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.
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.听
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 Mental Health Counseling and School Counseling or Theology and Ministry is designed for individuals who want to pursue graduate studies that integrate counseling and receive the training necessary to serve youth in schools, or psychology with religious studies.
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听doctoral degrees in psychology and further studies in public policy, law, and business, or fields in which a solid counseling foundation is desirable.听
- 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鈥檚 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.听
- 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鈥檚 degree.
| Course | Course Title | Credits |
|---|---|---|
| APSY7444 | Theories of Counseling and Personality I听 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听Counseling and Personality II听 Second part of a year-long sequence examining personality and counseling theories. Continues the 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听 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听 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.听
Students will choose one of the following statistics courses.
| Course | Course Title | Credits |
|---|---|---|
| APSY6410 | Introductory 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 |
| APSY6420 | Intermediate Statistics听 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 |
| APSY6830 | Interpretation & 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 |
| APSY7605 | Ethical and Legal Issues in Mental Health Counseling 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. | 听 |
Students need to complete 6 credits of internship from the following courses.听
| Course | Course Title | Credits |
|---|---|---|
| APSY7660 | Practicum and Internship 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 knowledge and skills appropriate to an initial placement. | 2 |
| APSY7670 | Practicum and Internship Supervision 1 | 1 |
| APSY7661 | Practicum and Internship 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 |
| APSY7671 | Practicum and Internship Supervision II | 1 |
| Course | Course Title | Credits |
|---|---|---|
| APSY8100 | Master鈥檚 Comprehensive Exam听 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.听 | 0 |
60-Credit Master's
The听60-credit, two-year program听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.听
| Course | Course Title | Credits |
|---|---|---|
| APSY7444 | Theories of Counseling and Personality I听 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 Counseling and Personality II听 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听 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听 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 | 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.听
Students need to complete 6 credits of internship from the following courses.听
| Course | Course Title | Credits |
|---|---|---|
| APSY7660 | Practicum and Internship 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 knowledge and skills appropriate to an initial placement. | 2 |
| APSY7670 | Practicum and Internship Supervision 1 | 1 |
| APSY7661 | Practicum and Internship 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 |
| APSY7671 | Practicum and Internship Supervision II | 1 |
| Course | Course Title | Credit |
|---|---|---|
| APSY8100 | Master鈥檚 Comprehensive Exam听 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.听 | 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听
Required Courses
12 credits (4 courses)
| Course | Course Title | Credits |
|---|---|---|
| APSY7802 | 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 |
听
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 |
听
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.听 | 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 | Education and Social Issues and Policy | 3 |
听
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:听Dr. Penny Haney听
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 Counseling 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 鈥渨hole-person鈥� 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鈥檚 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听
- 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
Edit in Dialog
Emma Dauphinais, LMHC
Psychotherapist
Psychotherapist
Elizabeth Louis, Ph.D.
Psychologist
Psychologist
Dillon Lutes, LMHC
Therapist
Therapist
Laia Clotet Vila, LMHC
Primary Care Integrated Licensed Behavioral Health Clinician
Primary Care Integrated Licensed Behavioral Health Clinician
- 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听 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听 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听 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 Counseling 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.听 | 3 |
| Course | Course Title | Credits |
|---|---|---|
| APSY7310 | Foundations of Counseling: Integrated Behavioral Health I 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:听Integrated Behavioral Health II 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听 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.听 | 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听 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 鈥渟tructural competency鈥�, 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.听 | 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 through the following courses.听
| Course | Course Title | Credits |
|---|---|---|
| APSY7660 | Practicum and Internship 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 knowledge and skills appropriate to an initial placement. | 2 |
| APSY7670 | Practicum and Internship Supervision 1 | 1 |
| APSY7661 | Practicum and Internship 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 |
| APSY7671 | Practicum and Internship Supervision II | 1 |
| Course | Course Title | Credits |
|---|---|---|
| APSY8100 | Master鈥檚 Comprehensive Exam听 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.听 | 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鈥檚 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.听
Prospective students interested in the MHC Urban Scholars Program should indicate their interest in the Master鈥檚 in Mental Health Counseling application.
Through specialized seminars and community partnerships, MHC Urban Scholars learn to:听
- Assess the mental health problems and community stressors present in various ecological domains (individual, family, school, work, community, and societal systems).听
- 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
- 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听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 鈥渟tructural competency鈥�, 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.听 | 3 |
听
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鈥檚 Comprehensive Exam听 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.听 | 0 |
Dual Master of Arts (M.A./M.A.) in Mental Health Counseling and School Counseling
听
听
Our dual-degree program in Mental Health Counseling and School Counseling is designed for students seeking the comprehensive training needed to secure licenses as both a School Counselor and a Licensed Mental Health Counselor.
You will be fully prepared to support youth in school settings as well as vital mental health services in broader clinical and community environments.
Our Students & Alumni
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
#11
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
- Youth and Family Support Worker Clinician
- Primary Therapist
- Outpatient Clinician
- School-Based Mental Health 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
- Boston Post Adoption Resources听
- Wayside Youth and Family Support Network
- Beth Israel Lahey
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 $13.8 million in financial aid to students each year. As a result, the quality of BC鈥檚 instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable.听
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.听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.
Please review our AI Use Policy before preparing your application materials
Deadlines for听Fall 2027 Enrollment:
- Priority Deadline: December 10
- Final Deadline: February 10
- Applications completed by the Priority Deadline will be reviewed first and receive priority consideration for admission and scholarship.听
- Applications completed by the final deadline will be considered for admission and scholarship on a space-available basis.
听
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.
Tip from the Admissions Team: When identifying a focus for your statement, start with why you鈥檝e chosen to pursue this program and why now. Use anecdotes to support key points, but avoid making it primarily autobiographical.
Letters of Recommendation
Two letters of recommendation are required, with at least one preferably coming from an academic source. Recommendations should generally come from one of these categories: professors or others who have overseen your academics, work supervisors, or volunteer supervisors.
Tip from the Admissions Team: Reach out to recommenders early to share your graduate school goals and confirm they can meet your deadline. Make sure to enter your recommender's contact information correctly on the application, as it can't be edited after you submit. Taking these steps generally leads to stronger letters and less stress.
Transcripts
Transcripts from all college/university study are required.
For degrees from the United States and Canada, unofficial transcripts may be used for application review. Official transcripts will be required upon enrollment.
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 . 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 . 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, Duolingo, or IELTS test result that meets the minimum score requirement.
Please use the link below for full details on these requirements.
Requirements for International Students
Tip from the Admissions Team: Order your credential evaluation and submit all documents to the evaluator at least one month before your program鈥檚 deadline. During peak application times, delays are common and can lead to missed deadlines.
Accreditation
The Mental Health Counseling program is accredited by the Master鈥檚 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鈥檚 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 鈥淟SEHD Counseling Licensure Disclosure鈥� page.
Quick Links
Contact Us
听 gsoe@bc.edu
听 617-552-4214