Doctorate of Philosophy in Counselor Education & Supervision
Welcome to the Counselor Education & Supervision (CES)
program at Lindsey Wilson College. Graduates of the CES program
will earn a Ph.D. in Counselor Education & Supervision. The CES
program is a 72 credit hour Ph.D. program that prepares leaders in
the field of professional counseling. The CES program is
designed to meet the needs of working adults by providing a
face-to-face learning environment in a convenient weekend format.
Emphasizing a unique combination of scholarship, real-world
application, and technology, the CES program will challenge and
prepare students for employment as counselors, supervisors,
educators, researchers, and leaders in the counseling profession.
Classes meet monthly at the A.P. White campus in Columbia, KY.
Monthly meetings are bridged with online learning
The CES program emphasizes the importance of peer and faculty
mentoring as part of the educational experience, providing a
personal learning environment where students can be supported in
their professional development. Mentorship is a critical component
of doctoral training, allowing students to develop important
connections within the counseling community while building the
confidence to fulfill their potential as future leaders in the
profession. This mentoring model provides the space necessary for a
rigorous learning environment that includes the support necessary
The CES program builds upon the already existing clinical skills
of students, expanding their knowledge and preparing them for work
as leaders in mental health and academic settings. Students
will receive extensive training in areas that are typically not
emphasized in counselor education programs.
What can the Counselor Education &
Supervision program at Lindsey Wilson College do for you?
Counseling - Expand your knowledge of
counseling theories, diagnostic and assessment processes, and
current trends in mental health practice. Apply these skills across
field experiences in a variety of clinical settings. Each course
emphasizes important ethical and cultural elements of the
Teaching - Receive in-depth, research-based
training in learning theory, course development, assessment,
pedagogy, and classroom management. Apply your knowledge and skills
in real-world classroom settings using the latest educational
technology. Graduate with a confidence in your teaching abilities
that is built from experience and training.
Supervision and Consultation - Explore a wide
range of supervision models, techniques, and delivery model; all
based on current research and best practices. Practice your
supervision skills with counseling students in a supportive
Leadership and Advocacy - Develop the knowledge
and skills necessary to provide leadership in academic programs,
mental health agencies and professional counseling organizations.
Master the elements and dispositions of effective leadership. Gain
experience in grant writing, fiscal management, accreditation
processes, program evaluation, and professional
and Scholarship - Contribute to the knowledge-base of the
counseling profession by participating in on-going research teams
led by seasoned professionals. Gain confidence in your ability to
read, understand, and apply counseling research. Graduate with your
own personal research agenda; prepared for work in academic and
Why choose Doctorate of Philosophy in Counselor Education & Supervision?
The need for mental health counselors in the United States has
been recognized as one of the fastest growing occupations by the
Bureau of Labor Statistics (BLS). The
BLS projects this field will grow 36.3% by 2020. The
Occupational Outlook Handbook indicates the need for Mental Health
Counselors and Marriage and Family Therapists will grow faster than
average at a rate of 37% between
The White House recognizes this need
as well. President Obama's Fiscal Year 2014 Budget includes $205
million in mental health programs including funding to train more
than 5,000 mental health professionals. This new
initiative has the potential to create even larger growth in
the need for counselor education and supervision than
The need for trained mental health
leaders is particularly acute in the Appalachian region served by
Lindsey Wilson College. A 2008 study by the
Appalachian Regional Commission found the following:
- Mental health disorders are proportionately higher in
Appalachia than in the rest of the nation.
- Residents of central Appalachia have higher rates of
serious psychological stress and major depression than their
neighbors in northern and southern Appalachia.
- Admission rates for prescription drug abuse is rising
across the nation, but at a faster pace in Appalachia, especially
in coal mining communities. The rate in Appalachia is more than
twice that of the U.S., doubling between 2000 to 2004.
These issues are compounded by limited mental health resources
in rural settings, limited training opportunities within the region
(as outlined in the section below), and limited movement of
counseling professionals into the region from other areas. Urban
counseling professionals serving in rural areas often suffer from
isolation and cultural distance from their communities. Providing
training for counseling leaders from within the Appalachian region
increases the likelihood that these individuals can
effectively serve the region, providing
much needed infrastructure.
The significant need and growth
in the mental health field is paralleled by growth in the need for
counselor educators. New changes in the CACREP 2009 Accreditation
Standards require a doctorate in Counselor Education to teach in
CACREP accredited counseling programs. With only sixty-two
(62) Counselor Education programs nationwide, these changes to the
CACREP standards will likely increase the demand for Counselor
Educators. A recent study by Minton, Myers, and Morganfield
(2012) projected an expected growth of counselor education
positions in over 50% of the counselor education programs in the
country between 2012-2013 with a net gain of 186.5 new full time
equivalent positions over the academic year. These findings
are similar to previous research conducted by Bernard (2006) which
found a need for 207 positions over a 15 month period.