Master of Arts (M.A.) in Mental Health Counseling
Master of Arts (M.A.) in Mental Health Counseling
Prepare for a career as a licensed mental health professional or to pursue further studies in psychology, counseling, or related fields. With its emphasis on cultural humility, social justice, and evidence-based clinical practice, our program trains you to serve the diverse mental health needs of individuals, groups, communities, and systems and to advocate for social change that promotes mental wellness.
What is the average class size?
The average class size is 30 students for required courses and somewhat smaller for elective courses.
Are there research opportunities for master’s students in the Mental Health Counseling program?
Yes, many MHC master’s students participate in research opportunities with faculty members in the Counseling department.
Does the 48-credit track also prepare you for a PsyD?
Yes, the 48-credit track prepares you for a PsyD as well as a Ph.D.
Can international students who will be returning to their country at the end of the program take the 60-credit licensure track?
Yes! Many international students will choose to return to their country rather than completing the path to licensure in the state of Massachusetts.
Is part-time study possible for this program?
Yes. Typically this means completing the program in 3 years.
Can a graduate of the MA in Mental Health Counseling practice counseling prior to getting their LMHC?
In the Commonwealth of Massachusetts, graduates of a Mental Health Counseling program must accrue at least 3,360 total hours of full-time, or equivalent part-time, experience in mental health counseling with an approved supervisor prior to applying for an LMHC license. See the Massachusetts Requirements for Licensure as a Mental Health Counselor for more details. 262.CMR.2.00
How long does it take to complete the Dual Degree in Pastoral Counseling?
The dual degree program can take anywhere between 3-4 years to complete, depending on full-time or part-time status of a student. The dual degree program we offer with the MHC program is the M.A. in Theology & Ministry.
MHC Program Concentrations:
Is it possible to change concentrations after beginning the program?
Applicants interested in the Integrated Behavioral Health track must make this selection at the time of their application. Students who are admitted to the MHC Main Curriculum track will be able to choose one of the following concentrations if they desire after enrollment:
- Child & Family Mental Health and Wellness
- Positive Youth Development
- Trauma Stress Studies & Intervention Responses
Is it possible to do an Integrated Behavioral Health track and the Trauma concentration at the same time?
No. Since the IBH track uses 4 out of your 5 electives, it is not possible to also complete any other concentration.
Is there a school counseling concentration in this program?
Our M.A. in School Counseling is a separate degree program.
If I know I ultimately want to work in a private practice, and I think I would like to focus on serving an urban population, would it be recommended to pursue the Urban Scholars Program?
Absolutely! The MHC Urban Scholars program is geared towards social justice-oriented practice for people living in urban areas with a variety of life circumstances. It can be thought of as an approach of practice in public as well as in private practice settings.
Are the concentrations (certificate programs) optional?
Yes, the concentrations are optional. With the exception of the Integrated Behavioral Health track, which you have to select at the application stage, students who desire to complete a concentration indicate this on their program of study at the end of their first semester in the MHC program.
Admissions and Application Process:
Is there an option for a gap year after receiving admission?
Yes, we allow admitted students to defer admission for one year. The deferral option requires payment of the $250 enrollment deposit.
Is there a required timeline for completing the program?
Students are permitted five consecutive years from the date of acceptance into the program for the completion of all requirements for the Master’s degree.
Are interviews conducted as part of the admissions process?
No, the program does not currently conduct interviews.
Is the course-by-course international transcript evaluation required in order for an application to be complete? Or can I upload unofficial transcripts?
The course-by-course international transcript evaluation is a required component of the application for applicants who completed a degree outside the United States. Applications will not be reviewed until the official evaluation is received. We are not able to accept unofficial transcripts in this case. The evaluation serves three purposes for us: translation of transcripts that are not originally in English, determination of U.S. equivalency of your degree, and protection against document fraud. The evaluation should be from a NACES member agency, such as World Education Services (WES).
Are there any required prerequisite courses for this program?
Applicants who do not have an undergraduate degree in psychology should have completed at least 2 of the following foundational psychology courses:
- General Psychology
- Personality Theories
- Abnormal Psychology
- Developmental Psychology
Highly-qualified applicants who have not yet met this criteria may be conditionally admitted with a requirement that the courses be completed before the program begins.
How long should the personal statement be?
The personal statement should be a maximum of 1,000 words.
Do both recommendations need to be received by the priority deadline?
Yes. In order for the application to be considered complete by the priority deadline, all materials must be received by the end of day on the priority deadline.
Is there a GPA requirement?
No, we do not have a GPA requirement.
If I’m interested in both the Ph.D. program in Counseling Psychology and the M.A. in Mental Health Counseling, do I need to apply to both?
No. In this case, it is important to apply for the Ph.D. in Counseling Psychology program by the December 1st deadline. Within the application, there will be an option to also be considered for the master’s program. Therefore, it is not necessary to submit two separate applications.
Can you take classes toward the M.A. program as a non-matriculated student? If so, can your work in those classes help your chances of admission?
Yes, it is possible to take non-degree courses at the Lynch School. Non-degree students may take up to four courses that could be counted within a degree program later on. In practice, this program’s classes are often fully enrolled and priority is given to degree-seeking students. Please reach out to gsoe@bc.edu for more information on non-degree study.
I have completed two of the prerequisite courses on Coursera. Can they be counted?
Prerequisite coursework must be completed at an accredited college or university for academic credit.
How many applicants do you receive a year?
The number of applications can vary significantly from year to year. For Fall 2024, we received roughly 800 applications for this program.
What's the cohort size and typical class size?
Our typical incoming cohort is approximately 90 students, and the typical class has 25-30 students per course.
Are GRE scores required while applying?
We do not require GRE scores. All applicants are reviewed holistically, but if you have taken the GRE and have high scores, we encourage you to include them with your application.
Is there any fee waiver for applicants?
Fee waiver eligibility information can be found on our webpage. Please email gsoe@bc.edu for more information.
Is it possible for me to submit 3 letters of recommendation?
Yes, you can submit 3 letters of recommendation on your application. Two recommendations is the minimum requirement.
I am an international student, but I have been studying in an English-speaking country. May I be exempt from submitting English Proficiency scores?
Applicants that meet either of the criteria below do not need to submit proof of English proficiency:
- Applicants who completed an undergraduate or graduate degree at a regionally-accredited institution within the United States
- Applicants who completed an undergraduate or graduate degree at an institution outside of the United States where the language of instruction was English
Just to clarify, we do not need to submit both official and unofficial transcripts, correct? Only one or the other?
For US-based institutions, yes. You can submit either unofficial or official transcripts for the application review process. If you are to be admitted in the program and enroll, we will require you to send us your final official transcripts that show your prior degree conferral. Please note that for international degrees, we do require the official international credential evaluation at the time of application.
If I haven’t completed two prerequisites, do I need to specifically say in my personal statement that I intend to complete them if admitted conditionally, or is that assumed?
It is not required for you to state this in your personal statement, but you are welcome to share your plan to meet those requirements.
How do recommenders submit their letters of recommendation for my application?
Your recommenders will receive a unique link via email to submit their recommendation. This email will be sent after you enter their contact information in your application record.
Do the admissions requirements differ for the 48 vs. the 60-credit program?
No, there are no differences in admissions requirements for the 48 vs. 60-credit tracks.
Is it possible to enroll in the 60-credit track but still get research experience in preparation for Ph.D. studies? Also, is there funding available?
Yes, however these are typically volunteer experiences.
Licensure and Outcomes of the Program:
What is the difference between CACREP and MPCAC?
CACREP offers accreditation to counseling programs at the master’s and doctoral levels, while MPCAC only offers accreditation to programs at the master’s level. CACREP’s accreditation standards are designed to ensure that master’s in counseling program graduates are prepared for professional licensure and/or certification in their field of practice. MPCAC’s more broadly stated mission is to ensure that programs “educate students in the science-based practice of
counseling and psychological services.” In practical terms, this means that MPCAC accredits certain types of master’s in psychology programs that are not designed to prepare students for LPC licensure and that would not be accredited by CACREP, such as master’s in counseling psychology programs. MPCAC-accredited master’s in clinical and mental health counseling programs generally meet academic training standards for LPC licensure. However, MPCAC also accredits non-clinical counseling master’s programs that are not designed to prepare students for LPC licensure. While most states recognize and some now require CACREP accreditation for counseling licensure, MPCAC accreditation is newer and not currently included in state licensing board standards.
How many hours are needed for the practicum and internship?
The practicum consists of not less than 100 total hours, 40 direct service hours, and 25 hours of supervision. Once the practicum is completed, students immediately begin the internship. The internship consists of not less than 600 total hours, including 240 direct service hours, and 45 supervision hours. The actual total practicum and internship hours may range between 700 and 900 depending upon the rate at which direct service and supervision hours can be accrued in a particular clinical setting.
What are the most common career outcomes for those who complete this program?
Here are some examples of careers our recent graduates are following: mental health counselor, behavioral health support specialist, case manager, licensed professional counselor, school-based mental health therapist, outpatient therapist, in-home therapist, emergency services clinician. About 10-15% of our students pursue a doctoral degree immediately following graduation.
How hands-on are you in terms of helping students find their practicum and internships? Are these positions ever paid or is that against the program policy?
Dr. James Aronson, the practicum director, meets with students throughout the first semester to support them in preparing application materials and to explore internship sites in our database that meet their clinical learning goals. There are a few internships that offer stipends, but most do not.
Are international students also eligible for graduate assistantships positions?
Yes! As long as you work for under 20 hours/week on the F-1 Visa and it is an on-campus job, you are able to work as a GA.
Mental Health Counseling Program Webinars
At a Glance
Mental Health Counseling Program Tracks
Students have the option to pursue licensure as a Mental Health Counselor (LMHC) in Massachusetts through the 60-credit program, or complete the 48-credit non-licensure program.
The Integrated Behavioral Health track is a pathway for students seeking to work as Mental Health Counselors in integrated medical settings.
This track will prepare students to work with clients in urban communities, including community mental health centers, public hospitals, and community clinics.
The Dual Master of Arts in Theology and Ministry and Mental Health Counseling is designed for individuals who wish to pursue graduate studies that combine counseling and psychology with studies in religion.
During the two-year program, you can choose between a 60-credit licensure-track or a 48-credit non-licensure track program of study. Each program requires you to complete an internship with one of our Boston-based partner organizations.
Requirements
- Courses: 16 or 20
- Credits: 48 or 60
- Comprehensive Exam
During the two-year program, you can choose between a 60-credit licensure-track or a 48-credit non-licensure track program of study.
48-Credit Track
- The 48-credit, two-year program will prepare you for further studies in counseling, such as doctoral degrees in psychology and further studies in public policy, law, and business, or fields in which a solid counseling foundation is desirable.
- The track is an option for students who do NOT plan to pursue licensure as a Mental Health Counselor (LMHC) in the Commonwealth of Massachusetts or other states that require completion of an integrated, 60-credit Master’s degree.
60-Credit Track
- The 60-credit, two-year program meets the educational requirements for licensure as a Mental Health Counselor (LMHC) in the Commonwealth of Massachusetts.
- When students graduate from this program, they will be eligible for entry-level counseling positions and prepared, with postgraduate supervision and experience, to obtain licensure and accreditation for advanced skills/specialization.
48-Credit Master's
The 48-credit, two-year program will prepare you for further studies in counseling or fields in which a solid counseling foundation is desirable. Our graduates go on to pursue doctoral degrees in psychology and further studies in public policy, law, and business. The 48-credit hour Mental Health Counseling track is an option available for students who do NOT plan to pursue licensure as a Mental Health Counselor (LMHC) in the Commonwealth of Massachusetts or other states that require completion of an integrated, 60-credit Master’s degree.
| Course | Course Title | Credits |
|---|---|---|
| APSY7444 | Theories of Personality and Counseling I First part of a year-long sequence examining personality and counseling theories. To introduce students to major theories of personality in the field of psychology and how theories are applied in constructing counseling and psychotherapy models. Students will focus on humanistic, behavioral, and cognitive personality theories and how they become operationalized in person-centered, behavioral, and cognitive counseling models, respectively. In addition to examining the theoretical foundations, client and counselor dimensions, techniques, and the active ingredients of change for these major models of personality and counseling, students examine how socio-cultural context contributes to client presenting concerns and may be addressed in counseling. | 3 |
| APSY7445 | Theories of Personality and Counseling II Second part of a year-long sequence examining personality and counseling theories. Continues introduction to major theories of personality in the field of psychology and how those theories are applied in constructing counseling and psychotherapy models. Focuses on psychoanalytic personality and counseling models as well as critical theory as manifested in the psychology of gender and counseling models that integrate gender into working with clients. Specifically, for each model, students will examine the theoretical foundations developed in its theory of personality, relevant client and counselor dimensions, counseling techniques, and the active ingredients of change that each model uses in bringing about change. | 3 |
| APSY7518 | Issues in Life-Span Development This course addresses the major psychological and socio-cultural issues in development from childhood through adulthood. The theory, research, and practice in the field of life span development are examined and evaluated. | 3 |
| APSY7528 | Multicultural Issues Assists students to become more effective in their work with ethnic minority and LGBT clients. Increases students' awareness of their own and others' life experiences, and how these impact the way in which we approach interactions with individuals who are different from us. Examines the sociopolitical conditions that impact individuals from ethnic and non-ethnic minority groups in the U.S., and presents an overview of relevant research. | 3 |
| APSY7543 | Psychopathology Examines selected DSM-IV disorders and considers diagnostic issues, theoretical perspectives, and research. Through case examples, students will learn to conduct a mental status examination and determine appropriate treatment plans for clients suffering from various diagnoses. | 3 |
| APSY7440 | Foundations of Counseling I Provides an introduction to counseling principles and techniques with an emphasis on interviewing skills. The areas of communication skills involving the use of role playing, observation, and practice components are emphasized. Training consists of peer role-plays and laboratory experiences with individual and group supervision. | 3 |
| APSY7748 | Foundations of Counseling II Pre-internship, supervised curricular experience focuses on progressive issues and the treatment of special populations. Lab training consists of peer role-plays and experiences with individual and group supervision. | 3 |
Students will choose 5 electives (3 credits each) with the help of their advisor.
Students will choose one of the following statistics courses.
| Course | Course Title | Credits |
|---|---|---|
| APSY7468 | Introduction to Statistics An introduction to descriptive statistics. Topics include methods of data summarization and presentation; measures of central tendency and variability, correlation and linear regression; the normal distribution; probability; and an introduction to hypothesis testing. Provides computer instruction on PC and Mac platforms and in the SPSS statistical package. | 3 |
| APSY7469 | Intermediate Statistics Topics and computer exercises address tests of means, partial and part correlations, multiple regression, analysis of variance with planned and post hoc comparisons, analysis of covariance, repeated measures analysis, elements of experimental design, and power analysis. | 3 |
| APSY7460 | Interpretation and Evaluation of Research: Topics in Mental Health This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. Each student will develop a research proposal. | 3 |
| APSY7605 | Ethical and Legal Issues Topics include professional codes and ethical principles; laws governing mental health professions; confidentiality, privacy and record keeping; client rights and malpractice; issues in supervision; dual role relationships; psychological assessment; and, issues specific to minorities, children and specialized treatment modalities and techniques. Emphasis is on the preparation of mental health counselors and other mental health professionals. |
Students need to complete 6 credits of internship from the following courses.
| Course | Course Title | Credits |
|---|---|---|
| APSY7660 | Practice and Supervision Seminar I This course is designed to be a post-practicum, curricular supervised experience, and supervised internship experience and seminar. The internship consists of seminar participation and a 600-hour, year-long clinical experience at an approved internship site. The internship and corresponding seminar are designed to enable the student to refine and enhance basic counseling skills, and to integrate professional knowlege and skills appropriate to an initial placement. | 2-3 |
| APSY7661 | Practice and Supervision Seminar II This course is designed to build on Internship I and corresponds to the completion of 600 clock hours the student spends in the internship. The seminar is process-oriented and thus students remain in the same year-long section. As such, it is designed to enable the student to further enhance basic and advanced counseling skills, and to integrate professional knowledge and skills through direct service with individual and group supervision. | 2-3 |
| APSY7650 | Practice and Supervision Summer Seminar | 1-2 |
| Course | Course Title | Credits |
|---|---|---|
| APSY8100 | Master’s Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses. | 0 |
60-Credit Master's
The 60-credit, two-year program meets the educational requirements for licensure as a Mental Health Counselor (LMHC) in the Commonwealth of Massachusetts. When you graduate from this program, you will be eligible for entry-level counseling positions and prepared, with postgraduate supervision and experience, to obtain licensure and accreditation for advanced skills/specialization.
| Course | Course Title | Credits |
|---|---|---|
| APSY7444 | Theories of Personality and Counseling I First part of a year-long sequence examining personality and counseling theories. To introduce students to major theories of personality in the field of psychology and how theories are applied in constructing counseling and psychotherapy models. Students will focus on humanistic, behavioral, and cognitive personality theories and how they become operationalized in person-centered, behavioral, and cognitive counseling models, respectively. In addition to examining the theoretical foundations, client and counselor dimensions, techniques, and the active ingredients of change for these major models of personality and counseling, students examine how socio-cultural context contributes to client presenting concerns and may be addressed in counseling. | 3 |
| APSY7445 | Theories of Personality and Counseling II Second part of a year-long sequence examining personality and counseling theories. Continues introduction to major theories of personality in the field of psychology and how those theories are applied in constructing counseling and psychotherapy models. Focuses on psychoanalytic personality and counseling models as well as critical theory as manifested in the psychology of gender and counseling models that integrate gender into working with clients. Specifically, for each model, students will examine the theoretical foundations developed in its theory of personality, relevant client and counselor dimensions, counseling techniques, and the active ingredients of change that each model uses in bringing about change. | 3 |
| APSY7448 | Career Development Provides students with a comprehensive introduction to the theoretical and practice aspects of career development and the psychology of working. Students learn existing theories and related research pertaining to the vocational behavior of individuals across the life span. Through readings, case discussions, and lectures, students learn how to construct effective, ethical, and humane means of helping people to develop their work lives to their fullest potential. | 3 |
| APSY7465 | Psychological Testing Introduces psychometric theory, selection, and use of standardized aptitude, ability, achievement, interest, and personality tests in the counseling process from a social justice perspective. Includes measurement concepts essential to test interpretation, and experience in evaluating strengths, weaknesses, and biases of various testing instruments. Students will gain laboratory experience in administration, scoring, and interpretation of psychological tests. | 3 |
| APSY7518 | Issues in Life-Span Development This course addresses the major psychological and socio-cultural issues in development from childhood through adulthood. The theory, research, and practice in the field of life span development are examined and evaluated. | 3 |
| APSY7528 | Multicultural Issues Assists students to become more effective in their work with ethnic minority and LGBT clients. Increases students' awareness of their own and others' life experiences, and how these impact the way in which we approach interactions with individuals who are different from us. Examines the sociopolitical conditions that impact individuals from ethnic and non-ethnic minority groups in the U.S., and presents an overview of relevant research. | 3 |
| APSY7543 | Psychopathology Examines selected DSM-IV disorders and considers diagnostic issues, theoretical perspectives, and research. Through case examples, students will learn to conduct a mental status examination and determine appropriate treatment plans for clients suffering from various diagnoses. | 3 |
| APSY7605 | Ethical and Legal Issues in Mental Health Topics include professional codes and ethical principles; laws governing mental health professions; confidentiality, privacy and record keeping; client rights and malpractice; issues in supervision; dual role relationships; psychological assessment; and, issues specific to minorities, children and specialized treatment modalities and techniques. Emphasis is on the preparation of mental health counselors and other mental health professionals. | 3 |
| APSY7640 | Seminar in Group Counseling and Group Theory This course examines both the theory and practice of group counseling. Among the theoretical positions discussed are client centered, behavioral, existential, and rational emotive. Important aspects of group process are also discussed including group leadership, group membership, establishing a group, and maintaining a group. As such the course covers therapist issues, patient selection criteria, group structuring as well as basic therapeutic techniques. The course prepares students to design structured counseling groups, to prepare group counseling materials, and to lead counseling groups of various types. | 3 |
| APSY7440 | Foundations of Counseling I Provides an introduction to counseling principles and techniques with an emphasis on interviewing skills. The areas of communication skills involving the use of role playing, observation, and practice components are emphasized. Training consists of peer role-plays and laboratory experiences with individual and group supervision. | 3 |
| APSY7748 | Foundations of Counseling II Pre-internship, supervised curricular experience focuses on progressive issues and the treatment of special populations. Lab training consists of peer role-plays and experiences with individual and group supervision. | 3 |
| APSY7460.12 | Interpretation and Evaluation of Research: Topics in Mental Health Counseling This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. Each student will develop a research proposal. | 3 |
| APSY7221 | Neurological and Biological Bases of Behavior Health professionals work with many clients where biological and neurological factors play a role in influencing or exacerbating psychological problems. This course will touch on a variety of topics in psychology from a biological perspective that will be helpful in clinical practice. Areas to be covered include the basic structure and function of neurons, basic neuroanatomy, cognitive functions, substance abuse, addictions, and psychopharmacology. Discussion of these topics will be approached from a biopsychosocial approach. Students are encouraged to ask questions throughout the lecture to both clarify material and to work toward application of the material to clinical work | 3 |
Students will choose 5 electives (3 credits each) with the help of their advisor.
Students need to complete 6 credits of internship from the following courses.
| Course | Course Title | Credits |
|---|---|---|
| APSY7660 | Practice and Supervision Seminar I This course is designed to be a post-practicum, curricular supervised experience, and supervised internship experience and seminar. The internship consists of seminar participation and a 600-hour, year-long clinical experience at an approved internship site. The internship and corresponding seminar are designed to enable the student to refine and enhance basic counseling skills, and to integrate professional knowlege and skills appropriate to an initial placement. | 2-3 |
| APSY7661 | Practice and Supervision Seminar II This course is designed to build on Internship I and corresponds to the completion of 600 clock hours the student spends in the internship. The seminar is process-oriented and thus students remain in the same year-long section. As such, it is designed to enable the student to further enhance basic and advanced counseling skills, and to integrate professional knowledge and skills through direct service with individual and group supervision. | 2-3 |
| APSY7650 | Practice and Supervision Summer Seminar | 1-2 |
| Course | Course Title | Credit |
|---|---|---|
| APSY8100 | Master’s Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses. | 0 |
Specialized Concentrations
The Mental Health Counseling program* curriculum provides an opportunity for students to take five elective courses in various topic areas. Students may also elect to focus their electives in one of the following specialized concentrations.
*Please note: Students in the Integrated Behavioral Health and Dual Degree MHC/STM tracks are not eligible to do a specialized concentration due to fewer elective course available in their curriculum. For more information on concentrations, please discuss with the concentration director, listed below.
Child and Family Mental Health
This concentration offers a tailored sequence of courses with a concentration and focus on how to provide effective mental health counseling services to children and families.
Director: Dr. Penny Haney
Required Courses
12 credits (4 courses)
| Course | Course Title | Credits |
|---|---|---|
| APSY7446 | Child Psychopathology Introduces the theory and research that provide the context for understanding the socio-emotional problems of children. Places particular emphasis on the role of risk and protective factors as they contribute to children's resilience and vulnerability to childhood problems. Considers implications for clinical practice and work in school settings.0 | 3 |
| APSY7743 | Counseling Families The purpose of this course is to provide students with an introduction to family systems theory and theories of family counseling, within ecological and social justice frameworks. Major topics will include history, theory, and practice models, healthy and dysfunctional family functioning, family diversity, and intervention techniques. For mental health counseling students, issues relevant to couples counseling will also be included. | 3 |
Development Course
Students will choose one (1) from the following courses:
| Course | Course Title | Credits |
|---|---|---|
| APSY7418 | Applied Child Development This course will help students understand fundamental principles of cognitive, linguistic, social, and affective development as they apply to children's lives at home,in school, and in their communities. The course is designed to provide students with the skills to apply classic and contemporary research and theory to a wide variety of child-facing fields of practice in education, psychology, social services, and beyond. | 3 |
| APSY7419 | Applied Adolescent Development This course is designed to provide students with an overview of the theoretical and empirical knowledge base concerning adolescent development. In particular, four broad areas will be considered: (1) psychological, biological, and cognitive transitions; (2) central developmental tasks of adolescence; (3) primary contextual influences; and (4) prevalent types of problematic functioning that emerge during adolescence. The overarching goals of the course are to provide a solid and broad understanding of how and why adolescents develop in the manner they do, and to extend this developmental understanding into research, application, and practice. | 3 |
Elective Course
Students will choose one (1) elective from a list of approved electives. Please see the Program of Study form for details.
Positive Youth Development
This concentration provides a theoretical, empirical, and applied focus on how to promote positive development among youth living in diverse communities.
Director: Dr. Jacqueline V. Lerner
Required Courses
12 credits (4 classes)
| Course | Course Title | Credits |
|---|---|---|
| APSY6420 | Positive Youth Development Applied Developmental Science (ADS) uses research about human development to inform programs and policies pertinent to topics of social importance. Students will integrate readings about and class discussions of ADS theory and research with information about community-based programs. The focus of this class will be a discussion and analysis of the role of developmental research and, in particular from longitudinal research (for example, the 4-H Study of Positive Youth Development), in framing applications (programs and policies) for promoting positive development among youth. | 3 |
| APSY7419 | Applied Adolescent Development This course is designed to provide students with an overview of the theoretical and empirical knowledge base concerning adolescent development. The overarching goals of the course are to provide a solid and broad understanding of how and why adolescents develop in the manner they do, and to extend this developmental understanding into research, application, and practice. | 3 |
APSY8620 or APSY6397 | Child and Family Social Policy or Social Issues and Social Policy | 3 |
Elective Course
Students will choose one (1) elective from a list of approved electives. Please see the Program of Study form for details.
Trauma Stress Studies & Intervention Responses
This concentration highlights the impact of trauma on individual and societal well-being, and effective intervention responses.
Director: Dr. Penny Haney
Required Courses
12 credits (4 courses)
| Course | Course Title | Credits |
|---|---|---|
| APSY7548 | Psychology of Trauma in Childhood The focus of this course is on the neuro-developmental and psychosocial aspects of traumatic stress, including an exploration of the psychological sequelae of exposure to various types of trauma (e.g., physical abuse, domestic violence, mass disasters) in childhood and adolescence. Assessment and clinical and community-based interventions concerning traumatic stress will be discussed with attention to cultural and linguistic diversity. Social justice and human rights in the context of interpersonal and collective violence is also examined. | 3 |
| APSY7549 | Psychology of Trauma in Adulthood The focus of this course is on the biopsychosocial aspects of traumatic stress,including an exploration of the psychological sequelae of various types of trauma (e.g., physical abuse, sexual assault, political trauma) across diverse adult populations.Assessment and clinical and community-based interventions concerning traumatic | 3 |
| APSY7550 | Disaster Mental Health Disasters are increasing in their prevalence and severity. This seminar will explore the impact of disasters on communities; identify systemic barriers, health inequities, and psychosocial needs that impact disaster responses; explore and practice effective and culturally-responsive ways to intervene with communities post-disaster; and learn about international humanitarian relief efforts. | 3 |
| APSY6461 | Psychological Responses to Humanitarian Crises This course develops a critical framework for understanding the psychological and social effects of selected natural and unnatural disasters and current responses to them. Course goals include: the development of a critical understanding of gendered oppression in contexts of war and humanitarian crises; an analysis of selected psychosocial interventions in the context of development and humanitarian aid; a critical analysis of international human rights as potential resources; and, the formulation of programmatic responses for mental health and human rights workers seeking to creatively respond to women and child survivors in collaboration with community-based indigenous workers and advocates. | 3 |
In the M.A. in Mental Health Counseling program at Boston College, you will:
- receive foundational training in counseling and direct experience working in the field
- learn how science influences practice and practice influences science
- become a competent mental health counseling practitioner
- develop an understanding of how cultural values and social justice informs and influences your professional work and how to integrate them into your practice
The M.A. in Mental Health Counseling program at Boston College is accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC) through March, 2027. As part of this accreditation, the program is required to disclose specific educational/training outcomes and other information to prospective doctoral students. Please use the links below for more information about our admissions, outcomes and accreditation.
Contemporary healthcare models emphasize a “whole-person” approach that addresses mental health concerns as well as the physical conditions that impact health and well-being. The Integrated Behavioral Health (IBH) Track trains students with the basic skills necessary to be a mental health counselor as well as the specialized skills to deliver behavioral health assessment and intervention in an integrated medical setting.
In the second year of the program, students in the IBH Track complete a practicum in an integrated behavioral health setting where they provide direct mental health counseling services as well as consultation to medical health clinicians (physicians, nurses, nutritionists, etc.).
Prospective students interested in the IBH Track should indicate their interest in the Master’s in Mental Health Counseling application.
The skills students will develop in this track include, but are not limited to:
- Screening and triaging mental health problems
- Providing short-term evidence-based psychotherapies
- Assessing and addressing healthcare inequities and social determinants of health
- Collaborating and providing interprofessional consultation to medical health professionals
- Clearview Counseling
- Renfrew Center for Eating Disorders
- The Boston Home
- Harvard Street Neighborhood Health Center
- HRI Ascend Partial Hospital Program for BIPOC Women
- Cambridge Eating Disorders Center
- Codman Square Health Center
Integrated Behavioral Health Track
The curriculum for the Integrated Behavioral Health track follows the general curriculum for the 48-credit or 60-credit licensure tracks. Students are required to complete a practicum in an integrated behavioral health setting, which will prepare students seeking work as Mental Health Counselors in integrated medical settings.
| Course | Course Title | Credits |
|---|---|---|
| APSY7444 | Theories of Personality and Counseling I First part of a year-long sequence examining personality and counseling theories. To introduce students to major theories of personality in the field of psychology and how theories are applied in constructing counseling and psychotherapy models. Students will focus on humanistic, behavioral, and cognitive personality theories and how they become operationalized in person-centered, behavioral, and cognitive counseling models, respectively. In addition to examining the theoretical foundations, client and counselor dimensions, techniques, and the active ingredients of change for these major models of personality and counseling, students examine how socio-cultural context contributes to client presenting concerns and may be addressed in counseling. | 3 |
| APSY7445 | Theories of Personality and Counseling II Second part of a year-long sequence examining personality and counseling theories. Continues introduction to major theories of personality in the field of psychology and how those theories are applied in constructing counseling and psychotherapy models. Focuses on psychoanalytic personality and counseling models as well as critical theory as manifested in the psychology of gender and counseling models that integrate gender into working with clients. Specifically, for each model, students will examine the theoretical foundations developed in its theory of personality, relevant client and counselor dimensions, counseling techniques, and the active ingredients of change that each model uses in bringing about change. | 3 |
| APSY7448 | Career Development Provides students with a comprehensive introduction to the theoretical and practice aspects of career development and the psychology of working. Students learn existing theories and related research pertaining to the vocational behavior of individuals across the life span. Through readings, case discussions, and lectures, students learn how to construct effective, ethical, and humane means of helping people to develop their work lives to their fullest potential. | 3 |
| APSY7465 | Psychological Testing Introduces psychometric theory, selection, and use of standardized aptitude, ability, achievement, interest, and personality tests in the counseling process from a social justice perspective. Includes measurement concepts essential to test interpretation, and experience in evaluating strengths, weaknesses, and biases of various testing instruments. Students will gain laboratory experience in administration, scoring, and interpretation of psychological tests. | 3 |
| APSY7518 | Issues in Life-Span Development This course addresses the major psychological and socio-cultural issues in development from childhood through adulthood. The theory, research, and practice in the field of life span development are examined and evaluated. | 3 |
| APSY7528 | Multicultural Issues Assists students to become more effective in their work with ethnic minority and LGBT clients. Increases students' awareness of their own and others' life experiences, and how these impact the way in which we approach interactions with individuals who are different from us. Examines the sociopolitical conditions that impact individuals from ethnic and non-ethnic minority groups in the U.S., and presents an overview of relevant research. | 3 |
| APSY7543 | Psychopathology Examines selected DSM-IV disorders and considers diagnostic issues, theoretical perspectives, and research. Through case examples, students will learn to conduct a mental status examination and determine appropriate treatment plans for clients suffering from various diagnoses. | 3 |
| APSY7605 | Ethical and Legal Issues Topics include professional codes and ethical principles; laws governing mental health professions; confidentiality, privacy and record keeping; client rights and malpractice; issues in supervision; dual role relationships; psychological assessment; and, issues specific to minorities, children and specialized treatment modalities and techniques. Emphasis is on the preparation of mental health counselors and other mental health professionals. | 3 |
| APSY7640 | Seminar in Group Counseling and Group Theory This course examines both the theory and practice of group counseling. Among the theoretical positions discussed are client centered, behavioral, existential, and rational emotive. Important aspects of group process are also discussed including group leadership, group membership, establishing a group, and maintaining a group. As such the course covers therapist issues, patient selection criteria, group structuring as well as basic therapeutic techniques. The course prepares students to design structured counseling groups, to prepare group counseling materials, and to lead counseling groups of various types. | 3 |
| APSY7460 | Interpretation and Evaluation of Research: Topics in Mental Health Counseling This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. Each student will develop a research proposal. | 3 |
| APSY7221 | Neurological and Biological Bases of Behavior Health professionals work with many clients where biological and neurological factors play a role in influencing or exacerbating psychological problems. This course will touch on a variety of topics in psychology from a biological perspective that will be helpful in clinical practice. Areas to be covered include the basic structure and function of neurons, basic neuroanatomy, cognitive functions, substance abuse, addictions, and psychopharmacology. Discussion of these topics will be approached from a biopsychosocial approach. | 3 |
| Course | Course Title | Credits |
|---|---|---|
| APSY7310 | Foundations of Counseling I: Integrated Behavioral Health The purpose of this yearlong course is to introduce counseling students to an integrated behavioral health (IBH) framework that will help facilitate their learning and understanding of this model. Students will learn fundamental principles, clinical skills, and have the opportunity to expand upon their professional identity. Through weekly lab experiences, students will engage in further discussion, practice their skills, and implement their knowledge of IBH. | 3 |
| APSY7311 | Foundations of Counseling II: Integrated Behavioral Health The purpose of this yearlong course is to introduce counseling students to an integrated behavioral health (IBH) framework that will help facilitate their learning and understanding of this model. Students will learn fundamental principles, clinical skills, and have the opportunity to expand upon their professional identity. Through weekly lab experiences, students will engage in further discussion, practice their skills, and implement their knowledge of IBH. | 3 |
| APSY7312 | Short Term Therapies & Integrated Behavioral Healthcare This course is designed to provide in-depth training and skill development in evidence-based theoretical models of brief therapy within an Integrated Behavioral Health framework. Counseling students will develop an understanding of the fundamental principles of brief therapy models, including Solution Focused Brief Therapy; Focused Acceptance and Commitment Therapy; Motivational Interviewing (MI); and Brief Cognitive Behavioral Therapy. Other areas of emphasis will include crisis intervention, posttraumatic stress disorder management in integrated primary care; addressing substance use disorders in primary care; and trauma-informed integrated primary care. | 2 |
| APSY7313 | IBH Practitioner Skills and Multidisciplinary Teamwork This course is intended to provide the learner with specialized skills necessary in delivering behavioral health assessment/intervention in an integrated medical setting. The course will focus on how to manage a caseload in an integrated care setting as well as how to conceptualize cases, formulate treatment plans, provide documentation appropriate for the setting and crisis intervention strategies. Additionally, we will discuss the importance of collaboration and information sharing with other team members, as well as how to provide consent for this communication and the potential ethical issues that can arise. Lastly, the role of an IBH practitioner extends beyond intervention in the clinic (e.g. telehealth), and thus we will also learn the importance of interdisciplinary consultation and referral as well as strategies for outreach to community resources and settings in order to support both clinic and patient in whole person health. | 3 |
| APSY7314 | Health Inequity This course provides an overview of disparities in health status and the delivery of healthcare in the US. Students will explore relationships among individual characteristics such as gender identification, education, income, literacy, race, ethnicity, culture, acculturation, disability, age, and sexual orientation; interpersonal factors such as communication with healthcare providers, family and social ties, and discrimination; and societal-level factors such as neighborhood and community context, healthcare organizations, economics, politics and policies and seek to understand how those factors shape health behaviors, access to health care services, unequal treatment, and health status. This course will underscore the importance of developing “structural competency”, which is a critical understanding for systems that influence health outcomes above individual interactions. Students will critically examine how to utilize these individual and systemic characteristics when engaging in case conceptualization and treatment planning and identify steps that practitioners and leaders can use to address disparities within their practice and community. | 3 |
Students will choose two (2) electives from a list of approved electives. Please see the Program of Study form for details.
Students need to complete 6 credits of internship from the following courses.
| Course | Course Title | Credits |
|---|---|---|
| APSY7660 | Practice and Supervision Seminar I This course is designed to be a post-practicum, curricular supervised experience, and supervised internship experience and seminar. The internship consists of seminar participation and a 600-hour, year-long clinical experience at an approved internship site. The internship and corresponding seminar are designed to enable the student to refine and enhance basic counseling skills, and to integrate professional knowlege and skills appropriate to an initial placement. | (2-3) |
| APSY7661 | Practice and Supervision Seminar II This course is designed to build on Internship I and corresponds to the completion of 600 clock hours the student spends in the internship. The seminar is process-oriented and thus students remain in the same year-long section. As such, it is designed to enable the student to further enhance basic and advanced counseling skills, and to integrate professional knowledge and skills through direct service with individual and group supervision. | (2-3) |
| APSY7650 | Practice and Supervision Summer Seminar | (1-2) |
| Course | Course Title | Credits |
|---|---|---|
| APSY8100 | Master’s Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses. | 0 |
The Mental Health Counseling (MHC) Urban Scholars Program is designed to train counselors equipped to address the complex mental health needs of people living in urban communities. Consistent with the Lynch School of Education and Human Development’s three-pronged mission to enhance the human condition, expand the human imagination, and make the world more just, the MHC Urban Scholar Program uses the lenses of ecological, decolonial and liberation psychology theory to critically examine sources of mental distress and mental wellness for people living in urban contexts.
Prospective students interested in the MHC Urban Scholars Program should indicate their interest in the Master’s in Mental Health Counseling application.
Through specialized seminars and community partnerships, MHC Urban Scholars learn to:
- Assess the mental health problems and community stressors present in various ecological domains (individual, family, school, work, community, and societal systems).
- Identify individual and community strengths and resources that promote mental health
- Apply culturally-responsive counseling practices and intensive engagement interventions
- Implement trauma-informed counseling models
- Collaborate with community partners to promote mental well-being and social justice mental health advocacy
- ASPIRE Clinic/BIDMC
- North Suffolk Community Health
- Codman Square Health Center
- Boston Medical Center STAR Program
- The Home for Little Wanderers
- ARTrelief
- Berklee College of Music
Edit in Dialog
Mental Health Counseling Urban Scholars Program
The curriculum for the MHC Urban Scholars Program follows the general curriculum for the 48-credit or 60-credit licensure tracks. Students are required to complete a practicum in an urban setting, which will prepare students seeking work as Mental Health Counselors.
Students must take the following two courses (3 credits). Students who are enrolled in the 60-credit track and both the Urban Scholars program and IBH track are not required to take APSY7314: Health Inequity.
| Course | Course Title | Credits |
|---|---|---|
| APSY7501/02 | Urban Life and Mental Health Counseling This is a year-long course aimed at understanding the mental health counseling concerns of people who live in urban settings. Given increasing urbanization across the globe, some research projects that by 2050, two-thirds of the global population will live in urban areas. As such, it is imperative for mental health counselors to understand the unique circumstances of urban life and how they impact lifespan development and mental wellbeing. This course will use the lenses of ecological, decolonial and liberation psychology theory to critically examine sources of mental distress, mental wellness as well as counseling approaches used to enhance the lives of urban dwellers. Lecture, reflective writing practices, and group discussions emphasizing critical consciousness will be used to foster learning. Moreover, students will engage in collaborative group work to learn the role of social justice advocacy in addressing structural problems impacting mental health outcomes. | 3 |
| APSY7314 | Health Inequity This course provides an overview of disparities in health status and the delivery of healthcare in the US. Students will explore relationships among individual characteristics; interpersonal factors; and societal-level factors such as neighborhood and community context, healthcare organizations, economics, politics and policies and seek to understand how those factors shape health behaviors, access to health care services, unequal treatment, and health status. This course will underscore the importance of developing “structural competency”, which is a critical understanding for systems that influence health outcomes above individual interactions. Students will critically examine how to utilize these individual and systemic characteristics when engaging in case conceptualization and treatment planning and identify steps that practitioners and leaders can use to address disparities within their practice and community. | 3 |
Students must choose one of the courses from the following list (3 credits).
| Course | Course Title | Credits |
|---|---|---|
| APSY7548 | Psychology of Trauma in Childhood The focus of this course is on the neuro-developmental and psychosocial aspects of traumatic stress, including an exploration of the psychological sequelae of exposure to various types of trauma (e.g., physical abuse, domestic violence, mass disasters) in childhood and adolescence. Assessment and clinical and community-based interventions concerning traumatic stress will be discussed with attention to cultural and linguistic diversity. Social justice and human rights in the context of interpersonal and collective violence is also examined. | 3 |
| APSY7549 | Psychology of Trauma in Adulthood The focus of this course is on the biopsychosocial aspects of traumatic stress,including an exploration of the psychological sequelae of various types of trauma (e.g., physical abuse, sexual assault, political trauma) across diverse adult populations.Assessment and clinical and community-based interventions concerning traumatic | 3 |
| APSY7550 | Disaster Mental Health Disasters are increasing in their prevalence and severity. This seminar will explore the impact of disasters on communities; identify systemic barriers, health inequities, and psychosocial needs that impact disaster responses; explore and practice effective and culturally-responsive ways to intervene with communities post-disaster; and learn about international humanitarian relief efforts. | 3 |
| APSY6461 | Psychological Responses to Humanitarian Crises This course develops a critical framework for understanding the psychological and social effects of selected natural and unnatural disasters and current responses to them. Course goals include: the development of a critical understanding of gendered oppression in contexts of war and humanitarian crises; an analysis of selected psychosocial interventions in the context of development and humanitarian aid; a critical analysis of international human rights as potential resources; and, the formulation of programmatic responses for mental health and human rights workers seeking to creatively respond to women and child survivors in collaboration with community-based indigenous workers and advocates. | 3 |
Students must choose two (2) electives from a list of approved electives. Please see the Program of Study form for details.
In the second year of the program, MHC Urban Scholars complete a practicum in an urban mental health setting (community mental health centers, public hospitals, and community-based clinics etc.).
| Course | Course Title | Credits |
|---|---|---|
| APSY7660 | Practice and Supervision Seminar I This course is designed to be a post-practicum, curricular supervised experience, and supervised internship experience and seminar. The internship consists of seminar participation and a 600-hour, year-long clinical experience at an approved internship site. The internship and corresponding seminar are designed to enable the student to refine and enhance basic counseling skills, and to integrate professional knowlege and skills appropriate to an initial placement. | (2-3) |
| APSY7661 | Practice and Supervision Seminar II This course is designed to build on Internship I and corresponds to the completion of 600 clock hours the student spends in the internship. The seminar is process-oriented and thus students remain in the same year-long section. As such, it is designed to enable the student to further enhance basic and advanced counseling skills, and to integrate professional knowledge and skills through direct service with individual and group supervision. | (2-3) |
| APSY7650 | Practice and Supervision Summer Seminar | (1-2) |
| Course | Course Title | Credits |
|---|---|---|
| APSY8100 | Master’s Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses. | 0 |
Learn how to integrate theories and practices of mental health counseling with studies of spirituality and pastoral care. Pair your M.A. in Mental Health Counseling with an M.A. in Theology and Ministry and earn a dual degree in three years. Alumni of the MHC/STM dual degree program graduate license-eligible as a professional mental health counselor and work in mental health agencies, shelters, pastoral placements in parishes, campus ministry programs, prisons, and youth and young adult programs.
Dual Degree Students may follow the 60- or 48-credit MHC curriculum.
Prospective students are required to apply separately and be admitted to both the School of Theology & Ministry and the Lynch School.
The skills students will develop in this track include, but are not limited to:
- Develop fundamental skills in mental health counseling and pastoral care
- Become proficient in assessing spiritual values and beliefs that impact mental health
- Develop an understanding of how spirituality informs and influences counseling and how to integrate it into clinical practice
Dual Degree Program
The curriculum for the Dual Master of Arts in Theology and Ministry and Mental Health Counseling follows the general curriculum for either the 48-credit or 60-credit licensure tracks.
Students must take the following three courses (9 credits).
| Course | Course Title | Credits |
|---|---|---|
| TMPS7093 | Introduction to Pastoral Care and Counseling: A Narrative Approach In this foundational course, we develop an understanding of critical dimensions of competent and compassionate pastoral care and counseling today. Drawing substantially on a narrative approach to care, we explore pastoral care and counseling from contemporary pastoral-theological, social-scientific, and cultural perspectives. Particular topics addressed are family systems theory; implicit bias and racism; domestic violence; suicide; power and boundaries; resilience and self-care; and skills for pastoral care. | 3 |
| TMPS7078 | Pastoral Care of the Family | 3 |
| TMPT7315 | Mitigating Trauma | 3 |
Students must choose one of the courses from the following list (3 credits).
| Course | Course Title | Credits |
|---|---|---|
| TMPS7018 | Death and Dying The study of death and dying is a complex, multidimensional, and evolving field. This course draws on contemporary theory and research to explore death and dying from multiple perspectives, including religious, theological, pastoral, and psychological. Topics include societal attitudes toward death; facing one's own death; cultural features of death and dying; end-of-life issues; children and death; funerals and the use of ritual in ministry to the dying; pastoral sensitivities and skills for ministering to the dying; and pressing contemporary concerns, such as death in the workplace, institutional death, violent death, and death in global perspective. | 3 |
| TMPS7006 | Grief and Loss Grief may be understood as the response to a significant loss. We will explore pastoral, theological, religious, and secular perspectives on grief and loss and seek to integrate these perspectives where appropriate. We'll consider important new research in thanatology and review traditional psychological theories of grief in light of contemporary critiques. We will explore the experience of grief in light of context and culture and consider which features may be universal. We will attend to often unrecognized dimensions of grief—disenfranchised grief and the grief born of injustice. We'll focus on how to respond pastorally to grieving individuals and communities. | 3 |
Students in the 60-credit curriculum will choose one (1) elective course, and students in the 48-credit curriculum will choose three (3) elective courses from a list of approved electives. Please see the Program of Study form for details.
Dual Degree MHC/CSTM students must complete two of their electives (6 credits) from the approved CSTM courses listed on the program of study.
Students need to complete 6 credits of internship from the following courses.
| Course | Course Title | Credits |
|---|---|---|
| APSY7660 | Practice and Supervision Seminar I This course is designed to be a post-practicum, curricular supervised experience, and supervised internship experience and seminar. The internship consists of seminar participation and a 600-hour, year-long clinical experience at an approved internship site. The internship and corresponding seminar are designed to enable the student to refine and enhance basic counseling skills, and to integrate professional knowlege and skills appropriate to an initial placement. | (2-3) |
| APSY7661 | Practice and Supervision Seminar II This course is designed to build on Internship I and corresponds to the completion of 600 clock hours the student spends in the internship. The seminar is process-oriented and thus students remain in the same year-long section. As such, it is designed to enable the student to further enhance basic and advanced counseling skills, and to integrate professional knowledge and skills through direct service with individual and group supervision. | (2-3) |
| APSY7650 | Practice and Supervision Summer Seminar | (1-2) |
| Course | Course Title | Credits |
|---|---|---|
| APSY8100 | Master’s Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses. | 0 |
Edit in Dialog
Our Students & Alumni
Brandon Páez '24 Brandon Páez '24
Brandon Páez '24
Mental Health Counseling
The one piece of advice I would offer to incoming students in the mental health counseling program is to regularly remind yourself of your "why" of being in the program. Graduate school can be difficult at times, but focusing on your purpose for being there can inspire you to continue, with greater passion and energy! It is helpful to connect with others and your professors to share not only knowledge but the experience, together.
Why did you choose the Lynch School of Education and Human Development?
I chose the Lynch School because of its focus on evidence-based practice, alongside its commitment to both social justice and whole person education. Its commitment is central to my understanding that our vocations are not just careers, but ways of being and contributing to the common good.
What is the most impactful course you have taken so far, and why?
The most impactful course I have taken was Grief and Loss. The course discussed how grief, while a universal experience, is particular to each person and may take a myriad of different forms. In mental health counseling, it is essential to understand the many forms of grief and walk alongside others in their grieving process.
Julianna (Yanna) Garcia '24 Julianna (Yanna) Garcia '24
Julianna (Yanna) Garcia '24
Mental Health Counseling, Child and Family Mental Health Concentration
The Lynch School provided me with such a diverse education and many opportunities to be able to hone certain skills. I went into the program thinking I was going to do something completely different. After going through the program, I feel that my experience empowered me to be able to make my own decisions and pursue career paths that would make me feel fulfilled. I had that space to explore myself professionally and who I want to be after grad school.
What have you been doing since you finished the Mental Health Counseling program at the Lynch School?
I accepted a job to be one of the assistant directors of the Gender Relations Center at University of Notre Dame. I'm going to be in charge of healthy relationships initiatives and general GRC educational programming on Notre Dame's campus, while supervising student leaders in our office. Externally from Notre Dame, I'm also working on hopefully getting my license and other certifications as well.
What courses or parts of the program stood out to you?
I think hands down, the biggest influence for me was my practicum and supervision placement course. I had a lab leader in my first year and a supervisor in my second year. Both of those experiences were so transformative for me. I felt so supported in that environment.
In the second year, we used the environment to practice case presentations to evaluate and learn from each other. I really felt like a professional at the point. In that setting, I embraced making mistakes, because I knew my classmates would support me through that, and my supervisor would guide me as well. Hands-down, those were the best experiences I've had in the program.
Ajsa Mehmedovic '24 Ajsa Mehmedovic '24
Ajsa Mehmedovic '24
Mental Health Counseling
While we are graduate students, we are also so much more than that. I encourage all students to make sure to focus on their personal growth, and self care when receiving higher education. I also recommend making connections with professors in order to soak up all of their wisdom and knowledge.
Where are you currently working and what is your job title? What does this position look like?
I am currently working residentially at Devereux Advanced Behavioral Health for my internship. At Devereux, I am able to work with a variety of neurodivergent clients who have experienced trauma when using different modalities such as TFCBT, DBT and so forth. When working at Devereux, I am able to conduct individual therapy, family therapy, group therapy, while also creating incentive plans, safety plans, and assisting in psychiatric medical appointments.
What other internship experiences have you had so far, and what have you learned from those experiences?
This summer, I have worked as a Group Leader at the therapeutic summer camp with Mass General Hospital called the Aspire Program. For six weeks, I led a group of seven adolescent campers with Autism Spectrum Disorder (levels 1 and 2), as well as other neurodiverse profiles, through daily activities at our therapeutic adventure camp. I implemented support plans, performed therapeutic interventions, created daily curriculum, and collaborated with families and support staff. I also co-led a group of 14 campers on weekly excursions into the community while modeling and coaching appropriate behaviors and emotional regulation.
Nicole Rivers '24 Nicole Rivers '24
Nicole Rivers '24
Mental Health Counseling; Child and Family Concentration
Don’t be afraid to reach out to sites outside of the database to see if they accept interns. This is how I found my position at Walden Behavioral Care.
Where are you currently working and what is your job title? What does this position look like?
I am a Graduate Clinical Intern at Walden Behavioral Care in the Braintree location. I work directly with clients and facilitate groups to promote eating disorder recovery and overall mental and physical well being. I also provide nutrition support during meals and snacks throughout the day to help clients overcome the challenges of learning how to properly nourish themselves. I am becoming skilled in Dialectical Behavior Therapy (DBT) and Cognitive Processing Therapy (CPT), a form of trauma therapy.
What do you see as the most rewarding aspect of your current position? What has been a challenge in your current position?
The most rewarding part of my position is getting to witness clients' recovery physically and mentally. When clients progress in their treatment, you get to witness their true personalities come to the surface. A challenge has been seeing clients have no choice but to leave treatment when they do not feel ready due to insurance coverage.
Lillian Hexter '23 Lillian Hexter '23
Lillian Hexter '23
Mental Health Counseling
When I was in the MHC program, there was often this narrative about "suffering" in the first few years after graduating, while accruing hours for licensure. I expected to end up in an exhausting job where I'd burn out for a couple years and then, once an LMHC, I'd find something "better." However, my job is truly awesome and rewarding! The pay/benefits are good, work/life balance is encouraged, and I have received incredible training and supervision.
Where are you currently working and what is your job title? What does this position look like?
I am currently working at Boston Post Adoption Resources (BPAR) in Brookline as a Masters-Level Clinician. BPAR is a non-profit specializing in trauma-informed individual and group therapeutic care and culturally sensitive support. We connect people to post adoption resources and educate the public about the impacts of adoption. Through our services, BPAR invites those touched by adoption to join our community in an environment that encourages lifelong healing.
In my position, I work with adopted clients across the lifespan, adoptive and foster parents, and kinship caregivers. My work includes individual counseling, family counseling, and couples counseling.
What do you see as the most rewarding aspect of your current position? What has been a challenge in your current position?
In some ways, working at BPAR is a dream job. I myself identify as a transracial adoptee and being adopted has always been a big part of who I am. When I went into mental health counseling, I think I always secretly hoped that one day, I'd be able to work with adoptees. The most rewarding aspect of my job at BPAR is that I'm able to incorporate my own lived experiences into the therapy work.
While I think our training generally encourages us to use self-disclosure in an extremely limited capacity, I've seen the ways in which sharing parts of my story has been powerful in normalizing and validating my adoptee clients' experiences. The most challenging part of my position is working with kids. I never expected to be a child therapist, but a significant portion of my caseload is kids.
Guolin Zhang '20 Guolin Zhang '20
Guolin Zhang '20
Mental Health Counseling
Enjoy what you've learned and love what you will do.
What have you been doing since you finished the Mental Health Counseling program at the Lynch School?
Since graduating from the Mental Health Counseling master's program at the Lynch School, I started a Counseling Psychology Ph.D. program, and am now a third-year doctoral student at Ball State University. My research interests involve the internationalization of psychology, multicultural research competency, and cross-cultural psychology methodologies.
What do you see as the most rewarding aspect of your current position? What has been a challenge in your current position?
The most rewarding aspect would definitely be the abilty to continue studying, especially in areas of my own interest. The challenge of being a doctoral student is having to function in multiple different roles and capacity at the same time.
Ki Young Song '22 Ki Young Song '22
Ki Young Song '22
Mental Health Counseling
What advice do you have for current grad students?
Planning early on where and what you want to do after graduation is essential, as different places have different requirements.
What have you been doing since graduating from the program?
I spent about a year in Seoul, Korea, providing psychotherapy for the international population in Korea. It was a very eye-opening experience with diverse clients and clinicians from all over the world, with different theories and philosophical orientations towards psychotherapy. After that, I worked as a Mental Health Counselor at Boston Medical Center, before beginning my current role as an Associate Therapist at NOCD.
Gabriel Ezema '19 Gabriel Ezema '19
Gabriel Ezema '19
Mental Health Counseling
I am grateful to my professors at BC for their guidance and support.
What advice do you have for current grad students?
Let your passion shape your profession. Pay attention to what you enjoy doing and let that shape your career trajectory. Clinical work can be stressful, and the stress can be better managed if you enjoy what you do.
What have you been doing since graduating from the program?
For one year after graduating from the Mental Health Counseling program, I worked as an in-home therapist. Now, I'm pursuing my Ph.D. from the University of Wisconsin-Milwaukee. Some of my research focuses on how youth and young adults in Nigeria perceive future job opportunities and how this perception impacts their daily experiences and wellbeing.
Faculty
Treniece Lewis Harris
Program Director, Mental Health Counseling, M.A.
Lisa Goodman
Program Director, Counseling Psychology, Ph.D.
Practicum
Much of the second year of the program focuses on the internship, where you will have opportunities to hone your counseling skills. We emphasize the importance of culture and context, encouraging you to acquire a community-oriented understanding of the settings in which you serve. Our dedicated Director of Practicum Experience works to pair you with pre-practicum and practicum placements that fit your goals including community mental health centers, substance abuse clinics, day treatment programs, eating disorders clinics, public schools, hospitals, and college counseling centers.
By the Numbers
#8
Student Counseling and Personnel Services
U.S. NEWS & WORLD REPORT
129
students
11:1
student-to-faculty ratio
Roles
- Mental Health Counselor
- Counselor & Multicultural Specialist
- Clinical Case Manager
- Research Assistant
- Research Health Science Specialist
- Psychologist
- In-Home Family Therapist
- Cognitive Trainer
- Substance Abuse Clinician
Organizations
- The Home for Little Wanderers
- Addiction Treatment Center of New England
- Massachusetts General Hospital
- Justice Resource Institute
- Veterans Health Administration
- Vinfen
- Italian Home for Children
- Boston Medical Center
- The Renfrew Center for Eating Disorders
Tuition & Aid
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $11.4 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable.
Application & Deadlines
Prerequisite Information: Applicants who do not have an undergraduate degree in psychology should have completed at least 2 of the following foundational psychology courses: General Psychology, Personality Theories, Abnormal Psychology, or Developmental Psychology. Highly-qualified applicants who have not yet met this criteria may be conditionally admitted with a requirement that the courses be completed before the program begins.
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Deadlines Fall 2025:
- Priority Deadline: December 10
- Final Deadline: January 15
- Applications completed by the Priority Deadline will be reviewed first and receive priority consideration for admission and scholarship.
- Applications completed by the final deadline will be considered for admission and scholarship on a space-available basis.
Resume
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement
To be uploaded to your online application.
In 1,000 words maximum, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations. We cannot guarantee that statements exceeding 1,000 words will be reviewed in full and thus encourage you to meet this word count guideline.
Letters of Recommendation
Two letters of recommendation are required, with at least one strongly preferred to come from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
Not required.
International Students
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please use link below for full details on these requirements.
Accreditation
The Mental Health Counseling program is accredited by the Master’s in Psychology and Counseling Accreditation Council (MPCAC) through March 2027. Upon successful completion of the Lynch School of Education and Human Development's 60-credit Master’s in Mental Health Counseling program, students earn an endorsement from Boston College for licensure in Massachusetts. The 600+ hours of practicum and internship experience students receive exceed current Massachusetts requirements for initial licensure as a licensed mental health counselor (LMHC). For more information about mental health counseling licensure, including if you are seeking licensure in another state, please visit the “LSEHD Counseling Licensure Disclosure” page.
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214