Program Mission
The mission of the Clinical Mental Health Counseling (CMHC) Program is to prepare exemplary professional counselors who are:
- Committed to ethical and culturally responsive practice in diverse contexts.
- Grounded in evidence-based counseling interventions that address the needs of individuals, couples, families, and groups.
- Leaders and advocates in mental health systems, communities, and professional organizations.
Program Learning Outcomes
Program learning outcomes represent broad statements of what graduates of the program should show, value, or be able to do by the time they complete the program.
Demonstrate their knowledge, skills and level of professional identity as a counselor; as they pertain to professional history and philosophy, roles and responsibilities, advocacy and interagency collaboration, standards and credentials, certification and licensure, ethical and legal standards, and professional membership and service.
Integrate knowledge pertaining to research, theories and practice strategies to advocate for and serve socially and culturally diverse clients in a multi-cultural society.
Utilize theories, models, research evidence and practice strategies related to human growth and development; including social, cultural and societal influences on the life stages.
Utilize theories, models, research evidence and practice relating to career development at all stages of the lifespan.
Utilize theories, models, research evidence and practice strategies to build helping relationships with diverse clients.
Integrate knowledge about group dynamics, group development and process theories, group leadership styles, and group counseling methods as they ethically and professionally practice group leadership skills.
Incorporate ethical guidelines of the profession and research evidence when selecting, administering and interpreting developmentally and culturally appropriate assessments for their socially and culturally diverse clients.
Evaluate and incorporate ethically and culturally relevant research findings when selecting strategies for interventions, treatments and program evaluations.
Apply effective principles and practices for diagnosis, treatment, referral and prevention when initiating, maintaining and terminating counseling services for socially and culturally diverse clients.
Demonstrate preparedness for participation and leadership in the design, delivery, management and accountability of school counseling programs; while considering developmental and functioning levels of students, available school/family/community resources, and research based prevention/intervention/crisis management practices.
Student Learning Objectives
Student Learning Objectives (SLOs) are specific, measurable skills, knowledge, and assets that individual students are expected to demonstrate during the program. SLOs are tied to specific courses, assignments, disposition assessments, survey items, evaluations, etc. They are further mapped to the CACREP Foundational and Program Specific Self-Study Reports (SSRs).
Counseling candidates will demonstrate their knowledge, skills, and level of professional identity as a counselor; as they pertain to professional history and philosophy, roles and responsibilities, advocacy and interagency collaboration, standards and credentials, certification and licensure, ethical and legal standards, and professional membership and service.
Counseling candidates will integrate knowledge pertaining to research, theories, and practice strategies to advocate for and serve socially and culturally diverse clients in a multi-cultural society. history and philosophy, roles and responsibilities, advocacy and interagency collaboration, standards and credentials, certification and licensure, ethical and legal standards, and professional membership and service.
Counseling candidates will utilize theories, models, research evidence, and practice strategies related to human growth and development; including the social, cultural, and societal influences on the life stages.
Counseling Candidates will utilize theories, models, research evidence, and practice strategies relating to career development at all stages of the lifespan.
Counseling Candidates will utilize theories, models, research evidence, and practice strategies to build helping relationships with diverse clients.
MA in Counseling Annual Report and Newsletter
Each year, the MA in Counseling Program publishes an annual report and newsletter for current students, faculty, alumni, SOLES administrators, and our community partners. The report includes key findings from recent exit surveys, program updates, student and alumni highlights, special events, opportunities to get involved, and accomplishments across our community.
You can view previous editions of the newsletter below:
Our Alumni
Graduates of the MA in Counseling with a specialization in Clinical Mental Health Counseling typically seek licensure as licensed professional clinical counselors (LPCCs) with the California Board of Behavioral Sciences (BBS) or in another state. Some continue on to doctoral work.
We take pride in preparing our students for success in their profession, as shown by the CACREP Counseling Program/Student Outcomes Data.
Placements
Our alumni have gone on to work at a wide variety of organizations, including:
Job Titles
- Mental Health Therapist
- Therapist
- Counselor
- Program Manager
- Program Coordinator
- Treatment Coordinator
- Psychosocial Rehabilitation Specialist
- Intake Specialist
Alumni Testimonials
The following quotes were drawn from surveys of recent graduates and alumni of the program:
"The involvement and support from a select few professors was my favorite part of the program. Being taught by actual LPCC or professors practicing in the clinical mental health field was extremely helpful."
"I felt more professional than others I work with. I have felt like I had a broader range of education and was more knowledgeable than those I work/interned with. I also felt more supported based on hearing about other students experiences that were enrolled in other programs."
"Understanding theories and developing my own orientation and style through reading, discussing, and practicing is one important aspect of my education that has made me more effective. I have developed a self-awareness and enough knowledge to be intentional in my client interventions so that my clinical decisions are evidence-based. I also have experience working with other helping professionals in various settings and can work within a team context, if needed."
"The professors I had at USD provided guidance and support beyond all expectation. They are excellent teachers and professional role models. They were available outside of class, if needed, and truly care about the students."
"The International experience that I was able to have while taking classes was the most amazing opportunity and I am so glad I did it. It was a real treat to be able to travel while in school, and for not very much additional money due to the tuition cut for the trip. I hope that this opportunity is always around for future students."