AUS Graduate Psychology

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.

Non-clinical pathway option

Students in the clinical degrees of MA in Couple and Family Therapy and MA in Counseling programs may decide or be advised that completing the internship and training requirements for the degree is not feasible or no longer desired. The MA in Psychology represents an alternate pathway for students to earn a non-clinical master’s degree. Such an option does not prepare students to become licensed counselors, and cannot be converted at a later time to a clinical degree. Please see the MA in Psychology: Integrative Studies  page for further information about this pathway, or speak with your advisor if considering this option. 

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 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:

(1) Completion of 140 graduate quarter credits 
(2) Completion of a one-year residency during the first year in the Psy.D. program
(3) Passing marks on most recent student Annual Review
(4) Successful passage of Clinical Competency Exam
(5) Documentation of 40 hours of personal psychotherapy with a licensed mental health practitioner
(6) Completion of Doctoral Dissertation
(7) Completion of Social Justice Service Project (Year 1; total 50 hours)
(8) Completion of Clinical Practicum (Year 2; total 300 hours)
(9) Completion of Pre-Internship (Year 3 & 4; total 900-1200 hours)
(10) Completion of Clinical Internship (Year 5; total 1500-2000 hours).

Psy.D. Competencies

The AUS Psy.D. 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.  

Clinical Training Sequence (First Year)

The sequence of clinical training starts with the series of first year foundational PSYC 7010 -PSYC 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 (Second Year)

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 & Fourth 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 (Fifth Year)

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 Psy.D. 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 Psy.D. 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.
• Completed online admissions application
• Admission essay:

Personal Essays

Directions: Submit a typewritten, double-spaced, between 300- and 500-word response to each question below.

1. How do your academic and research experiences, clinical interests and skills align with the AUS doctoral program and model? How have they prepared you for this program, and what are your potential strengths?
2. In what ways has your life history, such as experiences of overcoming adversity, engaging with personal therapy, or other major life events, contributed to your desire to become a clinical psychologist?

Analytical Writing Essays

Directions: Submit a typewritten, double-spaced, between 400- and 600-word response to each prompt below. 

3. An Issue Task: Please evaluate the following statement, noting the complexities and provide a well-reasoned argument with supporting examples. 

• Social media is harmful to our mental health. As psychologists, we should advocate for the reduction of social media use.
• Your response should discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should discuss the possible consequences of your argument and explain how these consequences shape your position. 

4. An Argument Task: Review the following vignette and evaluate it according to the directions given below. 

• A student therapist was assigned a new client of a different race and socioeconomic background from their own. In their first session, the client told the student therapist that they would not be able to understand the client’s point of view and asked to be reassigned to a different therapist. The student therapist discussed the request with their supervisor. Following this discussion, the student therapist reached out to the client to discuss working together while acknowledging their differences. 
• Write a response in which you discuss why you agree with this course of action. If you do not agree, provide an alternative course of action. In either case, fully explain your line of reasoning while demonstrating a sound argument in support of your endorsed course of action. 

• Completion of the prerequisite courses in Abnormal Psychology, Development Psychology, and Introduction to Statistics with a final grade of B or better. 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.

Current Tuition and Fees

University Tuition and Fees