May 26, 2024  
University Catalog 2021-2022 
University Catalog 2021-2022 [ARCHIVED CATALOG]

AU Seattle

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Welcome to Antioch University Seattle!

Since its founding in 1975, Antioch University Seattle has been an institution of choice in the Pacific Northwest for adult students who want higher education to reflect their interests and commitments. Our academic programs prepare learners for meaningful engagement with professions that reflect Antioch’s social justice mission by integrating the elements of that mission into their curriculum. Our programs in Psychology, Counseling and Therapy focus attention on social equity in order to graduate professionals who can understand multiple perspectives and support clients whose struggles are compounded by inequities. Our education programs engage future teachers and educators in developing skills and perspectives that improve lives throughout the region. And our Bachelor’s degree completion program provides a unique opportunity to students who have struggled to finish in more traditional settings through an engagement with the liberal arts and advanced undergraduate work in a discipline that might lead to a profession. At Antioch University Seattle, we are committed to an inclusive, caring environment in which student learning and growth is the priority of every member of our community.

The Antioch University Seattle campus is located in a modern building in the heart of the Belltown neighborhood, near Seattle’s downtown core and just a few short blocks from Seattle Center and the Space Needle. The campus houses classrooms, a library, computer access, art studio, dining hub, and study spaces. The campus is designed to be accessible to everyone, regardless of physical ability. AUS also hosts a number of low-residency and hybrid programs that offer maximum flexibility for working students or students outside of the Seattle area.

Ben Pryor
Provost, Antioch University Seattle

Campus Leadership

Provost: Ben Pryor
Associate Provost, Chief Student Services Officer: TBA
Director of Student Accounts: Jon Stevens
Director of Financial Aid: Dan Malcore
Associate University Registrar: Julnasha Morehead
Coordinator of Disability Support Services: Jill Haddaway
Primary Designated School Official (international student support): Heather Howell
School Certifying Official (VA Benefits): Jon Stevens
Director of Library Services: Bev Stuart

Campus Calendar

Please click here to view the Antioch University Seattle Academic Calendar.


Undergraduate Degree Programs

Degree Credits

As this is a degree completion program, a minimum of 36 quarter credits in transfer is required. The degree requires a total of 180-quarter credits; a maximum of 120 lower division credits, plus a minimum of 60 upper division credits. A minimum of 45 residency credits must be earned at Antioch. Degree requirements can be met with a combination of transfer credits, prior learning credits (documented learning from life experience, maximum of 45 quarter credits) and current Antioch University credits.


Translating Prior Learning into College Credit

All Antioch Seattle Undergraduate programs honor the achievements and knowledge that adult learners have gained in the real world. Therefore, students have an option to earn academic credit for college-level knowledge and skills acquired outside the classroom prior to enrollment. For example, adults who have studied art, learned management skills working in an office or investigated theories of child development while raising their own children can receive college credit for the knowledge gained from these activities. Students can earn up to 45 credits for Prior Learning within the BA in Liberal Studies Program.

To gain credit for learning from work and life experience, students prepare documentation (including competency statements and narratives spelling out the learning) and then demonstrate this learning to qualified evaluators, who may be Antioch faculty or outside professionals who serve, for this purpose, as consultants. Receiving credit for prior learning happens through a carefully structured process that helps students to identify and organize the knowledge and skills they have gained through experience and connect that experience to more theoretical knowledge. Credit is granted for the college-level learning that has resulted from that experience. To obtain these credits, students first complete a zero credit/no cost workshop, Documenting Life Learning, to figure out what areas they could earn college credit in.  Then students register for a course titled Writing Prior Learning that helps them document their prior learning, preparing them for the expert evaluator review and assessment.


Shared Student Learning Outcomes

Graduates of the Bachelor Programs can expect to evidence the Shared Learning Outcomes common to 

all AU undergraduate programs:

  • Engage in critical inquiry that employs relevant sources and methods

  • Consider diverse perspectives including opposing points of view and marginalized voices

  • Connect learning with theories and experience through reflective practice

  • Analyze power, oppression, and resistance in pursuit of justice

  • Communicate effectively in oral, written, and visual forms

  • Examine issues in both local and global contexts


General Education Requirements & Liberal Arts Core Competency Demonstration

To meet the general education requirements each student must transfer in or take a minimum of 6 quarter credits in each of Communication, Arts & Humanities, Science & Qualitative Reasoning, and the Social Sciences. In addition, each student presents evidence by graduation of competency in the breadth and depth of a liberal arts degree through a portfolio of best work.   


Required Liberal Arts Courses

Students register for a minimum of 19 (and up to 27) quarter credits from required courses.


Elective Liberal Arts courses

Students will have access to a wide variety of courses from which to fulfill General Education and Liberal Arts core competency requirements. These range from Arts & Literature (e.g. Ceramics, Socially Engaged Community Art, Postcolonial Narratives, Fiction Writing); to Media & Communications (Media for Social Change, Documentary Film); Global & Social Justice (Translating Gender, Climate Change Activism, LGBTQ Studies, Wealth & Poverty);Leadership & Business (The Resilient Leader, Narrating Change-Stories for Collective Action, Sustainable Business Development); Spiritual Studies (Dreams & the Earth, Buddhism East & West, Eco-Spirituality); Urban Ecology (Urban Agriculture, Environmental Racism, Political Ecology of the Skagit River); and interdisciplinary seminars (War & the Soul; When a Community Weeps, Birds in the Human Imagination and in the Field).


Admission Requirements

Applicants to the BA programs are expected to have the following:

  • A minimum of 36 transferable quarter credits

  • Upper division writing and critical thinking skills

  • Strong aptitude to work collaboratively with others in an interactive learning environment

  • Interest in pursuing career paths and/or graduate study related to health counseling and psychology (BA in Health Counseling and Psychology only)


School of Applied Psychology, Counseling and Family Therapy Programs

The School of Applied Psychology, Counseling and Family Therapy (SAPCFT) provides education and training in the theory and application of psychological principles to current and future license-eligible clinical professionals. The School also provides rich curricula of study in the field of psychology for those who are interested in the subject but do not intend to become licensed professionals.

Steeped in Antioch’s long tradition of recognizing the diversity of individual backgrounds, the curriculum promotes values of ethical practice, social responsibility and cultural pluralism. Additionally, specializations and classes promote self-exploration, empowerment and whole-person learning. Informed by this tradition and viewpoint, the School of Applied Psychology, Counseling and Family Therapy balances traditional and contemporary perspectives in the field to develop graduates who are informed, effective practitioners and change agents. Ultimately, the professional licensure specializations develop practitioners who become part of an Antioch community of mental health professionals dedicated to helping their clients adapt to the challenges created by life in a rapidly changing and complicated world.


A Commitment to Diversity

Antioch University Seattle’s School of Applied Psychology, Counseling and Family Therapy programs reflect the University commitment to diversity in at least three distinct areas:

Curriculum: Skill-based classes and field experience address emerging issues and trends and promote values of ethical practice, social responsibility and cultural pluralism. The courses deliver the critical skills and knowledge necessary to prepare students to meet professional challenges and serve a diversity of people.

Faculty: Core and teaching faculty bring broad professional experience and diverse backgrounds in education to Antioch Seattle. In addition to their teaching and advising responsibilities, they are active in their professional communities and/or in clinical practices.

Students: Masters and doctoral level graduate students at Antioch vary in age, background and professional experience as well as ethnicity. Many have worked in psychology-related fields, such as substance abuse or crisis hotline work. Some are homemakers preparing to re-enter the workforce. Others are leaving professions such as banking, law or education to prepare for a different career. A few enter immediately after receiving their undergraduate degrees.


Required Corequisite in Writing

Writing is an integral part of academic studies in the SAPCFT. All MA students are required to register for Writing in Psychology (WRTG-6110) their entry quarter, unless assessment scores indicate an exemption. Writing assessments are conducted formally through the Center for Teaching and Learning: the Writing Lab coordinates synchronous online assessment sessions that last approximately one hour each. The writing assessment constitutes an important required step in the MA candidate’s application process. This exercise is designed to assess the writing proficiency of and supports required for candidates entering a rigorous, academic program that relies greatly on successful written discourse.

WRTG-6110 Writing in Psychology offers graduate students in the SAPCFT a comprehensive experience in writing from and about research for the psychological discourse community. The class emphasizes critical reading & thinking, the development of technical & library skills as well as the integration of primary and secondary sources in graduate level writing. Students gain experience in composing in multiple genres requiring formal research.


Doctorate (PhD) in Counselor Education and Supervision

The PhD in Counselor Education and Supervision is designed for counselors who wish to enhance their professional competencies in research and evaluation, supervision, teaching, and counseling. Students develop competencies in counselor education and supervision or creative arts therapy counselor education and supervision. Students who complete the PhD in Counselor Education and Supervision most often go on to achieve positions in higher education as faculty and/or researchers; in community or governmental organizations as clinical supervisors and/or program administrators; or in research positions in public or private mental health sectors. There are also many opportunities for leadership positions within the profession of counseling.


Program Intent and Mission

The PhD in Counselor Education and Supervision at Antioch University Seattle is a 72-credit doctoral degree program designed for counselors who wish to enhance their professional competencies in research and evaluation, supervision, teaching, leadership/advocacy, and counseling. It is appropriate for professional counselors who want to teach in counselor education and training programs and/or obtain leadership positions in mental health related agencies. With cognate areas in either Counselor Education and Supervision or Creative Arts Therapy Counselor Education and Supervision, the doctoral program seeks to meet the growing need for highly qualified counselor leaders - advanced counseling practitioners, educators and supervisors - attracting candidates regionally as well as nationally and internationally.


Distinct Curricular Themes
  1. A counselor education curriculum that exceeds national standards by requiring core coursework in advanced clinical practices, trauma and crisis response, ethical and legal issues, advocacy and social justice, and counselor education program development and outcome evaluation.

  2. A multicultural emphasis on leadership and supervision encouraging a multicultural counselor identity that seeks an appreciation of diversity and human growth in context to social dynamics while also advocating for community justice and equity. This is concurrent with an emphasis on systemic leadership, and supervisory skills needed to assist with organizational change and transformation.

  3. A research model that emphasizes not only the rigor of quantitative and qualitative methodologies consistent with doctoral level inquiry, but also program evaluation procedures and outcome driven decision making related to “best practices”.

  4. A student-centered training curriculum based on andragogy where adult learners are invited into a collaborative learning experience of reflective practice, experiential learning, and shared inquiry into the best practices of counselor education, supervision, and creative arts training.

  5. A cognate core focused on counselor education, counseling supervision, consultation and organizational change, and advanced professional seminar and inquiry. A Creative Arts Therapy cognate area is designed for those candidates trained in the creative arts therapies wishing to apply their knowledge of counselor education, supervision, leadership, and program development with creative arts therapists.


Program Goal and Objectives

The PhD in Counselor Education and Supervision at AUS prepares counselors for advanced competency in, a) graduate level teaching and counselor training, b) research and contributing new knowledge to the field, c) counseling supervision, d) leadership and advocacy, and e) counseling. The goal of the program is to expand student abilities in adult learning andragogy specific to counselor and creative arts counselor training, while developing critical thinking skills toward a focused research agenda. Core faculty members at AUS are committed to an active mentoring process with candidates in promoting professional identity and advanced competence as counselor educators, supervisors, and counseling professionals emphasizing the following program objectives:

  • Objective 1: Diversity and Change. Doctoral students are expected to demonstrate attitudes and understandings that support engaging with, and appropriately responding to the needs of, a constantly changing population of clients and students whose cultures, experiences, and personal characteristics may be marginalized in mainstream society.

  • Objective 2: Counselor Education. Students are expected, by the end of their doctoral internships, to demonstrate levels of knowledge, understandings of the processes of teaching and learning, and teaching skills appropriate for high-quality Masters- level instruction as well as student assessment and program evaluation.

  • Objective 3: Supervision. Students are expected to demonstrate, by the end of their doctoral internships, the ability to conceptualize supervisory relationships and deliver high-quality supervision.

  • Objective 4: Advanced Practice. Students are expected to identify an area for advanced professional growth demonstrated within their internship experience in the domains of clinical counseling, counselor education and/or counseling supervision.

  • Objective 5: Research. Students are expected to demonstrate, by the completion of their programs, high levels of competence in conceptualizing, planning, conducting, and interpreting research appropriate to their counseling interests and the needs of the counseling profession.

  • Objective 6: Engagement and Advocacy. Students are expected to demonstrate an active role in their professional communities and the larger society they serve, advocating for improvement in standards of service delivery and access to resources.

  • Objective 7: Creative Arts Cognate. Students are expected to integrate the knowledge and skills of counselor education and supervision to the specific training competencies of creative arts therapists.


Program and Curricular Overview

The degree requires 72 quarter credits over a minimum of three academic years. Students who have graduated from a CACREP accredited master’s degree will be considered to have met “entry level” requirements for the practice of counseling, depending on the total credit requirement of their master’s degree program. Students who graduated from other counseling and related programs must document that they have met the equivalent requirements or will be required to complete those as part of their doctoral program.

The program allows students to pursue advanced study in one of two cognate areas: Counselor Education and Supervision or Creative Arts Therapy Counselor Education and Supervision. Additionally, the program provides for advanced preparation in the following content areas:

  • Theory pertaining to the principles and practice of advanced counseling, group work, consultation, and counselor supervision

  • Instructional design and methods relevant to an andragogy consistent with the best practices associated with reflective learning and counselor training

  • Design and implementation of quantitative and qualitative research methodology related to the inquiry of counseling practice and program delivery outcomes

  • Advanced practices in counselor education leadership, ethics, social advocacy, and multicultural counseling, supervision, and training

  • A unique cognate integrating the creative arts therapies with counselor training, supervision, and masters level program development in Art, Drama, Play, and other creative arts therapy


Career Choices for Counseling Graduates

Many professional options are open to graduates of the Counseling Programs (MA CMHC or PhD in CES). Depending on the specialization, graduates can seek professional positions in organizations such as community agencies, health care settings, hospitals, mental health clinics, private practices, colleges and universities, consulting and research. Due to shared CACREP accreditation, the 90 MA CMHC credits may (at the discretion of any given university/program) fully transfer into CACREP accredited or aligned doctoral programs in Counselor Education and Supervision (CES).  Those who choose to continue their education find the CACREP accredited Antioch CMHC degree provides a solid foundation for entering a doctoral program in Counselor Education and Supervision, or obtaining post-master’s credentials in an area of professional interest, such as substance-abuse counseling or other clinical specialties.


Graduates of the PhD in Counselor Education and Supervision program will have expanded opportunities in counselor education, leadership, and supervision practices. They will find their scope of practice expanded to include assessment, diagnosis, expert witness testimony, and university teaching. Graduates work in private practice, for state or county agencies and at universities.


Admission Requirements

Applicants are assessed for judgment, potential and passion, not achievement alone. Admitted students enter an educational environment which models rigor, nurtures a desire to learn, and fosters collaborative relationships between faculty and students. Students admitted into doctoral study have been repeatedly assessed and have demonstrated that they have skills, knowledge, and abilities far above the average. The PhD candidate will demonstrate a high level of professional autonomy and the ability to work in collaboration with others – qualifications that are identified with professional leadership. Doctoral courses and experiences are designed to help the student leave the university. The Admission process is as follows:

Applicants will have completed a master’s degree in counseling or closely related field that includes the areas of competency required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Those areas not covered in the student’s master’s program or through continuing education must be taken as part of doctoral study. Doctoral candidates are also expected to enter the program with competency in the use of technology.

  1. Applicants will be License eligible in Washington State.

  2. Students are assumed to have achieved master’s level competence in counseling and/or the appropriate area of practice (e.g. Art, Drama, Dance/Movement, Music, or other creative arts therapies).

  3. Doctoral candidates are expected to have the potential to write at a scholarly level.

  4. Applicants to the program must demonstrate a commitment to and capacity to work with individuals from diverse backgrounds and adhere to the American Counseling Association Code of Ethics.


Doctor of Psychology (PsyD) in Clinical Psychology 

The PsyD program at Antioch University Seattle prepares students for competent entry as a generalist into the practice of health service psychology through doctoral education and training.  The PsyD program aims to educate students as health service psychologists and as scholars in psychology in order to promote health, education, social justice, and human welfare.  Our curricula shall advance students in the broadest and most liberal manner, including conducting research in psychology.  We seek to promote the highest standards of ethics, conduct, education, and achievement in a manner that balances traditional and contemporary perspectives in order for students to become responsible change agents in our complex world. 


APA Accreditation

Antioch University Seattle’s (AUS) PsyD program was conferred a period of five years of accreditation by the American Psychological Association (APA) on Friday, November 17, 2017.  The APA is the premiere psychology organization in the United States, overseeing standards, practices, and research in both psychology and psychiatry to “benefit society and improve people’s lives.”  The organization is affiliated with over 60 national and international associations and has been influential on decisions ranging from marriage equality to conduct in war.  AUS PsyD is the only APA-accredited PsyD program in Clinical Psychology in the state of Washington and in our geographic area.  


Program Design

Antioch University Seattle’s PsyD program is a 140-quarter credit doctoral degree program that is organized into an 11-week quarter system. The PsyD program uses a practitioner/scholar model to educate students as professionals in clinical psychology and as scholars in psychology to promote health, education and human welfare. The curriculum promotes values of ethical practice, social responsibility and cultural pluralism.

AUS’s PsyD program implements a competency-based assessment process whereby students are asked to apply knowledge to practice, demonstrating that they can use the disciplinary content they learn. Competencies are woven into all classes, supervisor evaluations, and other measures of student performance. Faculty members balance traditional and contemporary perspectives in the field of psychology, educating students to become informed and effective practitioners, and agents of change in a complex world.

The overarching goal of the PsyD program is to prepare students for competent entry into the practice of professional psychology and meets Washington’s State licensure requirements for clinical psychology. To accomplish this, we have identified three broad goals and nine objectives. Below are the goals, objectives, and competencies for our program:


 Aim  #1:  Graduates are competent for entry-level practice as health service providers and professional psychologists in multiple roles. 
  • Objective 1.A: Students intervene to alleviate suffering and promote health.

    • Competency: Intervention

  • Objective 1.B: Students assess clients and communicate their findings 

    • Competency: Assessment

  • Objective 1.C: Students design, analyze, and report on research and evaluation 

    • Competency: Research 

  • Objective 1.D: Students accept and offer supervision and consultation 

    • Competency: Supervision and Consultation

Aim  #2: Graduates are reflective practitioner/scholars.
  • Objective 2.A: Students build meaningful relationships with clients, organizations, and their community. 

    • Competency:  Communication and Interpersonal Skills

  • Objective 2.B: Students integrate science with theory and practice. 

    • Competency: Assessment and Intervention 

  • Objective 2.C: Students practice ethically and professionally. 

    • Competencies: Ethical/Legal Standards & Policy and Professionalism

Aim  #3: Graduates are socially responsible and work for social justice.
  • Objective 3.A: Students celebrate diversity and avoid oppressing others. 

    • Competency: Social Justice & Individual/Cultural Diversity

  • Objective 3.B: Students are agents of social change 

    • Competency: Social Justice 


Features of the Program
  • Antioch University Seattle provides broad and general doctoral-level study and training in the theory and application of clinical psychology. The curriculum promotes values of ethical practice and social responsibility

  • The PsyD program is a tightly planned five year, full-time program

  • Elective course options and an annual series of colloquia and workshops focusing on clinical practice trends, evidence-based practices, and social justice round out the program

  • Practical experiences integrated throughout the program, including a full-year internship are required

  • Clinical focus with flexibility to choose a clinically-relevant doctoral dissertation

  • On-site Community Counseling Clinic for supervised training

  • Potential involvement with faculty research, publication and other scholarly activities including the Institute of War Stress Injuries, Recovery, and Social Justice

  • Participation in a social justice practicum

  • Preparation for licensure and entry-level competence in the practice of clinical psychology

  • An academic, non-terminal Master of Arts in Psychology degree is awarded after satisfactory completion of 60 required quarter credits


Elective Coursework

Elective course options for the program may include these areas:

  • Forensic Psychology

  • Integrated Behavioral Health Psychology

  • Clinical Neuropsychology

  • Pediatric Psychology

  • History of War and Traumatic Stress Injuries: Social Justice Perspective


Graduation Requirements

In addition to the required courses included in the curriculum, students also must meet the following

graduation requirements:

  • Completion of a one-year residency defined as a minimum of nine credits each quarter, for three consecutive quarters, during the first year in the PsyD program. Residency during an alternate year will be considered on a case-by-case basis, and only in light of personal exigencies;

  • Successful completion of 140 graduate quarter credits from courses listed for degree (students may have had some courses waived as equivalent to graduate courses from another institution);

  • 300 hour Social Justice Practicum or equivalent;

  • Satisfactory ratings on annual review evaluations from the faculty;

  • One performance archived in an electronic portfolio for all levels of ten core competencies;

  • Successful passage of the Clinical Oral Examination;

  • Acknowledgement of satisfactory completion of dissertation by all dissertation committee members;

  • Documentation of 40 hours of personal psychotherapy;

  • Satisfactory completion of 900 pre-internship hours and at least 1,500- 2,000 hours from the Clinical Internship.


PsyD Competencies

The AUS PsyD program has adopted the Profession-Wide Competencies (APA, 2017) throughout the program, including the curriculum, clinical training, and dissertation.  In addition, the Discipline-Specific Knowledge domains in curricular design and implementation. Students who enter the program with a mental health-related master’s may take a one-credit elective course, PSYC7980 Practicum: Prior Learning, to determine whether some levels of competency can be demonstrated on entry to the program. 


Clinical Training Sequence

The sequence of clinical training starts with the series of first year foundational PSYC-7010-7030 courses, during which all students will begin a Social Justice Service Project: an approved placement in an agency, institution, or other setting that challenges students through exposure to people from backgrounds significantly different from their own.  The total Social Justice Service Project requirement is 50 hours completed over Fall-Winter-Spring quarters in the first year.


Social Justice Practicum

The total Social Justice Practicum requirement is 300 hours, 100 of which must be under supervision, and meets the Washington state requirements for practicum experience toward licensure (WAC 246-924-046). Washington State describes a practicum as applied experience obtained while training for the doctoral degree and must occur over at least nine months. All students will initially be placed in the AUS Community Counseling and Psychology clinic and will be required to see 2-5 clients per week under supervision. Upon completion of the 300-hour Social Justice Practicum, students will be ready to begin their Pre-internship-I placement. Pre-internship-I hours can be earned by continued work at the AUS clinic or through a community placement.


Pre-Internship II (Third Year)

During Year 3, students will obtain an additional Pre-internship II placement (450 hours). Several Clinical Milestones are scheduled to occur toward the end of Year 3. These include: the Clinical Competency Examination; the optional awarding of the non-terminal MA degree in Psychology; the acceptance of the Dissertation Proposal and, following these, obtaining Internship Eligibility status. Students often use the 4th year to make progress on their dissertation, complete any additional required courses and, ideally, complete the dissertation prior to the beginning of the Clinical Internship.


Clinical Internship

The Clinical Internship is an organized 2000-hour full-time (or 20 hour/week part- time over two years) clinical internship training experience. All students must complete at least 2000 hours of clinical internship in order to graduate. Students apply to clinical internship by using the Association of Psychology Postdoctoral and Internship Centers (APPIC) Internship Match Program. Local and national sites are available for application.


Student Admissions, Outcomes, and Other Data Time to Completion

The AUS PsyD program is designed to be completed in five years on a full-time year-around basis, including coursework, clinical training, and dissertation. Students past 7 years must petition to continue in the program on an annual basis with the maximum time to complete the program within 10 years in extraordinary circumstances. For additional program outcome data (i.e., licensure rate, attrition rate, internships, program costs, time-to-completion rate), please visit the PsyD Program Website.


Admission Requirements

Application materials should demonstrate:

  • Critical thinking skills

  • Graduate-level writing skills

  • Ability to complete a rigorous doctoral program

Admission is selective. Finalists are invited for a campus interview. The Admissions Committee of the program determines admission. Decisions of the Committee are final.

  • Two letters of recommendation: one from a professional who supervised the applicant in a human services setting; one from an academic instructor who can best assess the applicant’s capabilities and readiness to enter a clinical doctoral program

  • Current resume or CV

  • Previous undergraduate degree from a regionally accredited institution with a minimum cumulative GPA of 3.0. (Applicants with a GPA below 3.0 may be considered and must submit a letter explaining the reasons for their low GPA as well as what has changed that would assist them in pursuing a graduate program.)

  • Valid GRE scores (Verbal, Quantitative, Analytical Writing)

  • Completed online admissions application

  • Admission essay. Submit a typewritten, double-spaced, one to two-page (between 250 and 500 words) response to each question and clearly number your response for each question.

    • In what ways has your academic and practical experience prepared you for becoming a clinical psychologist? What do you see as your potential strengths and areas of growth as a clinical psychologist?

    • In what ways has your life history and personal experience contributed to your desire to become a clinical psychologist?

    • Have you engaged in your own personal counseling/therapy? If so, in what ways do you see this as an important component of becoming an effective clinical psychologist?

    • Why do you wish to attend Antioch for your doctoral study? What will be your areas of greatest challenge in undertaking doctoral study at this time? What forms of support will you use to meet those challenges?

  • Completion of the prerequisite courses in Abnormal Psychology, Development Psychology, and Introduction to Statistics. Applicants with an undergraduate degree in Psychology from regionally accredited institutions are exempt from the Abnormal Psychology and Developmental Psychology requirement. Introduction to Statistics is required of all applicants. Prerequisites must be fully completed at the time of application submission. All academic work must have been completed within the last ten years at regionally accredited institutions.


Graduate Education Programs

The School of Education provides collaborative and challenging learning environments that continue Antioch’s long tradition of progressive education and response to contemporary demands on and opportunities for children, youth and adults.

Antioch Seattle education programs draw on current research and study the implications of that research for learning. All offerings in the School promote constructivist pedagogy, critical reflection about practice in the increasingly multicultural world, critical reflection about the social and political beliefs that influence institutions including schools, and commitment to social justice through transformative education. Education programs emphasize close integration of theory and practice and reflect Antioch’s commitment to social justice, whole person learning and leadership for responsible educational change.

All education candidates are expected to develop as competent practitioners who use teaching and learning opportunities to promote the principles and values of diversity and equity for all people. 


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