The Lynch School’s Master of Arts program in Mental Health Counseling prepares students for careers as mental health counselors and/or to pursue doctoral studies in psychology or other fields. A core component of the MPCAC-accredited program, consistent with the University’s broader mission and Jesuit tradition, is an emphasis on social justice. Graduates are prepared to serve the mental health needs of individuals, groups, communities, and systems across contexts and cultures, and to promote and advocate for social change.
The program’s training emphasizes both academic and applied experiences that incorporate developmental-contextual and multicultural frameworks to understand and promote mental health and well-being in diverse populations. Students receive a broad background in counseling and mental health theories, develop strong counseling skills, engage in reflective scholarship, gain core professional competencies, and master scientifically informed best practices. They graduate ready to practice contemporary counseling.
The Master of Arts degree in Counseling is a two-year program with two tracks:
To demonstrate foundational training in, and foster identification with, the field of counseling
To train students to become competent as practitioners, and knowledgeable of the ways in which science influences practice and practice influences science
Faculty Program Coordinator
Education should level the playing field – we feel the same way about financial aid.
The Lynch School of Education provides more than $7.5 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.
A majority of our students take 20 courses for a total of 60 credits.
Full time students will typically complete the program in 2 years.
Students can begin the program only in the fall semester.
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.
Theories of Personality and Counseling II
Second part of a year-long sequence examining personality and counseling theories. 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.
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.
|APSY 7528||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.
The purpose of this course is to provide students with an introduction to family and couple counseling theory, and perspectives of family therapy along with issues of diversity. This course will focus on theory and practice, viewing the couple/family as a unitary psychosocial system.
Environmental Education Coordinator
Mental Health Counselor
Research Health Science Specialist
In-home Family Therapist
Substance Abuse Clinician
Career paths chosen by previous graduates of the CDEP Department.
In addition to your academic history and relevant 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.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Two letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice.
Official transcripts should be sent to the following address:
Boston College, Lynch School of Education
Data Processing Center
P.O. Box 8027
Portsmouth, NH 03802
For FedEx or UPS shipments, please use this address:
Boston College, Lynch School of Education
Office of Graduate Admission, Financial Aid, and Student Services
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
An unofficial score report may be uploaded to your online Application Form; however, an official score report – sent directly from ETS – must also be submitted by the application deadline.
This program requires all applicants to have taken the GRE in a maximum of 5 years prior to application being submitted, regardless of previous academic coursework, previous degrees/credentials earned, and/or professional experience. No exceptions will be made.
The GRE is the only exam that is acceptable for this program; the MAT, LSAT, MTEL, GMAT, and other exams may not be substituted for the GRE.
For more information about the GRE exam, including test dates and testing sites, visit https://www.ets.org/gre. Lynch School of Education GRE Code: 3218
An international applicant is defined as any person that requires a student visa in order to study in the United States. International applicants are eligible to apply to any graduate program in The Lynch School, provided they have successfully completed the equivalent of a United States bachelor degree and have the appropriate diplomas and/or satisfactory results on transcripts or leaving examinations from the country in which the degree was earned. International applicants must complete all program-specific application requirements as well as additional requirements outlined below.
Applicants that 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). Click HERE for a complete list of NACES-approved evaluators. Submission of falsified documents is grounds for denial of admission or dismissal from the University.
All applicants whose primary language is not English (or for whom English is not one of their primary languages) are required to submit proof of satisfactory English proficiency. At this time, the only acceptable forms of proof for English proficiency are the TOEFL and IELTS exams (certificates of completion from English-language schools are not currently accepted). Below are the minimum scores required.
TOEFL iBT = 100 minimum
IELTS – 7.0 minimum
An official score report must be sent directly from Educational Testing Services (TOEFL). TOEFL School Code: 3240.
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 from 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
The Lynch School offers Conditional Acceptance to applicants that fulfill all academic requirements for admission to and are accepted to the program, but whose level of English proficiency does not meet the minimum requirements. In these cases, admitted students will be granted conditional admission, but will have to retake the TOEFL or IELTS exam and submit an official score report that shows the minimum score has been met no later than six weeks prior to the start of the semester in which the student’s program will begin. If a student with conditional admission does not submit a passing TOEFL or IELTS score within the allotted time frame, he/she will be granted a deferral to start in a future semester, no later than one year from the original start term. Due to this policy, we strongly encourage international applicants to apply as early as possible in order to ensure that these conditions can be met.