama therapy. Our commitment is to provide a serious, multilayered training in using this potent medium ethically, respectfully, and skillfully. Faculty and students delve into the complexities, subtleties, and possibilities of drama therapy. Coursework is sequenced and progressive. Theoretical, practical/clinical, and experiential formats are incorporated. Small, action-oriented classes within a cohort model support students' personal development and a sense of community. While many people come to our program already personally familiar with the transformative power of drama, even the first semester of the program reveals new dimensions to the field and gives a glimpse of the vast range of exploration ahead. An integral part of the program is on-site clinical training and supervision at a wide range of possible placement sites. Interns receive individual weekly supervision on-site by a licensed clinician, as well as small-group supervision at CIIS with a Registered Drama Therapist (RDT). In their final semester of the program, students take an Integrative Seminar which supports the development of a capstone project. This final project may be a theoretical article, a live, self-revelatory (therapeutic) theater performance, or a DVD documenting a drama therapy treatment process. All formats are presented publicly to a community of peers, family, and friends, leading to a sense of culminating achievement in the program. CIIS is accredited by the Western Association of Schools and Colleges (WASC). The program follows the academic guidelines set forth by the North American Drama Therapy Association and meets academic requirements for registry as a drama therapist (RDT). The program also fulfills academic requirements for Marriage and Family Therapist (MFT*) licensure in the state of California. Coursework preparing for licensure as a Licensed Professional Clinical Counselor (LPCC) is also available. *Please note that in order to become a Licensed Marriage and Family Therapist, you must also complete 3,000 hours of internship in addition to your educational requirements. You will graduate from our program with between 700 and 1,000 hours that will count toward licensure. Apply to the Drama Therapy Program We seek (and seem to attract!) creative, motivated, mature students who have already demonstrated a strong interest in the integration of theater and therapy. Integrity, introspection, and dedication are all essential attributes. Our students come to the program from around the world. Applicants must have a background in drama/theater and a minimum of two undergraduate psychology courses. Volunteer or paid work experience in human services is strongly recommended. Diversity We encourage and embrace diversity in our program, and place a high value on having students from a variety of racial and cultural backgrounds; other representations of diversity (including age range) are also important to us. We look at each applicant holistically, and if you feel passionate about this field, we welcome your application. Admission Requirements THE DEADLINE TO APPLY FOR THE FALL SEMESTER IS JANUARY 15. Admission is for the Fall semester only. Those applicants who are selected to interview will be invited to San Francisco for interviews that are held in late February to early March. Admissions Application Non-refundable $65 Application Fee Degree Requirement: An undergraduate degree (BA, BS, or BFA) from an accredited college or university. Transcripts: Official transcripts from all accredited academic institutions attended within the United States. Transcripts must arrive in their official, sealed envelopes. Autobiographical Statement: A five to seven page (12 pt font, double-spaced) introspective essay in which you reflect on significant childhood and adult life experiences that have affected your personal development. Goal Statement: A one page (12 pt font, double-spaced) statement of your educational and professional interests, goals or passions. Two Letters of Recommendation: From academic advisors, professors or professional supervisors. Recommenders should use standard business format and include full contact information-name, email, phone number, and mailing address. Resume/Outline: A one to two page outline listing your background/experience (if any) in: (1) theater (2) psychology (3) human services work, and (4) creative arts therapy. Academic Prerequisites: Two undergraduate psychology courses from an accredited college or university are required. They may be in progress during the application process. Interview: Individual and group interviews by invitation from the admissions committee. International students and individuals who have studied at institutions outside the US and Canada may have additional requirements. [-]

Master of Arts in Counseling Psychology, Concentration in Community Mental Health

California Institute of Integral Studies
Campus Full time 3 years September 2017 USA San Francisco

CIIS has trained MFT's since 1973 and graduates have had one of the highest pass rates on the MFT exam, with a 96% pass rate. Since 1973 the Master's in Counseling Program has responded to changes in the field. [+]

Master of Arts in Counseling Psychology, Concentration in Community Mental Health CIIS has trained MFT's since 1973 and graduates have had one of the highest pass rates on the MFT exam, with a 96% pass rate. Since 1973 the Master's in Counseling Program has responded to changes in the field. Community Mental Health evolved out of this trend in providing innovative educational opportunities and the changing needs in the field. In order to better meet the changing landscape of public mental health, CIIS was an early adapter of the CMH curriculum, and as such, a pioneer in developing master's level coursework and specialty training for those interested in careers in public mental health. In the spirit of the Mental Health Services Act stakeholders in the public mental health system were invited to the table to help plan the needs of master's level counseling students. This included working with local public mental health; community-based organizations; consumers; community members; and service providers. Out of this work the CMH program developed the following program goals: CMH will provide strong clinical training built on Psychodynamics, Humanistic Mindfulness, and Family Systems Therapy Trauma-informed therapies; Recovery and resiliency models of treatment; Social justice perspectives, and Community psychology theory and praxis. CMH trains students with a strong theoretical base to be proficient as licensed, independent mental health practitioners either as a licensed MFT or LPCC. These skills include: Assessment, diagnosis, prognosis and treatment planning; Outcomes Evaluation; Cultural Humility; Best Practices; and Practice-Based Evidence. The CMH program models itself on the public mental health model, providing opportunities for peer-based support and services; Wellness Recovery Action Planning for students; community meetings; and access to MHSA-based support services for students of color; LGBT students; consumers of public mental health services and their family members; and veterans. We welcome a diverse cohort of students to come together to learn to become licensed therapists, clinical case managers, change agents within the mental health system. Our trainees and graduate students are consistently sought after in the public mental health system and in community organizations. We welcome you to become part of the next generation of students trained and ready for system transformation. Statement of Diversity: Diversity and the recognition of multiple perspectives is a core value of the Community Mental Health Program at CIIS. We celebrate and embrace these diverse perspectives as a source of strength, creativity and relevance in our field. Our differences and how we each live those differences - be they of race, ethnicity, gender, religion, sexual orientation, gender identity, age, socioeconomic status, abilities, experiences and more - enhance our ability to achieve the Institute's core mission to embody spirit, intellect, and wisdom in service to individuals, communities and the Earth. We do this by framing our studies in the context of social justice, liberation psychologies and including, respecting, and valuing the voices of the communities we serve in our students, staff, faculty and where we provide service. Training Clinical Training The clinical training component of the CMH program is fully integrated into the Master's degree program. In the first year students will have assignments which bring them into agencies and programs to learn firsthand what is happening in community mental health in our area. In year two (see below) students will begin to gain experience and deliver services and in year three they will take clinical practicum courses. It is in practicum that students begin, with supervision, to engage in therapy with clients. Each student plays a key role in identifying sites for field work and clinical practicum. The CMH office and the Field Placement team are ready and eager to help students make good choices. Once made, those choices must be approved by the Director of the CMH program and the Director of Field Education Year 2- Clinical Field Study (2-units) Over the course of two semesters students will engage in (2) one-unit courses that will introduce the student to clinical fieldwork. Students will explore the development of professional identity, client engagement, client advocacy, psychosocial education and case management. Completion of the course will require attendance in weekly classes plus 6-8 hours per week of documented fieldwork in an approved site. Year 3- Clinical Practicum (4-units) Over the course of two semesters students will engage in (2) two-unit courses that will enhance clinical training in the practicum. Students will continue their development of professional identity as the student learns to become a psychotherapist and integrate what is learned in the classroom with the experience at the practicum site. Completion of the course will require attendance in weekly classes plus 16-20 hours per week of documented training in an approved site. Students must complete a minimum of 500 qualifying BBS hours between their fieldwork and practicum training, but may complete as many as 1300. The remaining qualifying hours may then be accrued post-graduation. Apply to the Community Mental Health Program About the Program Taking a systemic approach, this 60-unit, three-year program integrates the fundamentals of intensive and supplemental case management with an emphasis on counseling, cultural competence and a public sector practicum. Delivered in a variety of formats, the curriculum graduated students job-ready for high-demand public sector careers and prepared to sit for Marriage and Family Therapy licensure. Designed in collaboration with leading mental health providers, this program meets critical needs: Therapeutic A growing number of clients with multiple diagnoses require a different level and type of therapy. Cultural The profession needs more practitioners from diverse backgrounds who are culturally competent and bilingual or multilingual. Professional Nearly 70 percent of San Francisco's public mental health work force will retire within the next 10 years-a trend that is echoed throughout the state and the nation. Admissions Requirements Admissions Application: The online application can be found on the school website. Non-refundable $65 application fee Degree Requirement: An undergraduate degree (BA, BS, or the equivalent) from an accredited college or university. Transcripts: Official transcripts from all accredited academic institutions attended within the United States. Transcripts must arrive in their official, sealed envelopes. Goal Statement: A one-page statement of professional goals and objectives that shows demonstrated commitment to the field of community mental health. Resume Autobiographical Statement: A four-to-six page (typed, double-spaced) introspective autobiographical statement emphasizing how you arrived at your current commitment to work in the area of community mental health and describing life experiences that have led to your decision to apply. Two Letters of Recommendation: Letters of recommendation will be accepted from academic advisors, professors, professional supervisors, or someone able to attest to your ability to undertake the work required for your program. Recommenders should use standard business format and include full contact information-name, email, phone number, and mailing address. International students and individuals who have studied at institutions outside the US and Canada may have additional requirements. Candidate Selection In selecting candidates for admission, the program considers the following factors to be desirable: a background, interest, and demonstrated commitment to public and community mental health (work or volunteer), and evidence of a commitment to achieving positive health outcomes in these settings. Alternatively, experience in community planning, community organizing, and/or social justice in a paid or volunteer position will be helpful, as well as sufficient personal stability, and energy to become an effective therapist, and academic records that indicate probable success in completing graduate studies.The statement of professional goals and objectives submitted with the application form should address these issues. In addition to the above considerations, the program seeks individuals who exhibit the interpersonal communication skills required of psychotherapists.These include a congruence of feelings and action, an ability to listen and attend, a willingness to be self-reflective, and an openness to evaluating and changing behaviors and attitudes.As the program operates on a cohort model, students are interviewed about their goals, objectives, and experiences.These interviews aim to create a cohort of students who can support, motivate, and sustain one another during the seven semesters of study. [-]

Master of Liberal Studies

Fort Hays State University Graduate School
Campus or Online Full time Part time 31 hours August 2017 USA Wichita + 1 more

Earning a Master of Liberal Studies degree from Fort Hays State University can help you see the world differently. As you progress through your program, you will develop (or deepen) [+]

Master of Liberal StudiesEarning a Master of Liberal Studies degree from Fort Hays State University can help you see the world differently. As you progress through your program, you will develop (or deepen) the critical thinking skills you need to become a wiser consumer of knowledge, becoming better able to understand and evaluate the intellectual work of any discipline. Most importantly, as you begin to see the world differently, you may discover new ways to have a positive effect on the world around you.Designed with the working professional in mind, the 31-credit hour Master of Liberal Studies degree program makes it easier for you to balance work and personal commitments to achieve your educational goals.... [-]


Masters in Psychology

University of Houston
Campus Full time September 2017 USA Houston

The graduate program in Psychology leads to the Master of Arts Degree. All aspects of the degree are guided by the suggested curricula of the American Psychological Association and developed by our faculty for optimum learning in the classroom, laboratory, and applied settings. The program is a vehicle for advanced study of human behavior. [+]

The graduate program in Psychology leads to the Master of Arts Degree. All aspects of the degree are guided by the suggested curricula of the American Psychological Association and developed by our faculty for optimum learning in the classroom, laboratory, and applied settings. The program is a vehicle for advanced study of human behavior. Course work is taken primarily in psychology, but with faculty permission appropriate course work in the behavioral sciences may be allowed. Applicants should have strong undergraduate preparation in the Behavioral Sciences; those without a strong course background in Psychology may be required to take additional undergraduate course work at UHCL. The MA in Psychology requires 36 hours with a thesis or project, or 39 hours with the internship. The internship option can be used by, for example, by students wishing to teach at the community college level, managing human services agencies or research studies, or working in student services. This program does not prepare students to be qualified as a Licensed Professional Counselor (LPC). Program Requirements The course requirements can be found in the second half of the Psychology MA catalog entry. Concentrations A master's degree in General Psychology can further prepare students for working in human or government services. This degree will also prepare students for jobs that require technical skills in behavioral research and statistics. Students can also meet requirements to teach psychology to undergraduates. Students have the option to specialize in their graduate degree with concentrations in: Applied Cognitive Psychology (Human Factors) Applied Social Issues Behavioral Neuroscience Admission: Applying to the Program Applicants must complete a university Application for Admission and forward it and all required fees and documents to the university Office of Admissions. Forms and instructions may be requested from the UHCL Office of Admissions as listed below. The university application should be completed as early as possible before the admissions deadline to allow adequate time for the Office of Admissions to process the application and evaluate transcripts. Admission: Requirements Fall 2015 - 3.0 gpa over the last 60 hours and all applicants must submit GRE scores. IF the gpa is less than 3.0, a formula is run: (gpa over the last 60 hours) x 24 + Verbal Score + Quantitative Score >350 Spring 2016 - All applicants must submit GRE scores of at least 280 (total of Verbal Scores and Quantitative Scores) to the university following the standard reporting procedure. A minimum of a 3.0 cumulative grade point average (gpa) in the last 60 hours of course work is also required. In order to have adequate time to review applicants' material, the Application for Admission, transcripts for all prior coursework and GRE scores must be received by the Office of Admissions according to the following deadlines: Fall Enrollment - August 1 Spring Enrollment - December 1 Summer Enrollment - May 1 [-]

Master of Science in Psychology

California Polytechnic State University, San Luis Obispo
Campus or Online Full time 2 - 3 years September 2017 USA San Luis Obispo

The Master of Science (M.S.) in Psychology at Cal Poly San Luis Obispo is a 90-quarter unit professional degree program that fulfills the educational requirements for the state of California's Marriage and Family Therapist (MFT) license. The program's mission is to provide the state of California with highly competent master-level clinicians trained to counsel individuals, couples, families, and groups in a multicultural society. Graduates are often employed by County Mental Health, Social Services, and other inpatient and outpatient community mental health centers. Many graduates also build successful private practices. Fifteen percent of our graduates pursue doctoral studies in Clinical or Counseling Psychology. [+]

Best Masters in Psychology in USA 2017. About the Program The Master of Science in Psychology at Cal Poly San Luis Obispo is a 90-quarter unit professional degree program that fulfills the educational requirements for the state of California's Marriage and Family Therapist (MFT) license. The program's mission is to provide the state of California with highly competent master-level clinicians trained to counsel individuals, couples, families, and groups in a multicultural society. Graduates are often employed by County Mental Health, Social Services, and other inpatient and outpatient community mental health centers. Many graduates also build successful private practices. Fifteen percent of our graduates pursue doctoral studies in Clinical or Counseling Psychology. Psychology and Child Development Department faculty members coordinate the M.S. Program and regularly teach graduate classes. Some courses are taught by mental health professionals from the community. The M.S. faculty is diverse in terms of professional degrees, clinical training, cultural background, and gender. Graduate classes are small and students receive much individual attention in our on-campus practicum training clinic and community traineeship sites. There are approximately 40 fully matriculated students in Cal Poly's M.S. Psychology Program. Graduate courses are scheduled so that full-time students carrying 12-16 quarter units can secure their degree in two years. Many students take 2 ½-3 years to finish, however, because of the program's extensive clinical training. Student work, family, and other schedules may also make a longer timeline more feasible. Courses are held in the day and evening and are offered only once a year. Prerequisites The MS in Psychology accepts applicants from all disciplines (e.g., English, Biology, Philosophy). Accepted applicants must complete five (5) program prerequisites (3 semester/4 quarter units each) by July 31 prior to entering the program: Research Methods in Psychology, Introductory Statistics, Personality Theory, Abnormal Psychology, and Developmental Psychology. These courses may be taken at Cal Poly as a matriculated undergraduate, through Cal Poly’s Open University or at another fully accredited institution, including on-line. In order to determine if a course you have taken satisfies one of our prerequisites, but has a different title than Cal Poly's, compare the content with the Expanded Prerequisite Course Outlines. Applicants who fail to complete these courses before their first quarter of enrollment will be dropped from the program. Required Courses In order for the University to verify the student has fulfilled California's requirements for MFT licensure, the student must successfully complete 90-quarter units of required courses. Please see The Cal Poly catalog for a description of these courses. [-]

Masters of Education in Child Studies

Vanderbilt Peabody College
Campus Full time 1 - 2 years September 2017 USA Nashville

The M.Ed. in Child Studies program offers an interdisciplinary degree through the Department of Psychology and Human Development. Building upon Peabody College’s long tradition of excellence, the program is designed to train knowledgeable practitioners and researchers in a range of fields related to child and adolescent development. [+]

The M.Ed. in Child Studies program offers an interdisciplinary degree through the Department of Psychology and Human Development. Building upon Peabody College’s long tradition of excellence, the program is designed to train knowledgeable practitioners and researchers in a range of fields related to child and adolescent development. Throughout the program, students are encouraged to integrate research, theory, and practice. The 36-hour program consists of 12-18 credit hours of Core Curriculum Coursework and 18-24 credit hours of Elective Coursework that are individually tailored to each student’s personal interests and professional goals. The program offers traditional classroom preparation alongside hands-on Practicum Experiences or Research Mentorships, which are integrated into the program of studies. All students choose to complete one of two tracks. The Applied Professional Track is well-suited for students who are interested in working directly with children and families in practitioner roles (e.g., Board Certified Behavior Analysts, Child Life Specialists, Youth and Family Program Developers). The Empirical Research Track is designed for students who are interested in enrolling eventually in doctoral programs (e.g., Ph.D., Psy.D., Ed.D. in Clinical, Counseling, Developmental, Educational, or Cognitive Psychology) or pursuing careers in research. Both options require that students become skilled in integrating the most current child development research and theory with effective practice in professional or academic settings. Within each track, additional Areas of Concentration (e.g., Child and Family Services, Clinical Psychology, Poverty and Intervention, etc.) allow for further specialization. The degree culminates in a comprehensive exam that reflects all coursework completed and is directly relevant to the individual student’s development and personal goals. Because of the program’s small size (approximately 20 students per cohort), students can expect to receive individualized attention from their advisors. Current Students are pursuing a wide range of interests through varied programs of study. Alumni have gone on to a variety of career paths. Note: Although the M.Ed. in Child Studies program allows students to pursue a range of interests and includes study of the intellectual, emotional, social, and physical development of children and adolescents, it does not result in licensure as a counselor, therapist, or teacher. Some students may wish to use the program, however, as a foundation for pursuing such licensure or as preparation for related doctoral studies. Program Philosophy The challenges facing children and families today warrant the careful attention of developmental practitioners and scholars informed by developmental theory and research. It is our belief that we are best positioned in our efforts to impact children and families in positive ways when we enter the field armed with a solid foundation of knowledge gleaned from child development research and scholarship. The skillful application of developmental science and theory in the service of prevention, intervention, advocacy, health, and education of children and their caregivers can do much to improve important outcomes in generations to come. These are the applied developmental professionals and researchers we are preparing in the Master of Education in Child Studies program at Peabody College. Applied Professional Track For students whose academic and professional goals include preparation for careers working directly with children and families, this program option offers students opportunities for scholarly didactic and in-depth, supervised professional experiences in child and family service organizations. Students are matched with relevant agencies and organizations within the community to gain hands-on experiences in practicum settings. These experiences are complemented by foundational coursework, as students have flexibility to design their program of study around areas of scientific inquiry of substantive interest to them. The Applied Professional Track is ideally suited for students whose goal is to assume a professional role working directly with children, adolescents, and families. Areas of Concentration may include: Applied Behavioral Analysis Arts and Media Child and Family Services Developmental Disabilities and Early Intervention Educational Program Development Gifted Education Language and Literacy Pediatric Health Care Poverty and Intervention Youth Development and Non-Profit Organizations Empirical Research Track For students whose academic and professional goals include preparation for positions in research or further graduate study, such as doctoral studies in Clinical, Developmental, Educational, or Cognitive Psychology, this program is designed to strengthen students’ backgrounds for success in these settings and to provide experiences that complement that preparation. Students are matched with a faculty mentor and provided opportunities to participate on a research team in an area of substantive interest to them. Research methods and statistics coursework and completion of an independent research project appropriate for submission for publication are further requirements. The Empirical Research Track is well-suited for students whose interests include developing expertise in conducting developmental or clinical research and preparing for doctoral studies and eventual careers in academia, research, and other university and clinical settings. Areas of Concentration may include: Clinical Psychology Developmental Psychology Educational Psychology [-]

MSEd Educational Psychology

College of Saint Rose
Campus Full time January 2017 USA Albany

If you aspire to motivate children in your classroom, make instruction more exciting, research instructional methods, or evaluate programs and lessons, a Saint Rose program in Educational Psychology can open these opportunities for you. [+]

Best Masters in Psychology in USA 2017. If you aspire to motivate children in your classroom, make instruction more exciting, research instructional methods, or evaluate programs and lessons, a Saint Rose program in Educational Psychology can open these opportunities for you. Graduates leave this program with the ability to critique any instructional situation—teaching mathematical concepts in a typical classroom, leading adult workshops for the State Education Department, conducting parenting classes, grant writing, program evaluation, and others—and then develop strategies that will help create the optimal learning environment. Students choose from one of four schemes that lead to the degree: General Scheme: designed for students who seek a broad understanding of educational psychology and its application to diverse contexts Research Scheme: preferred by students—often aiming for their Ph.D. in Educational Psychology— who will be conducting empirical research in their careers School Psychology Scheme: open only to those who have been admitted into the Certificate of Advanced Study in School Psychology What Is Educational Psychology? Educational Psychology is a branch of psychology devoted to understanding the psychological issues associated with learning and motivation. Under this broad umbrella, the educational psychologists focus their research attention on the importance of human development, assessment, culture and technology. They look for the relationship between these issues and ways they may impact the learner. With this understanding, educational psychologists strive to create optimal environments where students can flourish academically, socially and personally. What Does an Educational Psychologist Do? Educational Psychologists work in a variety of settings. Many are classroom teachers who use their master’s degree in educational psychology to obtain their professional teaching certificates. Equally as important, these teachers use the knowledge gained from their educational psychology courses to improve their teaching and their students’ learning. Others may choose to work in the corporations, governmental agencies, testing companies or schools where they analyze data to help organizations make sound decisions, engage in staff training and development and evaluate program effectiveness. Where Are Educational Psychologists Employed? Many educational psychologists find themselves teaching and doing research in college and university settings preparing the next generation of educational professionals. Below are listed some of the settings in which our graduates have worked. Schools Non-Profit Organizations Government Agencies Businesses College Career Centers Health And Human Service Organizations Professional Organizations Community Training Programs Program Overview Educational Psychology is a degree for practitioners. Graduates leave this program with theory and skills that allow them to critique any instructional situation (e.g., teaching mathematical concepts in a typical classroom, leading adult workshops for the State Education Department, conducting parenting classes, grant writing, program evaluation), and then to develop strategies, based on theory, that will help to create the optimal learning environment for the given learners. Students are encouraged to develop their multicultural awareness and technological expertise. Students are challenged to become independent thinkers, to value their roles as professional educators and to become contributing members of the larger community. General Admission Information Eligibility for admission to The College of Saint Rose graduate programs is typically based upon the following minimum requirements: Submission of a completed application and a Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study. Evidence of the possession of a baccalaureate degree from an accredited institution through submission of official transcripts from all undergraduate and graduate institutions attended Academic and professional qualifications for graduate study, as indicated by two letters of recommendation. A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major. Other admission criteria specified by academic programs such as submission of resumes, writing samples, portfolios, test scores, and participation in interviews or admissions workshops. Demonstration of English proficiency: Send us your TOEFL, IELTS, or PTE scores. The testing requirement is waived for applicants who have previously earned a bachelor’s or master’s degree in the United States. The College of Saint Rose offers English as a Second Language (ESL) studies and offers conditional acceptances to those who meet all other admission requirements. Conditionally accepted students must show English proficiency before enrolling in their coursework. [-]

MA School Counseling

University of San Francisco - School of Education
Campus Full time September 2017 USA San Francisco

Preparing School Counselors to be Social Justice Agents of Change in Urban Schools [+]

The 49 credit School Counseling program meets requirements recently issued by the California State Commission on Teacher Credentialing (CTC) for those seeking a career in school counseling in K-12 schools. OPTION: After their first semester at USF, students enrolled in the 49-credit School Counseling/Pupil Personnel Services (PPS) Credential Program have the option to enroll in a 60-credit Dual Concentration Program in School Counseling and Professional Clinical Counseling. Graduates of the program obtain a Master of Arts (M.A.) degree and are eligible for the Pupil Personnel Services (PPS) Credential. They may be employed: - in public or private educational settings, - in community-based agencies, - as consultants to schools, education programs, and other institutions serving the educational needs of youth. They also may choose to pursue a doctoral degree. Program Description The School Counseling program is a unique, innovative educational program for preparing counselors to address the social, emotional, and academic needs of children, adolescents, and young adults in educational settings. The program emphasizes: - multicultural youth development and counseling - problem-solving, goal-oriented, counseling - social justice orientation - ecological systems in urban contexts Students learn theories and effective, pragmatic interventions with youth in schools. The program has a social justice orientation which seeks to foster equity, respect for diversity, creativity, compassion and community empowerment. “When asked if I feel ‘ready’ to enter the field of school counseling, I always reflect on how the USF School Counseling Program has prepared me to work with the universal issues faced by adolescents as well as those specifically related to underserved youth in urban schools.” - Andrea Davis, School Counseling Psychology Alumna The curriculum is designed sequentially - The first year focuses on counseling theory and practice, legal and ethical issues, child and adolescent development, multicultural counseling, research, group counseling, and prevention and intervention in schools. - The second year focuses on problem-solving counseling strategies, learning and instruction, counseling students with exceptional needs, academic and career counseling, assessment and program evaluation, and consultation with parents, teachers, and schools. A partnership of fieldwork and classroom learning forms the core of the program. Students begin their fieldwork in the schools during a first semester practicum class and complete the fieldwork requirements during three semesters of fieldwork classes. Each semester, the fieldwork class is conducted under the supervision of an experienced PPS credentialed instructor. Entry Requirements - Completed online application with non-refundable $55 application fee. - One set of unofficial transcripts from each university/college previously attended. For U.S. applicants, the degree must be from a regionally accredited university/college. An applicant with a pending degree must provide official verification of expected degree completion from institution's Registrar or school official. An undergraduate degree is required to apply to a master's program. A master's degree is required to apply for a doctoral program. Please note: if admitted you will need to submit official transcripts prior to enrolling. - MA and Credential applicants: Minimum GPA of 2.75 - Doctoral applicants: Minimum GPA of 3.0 from a graduate program - Two current, signed letters of recommendation, noting suitability for graduate work. - Current résumé. - A Statement of Intent Visit our website directly here to learn more about the School Counseling program Financial Resources Federal financial aid, state, and university resources are available as funding to newly admitted and current USF School of Education students. In order to offset the cost of graduate education tuition, many School of Education courses are offered in the late afternoon and evening, and/or on alternating weekends. Most students find they can maintain a full time job while earning their credential, master’s or doctoral degree. However, if your program requires you to spend time in a classroom (i.e. student teaching) or to complete a fieldwork or traineeship experience, such commitments will interfere with a normal workday.     Visit our website to learn more about financial resources for this program [-]

Master in Industrial-Organization Psychology (M.A./M.S.)

St.Mary's University
Campus Full time September 2017 USA San Antonio

Students may earn either a Master of Arts or Master of Science Degree in Industrial-Organizational Psychology. Non-thesis students earn a Master of Arts and thesis students earn a Master of Science degree. [+]

Best Masters in Psychology in USA 2017. Students may earn either a Master of Arts or Master of Science Degree in Industrial-Organizational Psychology. Non-thesis students earn a Master of Arts and thesis students earn a Master of Science degree. Both programs require the completion of 40 semester hours in order to graduate. All students enter the Psychology Graduate Program under the Master of Arts option. Individuals may transfer to the Master of Science option after 15-18 hours of graduate credit, if recommended by the graduate faculty in Psychology and approved by the graduate Council of the Graduate School. A minimum grade of B- must be earned in all required courses. The programs are designed to develop general competence in Psychology, a behavioral science, and to prepare students for advanced academic studies, research, or industrial careers. [-]

Master in Liberal Arts

University of St. Thomas
Campus Full time Part time 2 - 4 years Open Enrollment USA Houston + 1 more

The Master in Liberal Arts degree at the University of St. Thomas is an interdisciplinary graduate degree that offers you choice, freedom and flexibility. [+]

The Master in Liberal Arts degree is an interdisciplinary graduate degree that offers you choice, freedom and flexibility. Choose from 18 different areas of study to customize a degree program that fits your interests and goals.

Choice – Freedom – FlexibilityThe 36-credit-hour Master in Liberal Arts (MLA) program appeals to a diverse group of students who seek professional advancement, admission into doctoral programs or personal enrichment. We offer conveniently scheduled classes. Enhance your degree through study abroad and internship opportunities.

Areas of Concentration

Applied Music Art History Catholic Studies Communication Drama English French General Psychology History International Studies Irish Studies Interdisciplinary Studies Medieval Studies Philosophy Political Science Russian Studies Spanish Social Justice Studies Theology ... [-]

Master of Education with Certification in School Counseling

Millersville University
Campus September 2017 USA Millersville

Counseling psychologists try to foster and to improve normal human functioning throughout individuals' lifespan by helping them solve problems, make decisions and cope with the stresses of everyday life. [+]

Master of Education with Certification in School Counseling

Counseling psychologists try to foster and to improve normal human functioning throughout individuals' lifespan by helping them solve problems, make decisions and cope with the stresses of everyday life. Using techniques such as observation, interviewing, administering interest inventories, or other tests, counseling psychologists aid people who are coping with difficulties in a particular aspect of their lives. Their clients are not usually mentally or emotionally ill, but they are often upset, anxious, or struggling with some conflict that may be within them or in their environment. Psychologists try to foster and to improve normal human functioning throughout individuals' lifespan by helping them solve problems, make decisions and cope with the stresses of everyday life. Using techniques such as observation, interviewing, administering interest inventories, or other tests, counseling psychologists aid people who are coping with difficulties in a particular aspect of their lives. Their clients are not usually mentally or emotionally ill, but they are often upset, anxious, or struggling with some conflict that may be within them or in their environment.... [-]