Counselor Education Doctoral Mission
COUNSELING PROGRAM MISSION
The mission of the University of Texas at San Antonio's Counseling Program is to prepare multiculturally competent professional counselors and counselor educators for south Texas and beyond who demonstrate the necessary counseling knowledge, skills, identity and scholarship, and for those seeking advanced studies, supervision and teaching competencies to enrich the quality of all peoples' lives. The program emphasizes creativity and diversity, as well as developmental and relational processes.
The program emphasizes and models creativity and diversity while fostering developmental and relational processes through its relationship with the community, other university programs, and its students. Further, we strive to prepare you with knowledge and commitment to the ethics of the profession and demonstration of application with multicultural and diverse populations. In accordance with the Program’s stated mission our goals include:
- 1. Preparing multicultural competent professional counselors and counselor educators;
- 2. Actively promoting students’ professional counseling identity;
- 3. Researching topics of importance related to professional counseling;
- 4. Teaching and practicing to the highest standards and expectations;
- 5. Serving the profession and providing outreach to the community.
Doctoral Program Objectives
The Counselor Education doctoral program objectives address the professional leadership roles of counselor education, supervision, advanced counseling practice, and research competencies expected of doctoral graduates.
The program consists of a minimum of four academic years of graduate level preparation (including master's-level preparation), defined as eight semesters, with a minimum of 96 graduate-level credits required of all students in the program.
Learning experiences beyond the master's-level are required in all of the following content areas:
- 1. theories pertaining to the principles and practice of counseling, career development, group work, systems, and consultation theories and practices of counselor supervision pedagogy relevant to current social and cultural issues, including social change theory and advocacy action planning
- 2. design and implementation of quantitative research methodology, including univariate, mutlivariate, and single-subject design
- 3. design and implementation of qualitative research, including grounded theory, ethnographic, and phenomenological methodologies models and methods of assessment and use of data
- 4. ethical and legal considerations in counselor education and supervision
- 5. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical, and mental status, local, regional, national, international perspective, and equity issues in counselor education programs
Counselor Education doctoral students will have experiences that are designed to:
- 1. develop an area of professional counseling expertise
- 2. develop collaborative relationships with program faculty in teaching, supervision, research, professional writing, and service to the profession and public
- 3. foster participation in professional counseling organizations, including the Association for Counselor Education and Supervision (ACES) and the American Counseling Association (ACA)
- 4. meet criteria for appropriate credentials
- 5. promote scholarly counseling research
- 6. enhance technical competence