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 social justice, our program trains you to serve the mental health needs of individuals, groups, communities, and systems and to promote and advocate for social change.
At a Glance
By the Numbers
#11
Student Counseling and Personnel Services
U.S. NEWS & WORLD REPORT
129
students
11:1
student-to-faculty ratio
Curriculum
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
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 | Credit |
|---|---|---|
| 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 |
| 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 |
| 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 credit each) with the help of their advisor.
| Course | Course Title | Credit |
|---|---|---|
| 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 |
| APSY7460.12 | 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 |
Students need to complete 6 credits of internship from the following courses.
| Course | Course Title | Credit |
|---|---|---|
| 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 |
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 | Credit |
|---|---|---|
| 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 | Group Counseling 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 credit each) with the help of their advisor.
Students need to complete 6 credits of internship from the following courses.
| Course | Course Title | Credit |
|---|---|---|
| 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 |
The Integrated Behavioral Health (IBH) concentration serves as a pathway for students seeking to work as Mental Health Counselors in integrated medical settings. Our courses take a whole-person approach to health and are geared toward triaging clinical care, assessing social determinants of health, and utilizing short-term evidence-based psychotherapies. Students in this concentration will be required to complete a practicum in an integrated behavioral health setting where they will learn practical hands-on skills. The concentration can be taken by students in either the 48- or 60-credit track. Students should ensure they are registered for the Foundations of Counseling I & II courses specifically for Integrated Behavioral Health in their first year.
What is Integrated Behavioral Healthcare?
Integrated behavioral health care, a part of “whole-person care,” is a rapidly emerging emphasis of the practice of high-quality health care. Integrated behavioral health care blends care for medical conditions and behavioral health concerns that affect health and well-being in a single setting, or “medical home”. Medical and integrated behavioral health clinicians (IBHCs) work together as a team to address a patient’s behavioral health concerns.
APSY7310, APSY7311 |
Foundations of Counseling: Integrated Behavioral Health (I & 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. Students will: a) learn to examine the multiple settings of IBH, b) learn to develop strong interdisciplinary relationships, c) gain practical knowledge, skills, and techniques needed to engage competently in professional practice working with patients from diverse backgrounds and within different healthcare systems, d) develop insight into one’s cultural background and the influence of personal identities and values in their engagement with patients and professionals of the field, e) identify and understand social justice issues that intersect with the realities of patients and the ways they impact patients’ quality of life and the wellness of communities, f) foster an awareness of the role of ethical considerations, relevant professional development issues, the role of supervision, and self-care of the counselor. , and g) prepare for clinical internships available in the second year of the program. Through weekly lab experiences, students will engage in further discussion, practice their skills, and implement their knowledge of IBH. |
3+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. Students will also be given the opportunity to translate this understanding into practice of techniques and skills from these brief therapies. |
3 |
| 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 (e.g., maintaining open access, triage as necessary, determining who could benefit from targeted treatment) 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. We will discuss the nuanced role that an IBH clinician has in managing chronic disease, engaging health promotion, and assessing and treating special populations. 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. Lastly, students will examine the importance of outreach to community resources, agencies, and settings (e.g., community centers, senior centers, churches, shelters) in order to support both clinic and patient in whole person health. |
3 |
This degree is one of the Lynch School’s designated STEM programs as determined by the Department of Homeland Security. F1 visa students in STEM-designated programs may apply for a 24-month extension of the post-completion optional practical training (OPT).
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
- become a competent mental health counseling practitioner and learn how science influences practice and practice influences science
- develop an understanding of how social justice informs and influences your professional work and how to promote it in 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.
Mental Health Counseling Urban Scholars Program
The Mental Health Counseling Urban Scholars Program builds on the Mental Health Counseling curriculum and clinical training. It will prepare you to work effectively with clients and partners in urban communities, including community mental health centers, public hospitals, and community-based clinics.
Throughout your first year, you will receive unique training and monthly seminars on serving clients within urban clinical contexts. In the second year of the program, you will participate in a practicum in an urban mental health setting.
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.
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 Masters’s in Mental Health Counseling program, students earn 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.
Financial 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 $8.4 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.
Roles
- Environmental Education Coordinator
- Clinician
- Research Assistant
- Mental Health Counselor
- Research Health Science Specialist
- Psychologist
- In-Home Family Therapist
- Cognitive Trainer
- Substance Abuse Clinician
Organizations
- Student Conservation Association
- Willowglen Academy
- Massachusetts General Hospital
- Bay State Community Services
- Veterans Health Administration
- Christiana Care Health System
- Italian Home for Children
- Brain Excel
- Community Substance Abuse Centers
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 2023:
- Priority Deadline: January 4
- Rolling admission: Until May 1
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 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Letters of Recommendation
Two letters of recommendation are required, with at least one preferably coming 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
Submitting GRE test scores is optional for this program for the 2023 entry term(s). 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.
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214