Lay the foundation for the modern classroom.

Quality Digital Learning (formerly Educational Technology) is 30% about the tech and 70% about the pedagogy. Whether you consider yourself a tech guru or a newbie, we can help you make sure that technology is working for you and your students instead of the other way around.

In this program, you’ll not only complete the requirements for a New Hampshire state Digital Learning Specialist licensure, you’ll also learn how to be a Digital Learning leader in your school, a savvy consumer of technology who can facilitate conversations focused on learning outcomes and the reality of your students’ lives, guiding your colleagues to make wise choices in technology selection and integration.

These certificates are offered by AU New England.

Program Overview

In the Digital Learning Specialist concentration NH State Licensure Pathway program, students explore the ways that pedagogy and technology support and magnify one another because quality educational technology integration is 30% technology and 70% pedagogy. This program is designed for classroom teachers who wish to add a New Hampshire Digital Learning Specialist credential to their existing licensure.

• Enhance your capacity to teach all students well.
• Explore the social justice implications of technology.
• Promote creative problem-solving and real-world learning.
• Foster a strong sense of community rather than isolation for your students.
• Ensure that technology is used appropriately and in support of higher-order thinking skills, and not just rote tasks.

Curriculum

Program Length

• 5-6 semesters, 22-credit program
• 1-2 courses per term

Our small, fully online courses combine the flexibility of online learning with the community and collegiality you crave. You’ll learn with educators from all over the world, creating new expertise via experiential learning, application of new ideas, and creation of new tools and strategies. Classes focus on both theoretical and practical exploration, impacting your teaching in both the short and long term. Most importantly, we realize that our students are working professionals with busy lives, so we work with you to make the best use of your time and meet your individual learning goals.

Featured Courses 

• Tech Tools for All Learners: This course builds a collaborative understanding of modern teaching and learning, its roots and its opportunities. We will explore when and how to use technology-and when not to in order to best magnify the power of content areas such as math, arts, and science. This course will help participants identify and assess the resources available to them in their schools as well as how to best use those tools in their own instruction in all content areas in ways that support all learners (and plan for the careful selection of new resources). Participants will explore methods of developing online portfolios and develop a portfolio demonstrating their use of a wide variety of tools in the classroom. Online Course.
• Educational Advocacy and Leadership: This course builds capacity for instructional and professional community growth and leadership in the student’s concentration area. Participants will examine emerging tools and trends that will impact schools and their communities through their own field research, review of professional literature, and participation in online learning communities. Participants will collaboratively prepare instructional plans, policies, procedures, and/or budgets demonstrating their understandings of how to best implement and advocate for their technology integration for community development and learning in the classroom and beyond. Online course.
• Building Inclusive Learning Communities: This course explores face-to-face and online community building tools and strategies as well as facilitation of learning experiences that support all learners, including those with special needs. We will explore the use of technology to allow for new kinds of communities to be formed, including those that connect learners across cultures and connect classrooms to external resources, both digital and human in order to better differentiate in the content areas. We will also explore the use of social media in the classroom, what it means to be a digital citizen, and how to help students and teachers use technology safely, responsibly and respectfully. Online Course.

Online Courses:

• Tech Tools for All Learners
• Educational Advocacy and Leadership
• Building Inclusive Learning Communities
• Principles of STEAM
• Critical Skills Classroom Immersion (On Campus) OR Introduction to  the Critical Skills Classroom (online) 
• Internship in Digital Learning

Optional On-Campus Courses at Antioch University New England:

• Critical Skills Classroom Immersion (On Campus) 

For course descriptions, please see the current course catalog.

Optional Summer Residencies 

If you choose to come to a summer residency instead of doing your program fully on-line, you can expect  one or two weeks of a retreat-like experience in beautiful Keene, NH.  Small classes offer lots of hands-on activities, community-based learning opportunities, and a socially engaging week of meeting with your on-line classmates and AUNE  faculty.   In most concentrations you have a choice of whether to attend face-to-face classes for either one or two weeks in the summer, and you don’t have to decide in advance.  You can consult with your adviser and see what fits your schedule and learning style best. 

Dates for residencies 

The Experienced Educators Summer Residency Courses are held the first two full weeks of July following the week of the Fourth of July holiday- typically the first and second or second and third weeks of the month.  You can choose to attend for the first or second week, or come for both weeks depending on your program.

Learning Outcomes

Graduates of the Digital Learning Specialist MEd program have the capacity to:

• Use the cycle of inquiry and reflection to better use current technology and plan for technology in development.
• Build and maintain digital and face-to-face learning communities that model shared responsibility and citizenship in both online and local networks.
• Understand how to select the most effective technology for your students’ learning goals.
• Create rigorous, engaging learning experiences that draw on both high-tech and high-touch (both digital and local community) resources.
• Make intentional choices around instruction and assessment that are sensitive to and inclusive of differences in class, race, culture, and learning difference.

Career Outlook

6-8 possible job titles: 

• Educational Technology Integrator
• Educational Technology Teacher
• Digital Learning Integrator
• Digital Learning Specialist
• Technology Teacher

Foster positive change as a licensed therapist.

Psychotherapists are professionals committed to helping others achieve psychological and emotional well-being and overall quality of life. Antioch University Santa Barbara’s Award-winning Master of Arts in Clinical Psychology program is a two-year one day per week, cohort based program which is primarily remote, with residencies on our Santa Barbara, CA campus twice a year, for a total of four residencies within the two-year program. Students attend classes remotely within a one day a week model devoted to experiential learning within the remote classroom with time allotted for out of class assignments and course related experiences. The on campus residencies will offer additional opportunities to connect with the cohort and instructors in person as well as with other student peers within the University and community professionals and mentors.

The overall program emphasizes authentic relationships from multicultural perspectives, qualifying you for an MA in Clinical Psychology with eligibility to become a Licensed Marriage and Family Therapist (LMFT) and/or Licensed Professional Clinical Counselor (LPCC). At the core of the graduate degree program is a strong emphasis on supporting positive individual, family, couples and group change within the greater context of diverse communities and with an eye towards social justice. Student in the Low-residency program can also choose to enroll in a ninth quarter Somatic Psychotherapy course of study on the Santa Barbara campus upon completion of their first eight quarters.

The evolving world of psychotherapy has reached unprecedented demands for qualified practitioners offering therapy and assessment, supervision, management, applied research, administration, and organizational development. Our experienced faculty find themselves with a wealth of opportunities in their fields having experienced a strong real-world experience in the classroom, through an experiential learning model attending to serving diverse populations. As a full-time MACP low-residency student, you could attend classes from any location, one day per week, and attend classes 4 times a year on the Santa Barbara campus to complete the program towards an MA in Clinical Psychology in just two years (for Somatic Psychotherapy, this includes a ninth quarter of Somatic training).

This degree is offered by AU Santa Barbara.

Program Overview

The MA in Clinical Psychology degree provides students with a community-based, holistic approach to psychotherapeutic practice. You will gain practical and theoretical knowledge for a sustainable and successful career within varied practice contexts with skills to work with diverse client needs and perspectives. Graduates of the MACP program and its concentrations complete academic requirements for LMFT licensure in California (with optional courses for LPCC licensure), while gaining the necessary preparation for academic coursework and local community traineeships.

Degree Requirements

Program Length:

The MA in Clinical Psychology program can be completed in a minimum of 8 quarters (24 months) of remote learning through consecutive, full-time study in a one-day-per-week schedule from anywhere. The MA in Clinical Psychology is a 90 quarter unit program. Depending on optional concentrations and LMFT/LPCC track, additional units may be required. All MACP concentrations meet California licensing requirements for Marriage and Family Therapists (MFTs). To complete the degree a student must meet both a 90- unit requirement and practicum (traineeship) requirements.

In the MACP program, students must be enrolled for a minimum of 90 units and 8 full- time quarters, or 16 half-time quarters, or the equivalent. Some of the coursework requirements are satisfied through weekend courses or may be completed in asynchronous courses online. A full-time quarter consists of 10-15 units. All quarters must be completed for graduation. To complete the program with a Master in Clinical Psychology with a concentration in Somatic Psychotherapy, Low-residency students will enroll in a ninth quarter of (ten weeks of) intensive study on the Santa Barbara campus.

Concentrations

Students in the Low-residency track have an option to pursue their Master’s in Clinical Psychology Degree or, a Master’s in Clinical Psychology Degree with a concentration in Somatic Psychotherapy.

In addition to already qualifying toward MFT licensure upon completion, the Program also offers a track for students interested in meeting qualifications for Professional Clinical Counselor (LPCC) licensure through asynchronous courses.

Completion Deadlines

Students must complete their degree within 5 calendar years of the first admission including any leaves of absence or periods of withdrawal. Students are able to transfer up to 9 units of graduate psychology courses taken elsewhere if they meet Antioch University’s requirements for transfer credit. Units must be current and no older than 5 years. To apply for transfer credit, obtain the Permission to Transfer Units Form from the Registrar’s Office.

Course Sequence

First Quarter:

• Theories of Psychotherapy in Context
• Human Development and Diversity
• Multicultural Awareness: Self, Culture, and Context
• Crisis, Disaster, and Emergency Response *

Second Quarter:

• Research Methods
• Psychopathology *
• Clinical Skills I: The Psychotherapeutic Relationship
• Contemporary Theories of Psychotherapy

Third Quarter:

• Lifespan Human Development: The Older Adult *
• Theories of Family Systems
• Clinical Skills II: The Psychotherapeutic Process
• Professional Ethics and the Law

Fourth Quarter:

• Clinical Skills with Families and Couples
• Psychological Assessment *
• Group Theories
• Practicum: Professional Orientation  -w-
• Domestic Violence: Spousal, Elder and Child Abuse

Fifth Quarter:

• Practicum I: Clinical Evaluation and Crisis Intervention
• The Process of Group Psychotherapy
• Intimate Relationships
• Psychopharmacology for Therapists *

Sixth Quarter:

• Practicum II: Treatment Planning and Clinical Interventions
• Psychotherapy with Children and Adolescents
• Loss and Bereavement -w-
• Substance-Related Disorders and Other Addictive Behaviors

Seventh Quarter:

• Practicum III: Case Conceptualization
• Clinical Skills in the Multicultural Context
• Advanced Family Therapy: Special Populations -w-
• Community Mental Health
• Dual Diagnosis: Substance-Related and Co-Occurring Disorders  *

Eighth Quarter:

• Practicum IV: Integrating Clinical Skills
• Advanced Family Therapy: Evidence-Based Practice  *
• Trauma Counseling
• Human Sexuality and Counseling

Ninth Quarter (Concentration in Somatic Psychotherapy only):

• Introduction to Theories and Techniques of Somatic Psychotherapy
• Somatic Approaches to Trauma and PTSD
• Movement, Mindfulness, and the Expressive Arts in Somatic Psychotherapy
• Practicum: Somatic Psychotherapy Consultation -w- (3)
  Or
  Practicum: Somatic Psychotherapy Consultation- The Art and Science of Sensory Awareness in the environment (Field Studies
  course in Costa Rica)

Optional LPCC coursework:*

• Assessment and Evaluation for PCC
• Social and Cultural Factors of Assessment and Evaluation
• Career Theories and Practices I
• Career Theories and Practices II
• Psychopharmacology for PCC

* = online/asynchronous/hybrid or weekend

w = weekend only

View the course sequences for the MACP concentration in Somatic Psychotherapy.

Licensure & Career Outlook

Students in the MA in Clinical Psychology Program gain the professional skills towards competency in psychotherapeutic diagnosis, treatment planning, and counseling for individuals, couples, and families.

Board of Behavioral Sciences Educational Requirements

Students awarded the MA degree in Clinical Psychology from Antioch University meet the Board of Behavioral Sciences (BBS) curriculum requirements for licensure as a Marriage and Family Therapist (LMFT) in the State of California. Students interested in licensure in a state other than California should contact that state’s professional licensing body for information on academic and clinical training requirements for licensure in that state. Although our accredited degree generally meets out-of-state requirements, most states have specific course or training requirements unique to that jurisdiction.

The California Board of Behavioral Sciences regulations specify the coursework and professional training experience that must be completed within a 90 unit degree. Degree requirements for all students include 225 hours of face to face hours of clinical training experience. Students enrolled in the Healthy Aging Concentration must complete 75 clinical training hours in face-to-face contact and/or client advocacy with older adults and their families. Students enrolled in the Latinx Mental Health Concentration must complete 75 clinical training hours in face-to-face contact and/or client advocacy with Latinx or Hispanic clients.

Students awarded the MA degree in Clinical Psychology from Antioch University will have met the California BBS curriculum and training requirements leading up to licensure.

Personal Psychotherapy Requirement

The Psychology Program requires all students in the Clinical Program to engage in personal therapy. This requirement is based upon the belief that psychotherapy is a vital component of the training and growth of psychotherapists, and that it is the professional responsibility of every therapist to identify, address, and work through personal issues that may have an impact on clinical interactions with future clients.

Graduate students in the MACP program are required to complete 20 hours of personal individual, couples, family, or group therapy during the course of the program and must begin before the end of their second quarter. This requirement is met by seeing a Licensed Marriage and Family Therapist (LMFT), a Licensed Clinical Social Worker (LCSW), a Licensed Psychologist, or a Board Certified Psychiatrist. A completed Psychotherapy Documentation form is filed with the Office of Student Services to verify the completion of the personal psychotherapy requirement. Psychotherapy hours earned prior to beginning the program are not eligible for meeting this requirement. Students are advised to plan for this requirement and to complete their hours early in their enrollment in order to finish prior to graduation.

Clinical Training

Clinical traineeships are an integral component of the MACP program. These experiences prepare students for psychotherapy and counseling work, and the training is completed under the supervision of a licensed professional.

The clinical training portion includes:

• 225 hours of face-to-face counseling experience with individuals, couples, families, and/or groups are required.

Advocate for and implement change by helping others.

Marriage and Family Therapists and Professional Clinical Counselors are engaged people, involved in real relationships that require commitment and genuine emotions in the midst of professional work. At Antioch University, you’ll join a community of students and faculty who are active, compassionate, and socially conscious. Offered as a low residency program with conveniently scheduled courses, we plan to increase access to training so graduates are prepared to meet needs in the community of which we are a part.

This degree is offered by AU Los Angeles.

Program Overview

The Master of Arts in Clinical Psychology program prepares you to work in contemporary psychotherapy by introducing you to a wide range of theories and techniques. You are challenged to look inward and arrive at new psychological insights that will help you develop greater depth as a psychotherapist and socially-conscious citizen of the world.

The 90 unit program meets the educational requirements for licensure as a California Marriage and Family Therapist (MFT) and by including the PCC specialization as part of your degree program as a Professional Clinical Counselor (PCC). Our Master of Arts in Clinical Psychology program is known for successful preparation of highly trained, multiculturally competent therapists.

Students in the low residency Master of Arts in Clinical Psychology program can choose from one of our unique tracks in Addiction and Recovery and General Practice Specialization. The areas of focus were created to help you develop expertise in emerging areas of practice, enrich your professional experience, increase appreciation for cultural diversity, and develop a successful career path. Additional specializations are available in our on-campus program.

You are encouraged to explore multiple perspectives and approaches and to engage instructors and peers in collaborative learning experiences. Beyond the courses, you have the opportunity to apply your knowledge and skills by practicing therapy under professional supervision at one of over 100 affiliated mental health services agencies.

Low Residency coursework will typically involve 2-3 courses that meet weekly on Zoom, an asynchronous (self-paced) online course, and an intensive workshop, scheduled for a few weekend sessions. The course load is manageable for those who wish to balance family, work, health, and recreation needs.

Degree Requirements

The Master of Arts in Clinical Psychology degree is a 90 unit program, taken over 8 full-time quarters. The courses are organized to build a solid foundation for clinical training, professional specialization, and supervised experience after you graduate. You will complete courses in a sequence to enter your clinical traineeship and take specialized or elective coursework in your second year.

Learning Outcomes

The Master of Arts in Clinical Psychology is designed to meet the following objectives:

• Prepare students for MFT and/or LPCC licensure in California and for doctoral study in psychology
• Develop reflective psychotherapists who are sensitive to issues of diversity, including gender, class, sexual orientation, race, ethnicity, and disability
• Promote student personal growth and development
• Provide practical clinical experience in highly varied, community-based mental health settings
• Train mental health professionals to meet the needs of California’s diverse communities

Additional Info

New Student Orientation

New students are required to attend an online registration/orientation event.

Future Residency Sessions will be located at the AULA Campus: 400 Corporate Pointe, Culver City, CA 90230. However, students will be able to attend online as needed.

Our doctoral program is designed to prepare professionals to advocate for, practice, administer and lead SEL programs in K-12 educational institutions, higher education, and community organizations.  Through a transdisciplinary curriculum that includes shared seminars in a diverse learning community, and individualized work within the SEL specialization, students will become acquainted with SEL research and scholarship, explore the diverse topics possible under this heading, consider the importance of emotional intelligence competencies for all stakeholders, and the assessment and evaluation strategies needed for the sustainability of SEL programs. Students will develop and practice their own SEL skills as a foundation for their leadership in this field.

This degree is offered in an online, low-residency format.

Program Overview

The Doctor of Education in Educational and Professional Practice is intended for professionals who use educational practices in the service of social, economic and environmental justice, in schools and beyond. The program is designed with working adults in mind. Classes are offered online, with a four-day, face-to-face residency each July on one of our campuses. A new cohort will enter the program each summer term and, if you take two courses each term, you should be able to complete the degree in three-years.

You will study with an accomplished, diverse, and caring faculty who will guide you through a transdisciplinary curriculum that integrates scholarship and practice. Your culminating project will be a dissertation that establishes your place among scholar-practitioners who seek to infuse educational practice in schools, communities, in national and global settings with the essential competencies and processes of social emotional learning.

Social Emotional Learning Specialization

We are excited to present a specialization in Social Emotional Learning, the process through which young people and adults develop a set of skills for becoming emotionally literate, are able to combine thinking and feeling to make optimal decisions, deepen and maintain healthy relationships, solve problems, and reach personal and collective goals. SEL also comprises the strategies and processes for promoting and infusing SEL into the fabric of an educational community.

Educators who practice and promote these SEL competencies enable students to learn, grow, and thrive, with more positive social behaviors, increased academic performance, and greater engagement with peers and adults. Longitudinal studies affirm that SEL programs promote positive youth development, with student outcomes reflecting school, career, and life success, along with commitment to community.

The field of social emotional learning has blossomed over the past several decades and is increasingly recognized as an essential component of education in K-12, higher education and community settings.  This SEL specialization will lay the groundwork for educators in school and community based organizations and independent SEL consultants to advocate for, develop, implement, and assess social emotional learning instruction, curriculum, policies, and procedures. Acknowledging that the scope of SEL is broad, the SEL specialization allows for much flexibility in focus while maintaining consistency and rigor with a deep inquiry into the broad range of SEL scholarship and practice.  All students in the SEL specialization will develop scholar/practitioner and leadership, assessment, and intervention skills, applicable in all educational settings. Benchmarks for SEL implementation include all students and adults developing SEL skills, SEL integrated into classrooms to enhance academic learning, and the whole school using SEL to build a thriving learning community. Students in this specialization will also explore the intersectionality of SEL with equity, cultural competence, and social justice.

Throughout the program, students will continue to develop and deepen their own SEL skills for greater self-awareness, intentionality, and purpose, essentially “walking the talk.” Through assessments, self-reflection, and cohort discussion, students will develop their own SEL competencies, allowing for more meaningful relationships with their own students and colleagues, reducing stress and burn-out, and modeling SEL behaviors and attitudes for students and the community.

The specialization may be composed of seminars and individualized study. You may also choose to take courses in other Antioch programs and to transfer in credits from previous graduate work. Each student’s dissertation topic will fall within their chosen specialization.

Click here for Curriculum Info and Course Descriptions

Residency Information

Residencies for the EdD program are held on the first Saturday of each term.

Admissions

Admissions Criteria

Antioch’s student population is richly diverse, which creates a learning climate unique to the degree. To be successful in this program, you will have a minimum of five years’ professional experience, either before or after your Master’s work. Regardless of your formal position, you must be able to envision yourself as an education change agent in whatever setting you work.

Although you must hold a Master’s degree, your degree does not need to be in Education. You should have an interest in using your EdD to advance study about educational practice in your field and should be able to identify a specialty focus for your doctoral work. You may be able to transfer in up to 12 credits of prior Master’s or post-Master’s graduate study in that specialization, either from Antioch or another accredited university.*

How to Apply

1. Complete the online admissions Portfolio, which is comprised of the following elements:
   1. Online Application, which provides the most recent information about your education, professional experience, references, and other personal data.
   2. Official transcripts from all colleges or universities where you earned a degree or certificate. Both undergraduate and graduate school transcripts must arrive at the Office of Admissions in a sealed envelope or sent via secure transcripts email service.
   3. Two letters of reference. These references should be from persons who are or have been in a position to evaluate your work. At least one must be an academic reference such as an instructor or program administrator who can speak to your academic promise as a doctoral student. Your recommenders can submit their letter electronically using the online application or send a signed, sealed copy directly to Admissions.
   4. Resumé/CV
   5. Personal statement. Your statement of about 1000 words should describe (a) how your education and experiences to date have prepared you to pursue for this Ed.D., (b) what you want to accomplish professionally through this degree, and (c) how the degree will help you achieve their long-term professional goals. Please also indicate which specialization you would like to pursue, understanding that this choice may change during the program.
   6. Work sample. This should be one piece of professional or academic work that you think is representative of your finest efforts. It might be a published essay or a chapter of a book, a curriculum, a grant proposal, a business plan, a strategic plan, a newsletter, or other types of documents. The submitted document should not exceed fifteen pages in length. If your document is longer, please excerpt the most relevant section.
2. Submit a non-refundable $50 application fee.
3. If selected, interview with an EdD faculty member or director via phone or Skype.

The EdD does not require the GRE or any other standardized test for admissions.

*Pursuant to Ohio Department of Higher Education regulations, only graduate credits in excess of 30 applied toward the master’s degree may be eligible for transfer.

Please submit all materials to:
Antioch University
Admissions Office
900 Dayton Street
Yellow Springs, Ohio 45387
–OR–
[email protected]

All application materials submitted become part of an applicant’s file and cannot be returned.

Technology Requirements

Students in this program participate in online learning activities organized within small- and large-group learning communities. Antioch University Online is a 100% online learning environment, and therefore, in addition to having the traditional learning skills, students are expected to have basic technological skills, compatible computer hardware, operating system, and internet connectivity upon entrance into the program.

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Cost

Graduate Degree Tuition

Student fees information

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Financial Aid

Many AU students finance their education through some form of financial aid. You may not be sure which federal, state, public, and private aid packages – such as loans, scholarships, and grants – are right for you. Our staff is here to help you, so you can focus on what’s most important: beginning your academic program at AU.

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Effectively support recovery efforts.

The Post-Master’s Certificate in Addictions Counseling program is designed to provide convenient, high-quality specialized training for mental health providers who seek to offer services that work to meet the critical needs of the regional and national substance use crisis and enhance their requisite skills for work in addictions counseling.

The certificate program will enable clinicians to better understand specialized issues related to addictions counseling, current treatment trends, advocacy efforts, enhance communication with, and effectively support, persons presenting with addictions treatment needs to more effectively support their recovery efforts. The program is open to those with a graduate degree in an allied mental health profession. The certificate program can be tailored to individual needs based on the courses offered below. All courses are consistent with CACREP accreditation requirements.

This certificate is offered by AU New England

Program Overview

Enrollment in this certificate program begins with a review of prior graduate transcripts and professional goals outlined in the essay. As required in the essay, students must demonstrate knowledge about their state’s licensing board requirements and the courses needed. Depending on professional, educational, and clinical backgrounds, credit requirements will vary for enrolled certificate students (e.g., certificate may be anywhere from 9-15 credits).  Students will be enrolled based on current availability for the semester and provided with a certificate program plan outlining course and credit requirement upon admission.

Those needing more than 15 credits for licensure are encouraged to apply to the CMHC’s 60 credit hour CACREP accredited master’s Program. All Post-Master’s Certificate students completing more than 9 credits are required to complete the program’s orientation within or before the first semester, this is a 0 credit, 0 cost orientation that has vital information about the program.

While this certificate may provide the academic requirements for licensure, completing the certificate does not guarantee licensure. Graduates of this certificate program may still need to meet additional state requirements that include passing a licensure exam, background checks, completion of post-master’s clinical supervision requirements, etc. Students will need to work with their state licensure board for specific requirements.

Total Credits for the Post-Master’s in Addictions Counseling Certificate – 12 credits

Certificate Requirements

Plan of Study

Please choose four from the following credits – 12 credits 

Each course is three semester credits and is offered in an online format.

• COUN-6122 Addictions Counseling (3) 
• COUN-6262 Integrated Approaches to Addiction Counseling (3) 
• COUN-6662 Family Counseling Approaches to Addictions (3) 
• COUN-5632 Psychopharmacology (3)
• COUN-6132 Process Addictions (3) 
• COUN-6142 Social Justice and Advocacy in Addiction Counseling (3)

Empower expression to face life’s challenges.

The Art Therapy and Clinical Mental Health Counseling master’s degree expands upon your capability to improve the lives of others. Employing a social justice lens, we prepare graduates to attend to issues of race, equity, diversity, and inclusion in their work with clients. By pairing comprehensive clinical training with a strong theoretical framework, you will be uniquely positioned to leverage art therapy in a clinical mental health setting. Through knowledge, experience and practice you will empower your clients to express themselves verbally and through visual art in order to treat a multitude of developmental, emotional, psychological, and medical challenges.

This degree is offered by AU New England

Program Overview

By completing Antioch’s MA in Art Therapy and Clinical Mental Health Counseling program, you will receive comprehensive clinical training, making it one of the few online degree programs in the U.S. featuring both art therapy and clinical mental health counseling competencies within a social justice lens. 

The learning experience incorporates cultural diversity and social responsibility, giving Antioch a unique edge over other graduate schools in psychology.

Antioch University has held accreditation continuously since 1927. The Art Therapy and Clinical Mental Health Counseling program is confirming accreditation by both the Commission on Accreditation of Allied Health Education Programs (CAAHEP) and COUNCIL FOR ACCREDITATION OF COUNSELING AND  RELATED  EDUCATION PROGRAMS (CACREP). Thus, the curriculum meets national standards for art therapy registration and clinical mental health licensure. 

Mission of the CMHC Program

The Art Therapy and Clinical Mental Health Counseling (CMHC) Program promotes the development of professional identity by encouraging an active and continuous examination of one’s self as an individual, one’s self as an art therapist and professional counselor, and one’s self as a social justice advocate. The program is devoted to training students from diverse backgrounds, endorsing the principles of social justice by confronting oppression and injustice, and working with underserved populations. Students are prepared, as art therapists and professional counselors, to work with individuals, groups, and social systems within a multicultural global community to promote mental health and well-being for all.

Degree Requirements

Antioch’s Art Therapy and Clinical Mental Health Counseling Master’s degree offers you comprehensive clinical training for a career as a registered art therapist and licensed mental health counselor. With a focus on developing multicultural counseling competencies, you accomplish these goals through a combination of required coursework and supervised internships. 

Program Length

The Art Therapy and Clinical Mental Health Counseling program is 66 credits and is designed to be a full-time program, with students entering in fall. The fall cohort stays together as a rich and connected learning community. The Art Therapy and Clinical Mental Health Counseling Program typically takes students three and a half years (3.5) to complete. Students who enroll in the Online program participate in two (2) separate week-long face-to-face clinical intensive residencies.

Plan of Study

The academic and experiential requirements for the master’s degree in Art Therapy and Clinical Mental Health Counseling are a mix of Art Therapy courses and Clinical Mental Health Counseling courses and include: 

Art Therapy Courses (27 semester credits):                     

• COUC 5070         Art Therapy in Diverse Settings: Individual and Group Therapy (2 semester credits)
• COUC 5080         Techniques and Practices in Art Therapy (2 semester credits)
• COUC 5100         History and Theory of Art Therapy (2 semester credits)
• COUC 5400         Developmental and Treatment Models in Art Therapy (2 semester credits)
• COUC 5510         Art Therapy Research in Individual and Family Therapy I (2 semester credits)
• COUC 5920         Pre-Internship Practicum I (1 semester credit)
• COUC 5920         Pre-Internship Practicum II (1 semester credit)
• COUC 6003         CMHC/AT Internship & Case Consult 250 HRS (2 semester credits)
• COUC 6005         CMHC/AT Internship & Case Consult 250 HRS (2 semester credits)
• COUC 6005         CMHC/AT Internship & Case Consult 250 HRS (2 semester credits)
• COUC 6500         Master’s Project (1 semester credit)
• COUC 6500         Master’s Project (1 semester credit)
• COUC 6500         Master’s Project (1 semester credit)
• COUC 6510         Advanced Art Therapy Research in Individual and Family Therapy II (2 semester credits)
• COUC 6530         Advanced Art Therapy Assessment (2 semester credits)
• COUN 5110         Symbolism, Metaphor, and Creativity (2 semester credits)

Clinical Mental Health Counseling Courses (27 semester credits):                          

• COUN 5002        Group Counseling Clinical Intensive (0 semester credits)
• COUN 5002        Foundational Counseling Skills Clinical Intensive (0 semester credits)
• COUN 5142        Assessment and Testing (3 semester credits)
• COUN 5222        Career Counseling Development (3 semester credits)
• COUN 5262        Human Growth and Development (3 semester credits)
• COUN 5502        Diagnosis and Treatment (3 semester credits)
• COUN 5542        Counseling Theories (3 semester credits)
• COUN 5902        Foundational Counseling Skills (3 semester credits)
• COUN 6102        Creative Approaches to Trauma-Informed Practice (3 semester credits)
• COUN 6122        Addictions Counseling (3 semester credits)
• COUN 6752        Crisis Counseling Interventions (3 semester credits)

 Art Therapy and Clinical Mental Health Counseling Courses (12 semester credits):                         

• COUN 6030         Group Counseling (3 semester credits)
• COUN 6032         Professional Orientation & Ethics (3 semester credits)
• COUN 6062         Social and Cultural Diversity (3 semester credits)
• COUN 6422         Couple and Family Counseling (3 semester credits)

Program requirements and course offerings are subject to change.

Practicum and Internships

Practicum introduces you to work in the field with a minimum of 100 hours of service at a clinical site, including a minimum of 40 hours working directly with clients. You will learn agency policies and the role and responsibility of the mental health counselor. You spend approximately 7 to 10 hours a week in practicum for at least one semester. Before beginning, practicum students must pass a candidacy review assessing their readiness to begin supervised fieldwork.

Following practicum, there are three internship semesters. These may continue at the same site as the practicum or take place at a new site. You spend approximately 15 hours a week at your clinical site and provide approximately 250 hours of service each semester, including approximately 120 hours of direct service to clients during each of these internship semesters. Students are required to acquire a total of 700 internship hours. State requirements for pre-degree internship hours vary. Review your state requirements for more information.

 All students incorporate an art therapy internship in a professional setting. This experience will enable you to practice the theoretical knowledge you acquire in the classroom as you develop your identity as an art therapist and clinical mental health counselor. 

Students complete their learning in a diverse variety of clinical settings. There are many internship possibilities at community agencies, residential facilities, shelters, in-patient psychiatric hospitals, college counseling centers, city/state social service agencies, and more. The Practicum and Internship Coordinator will assist you in the process of matching your interests with potential sites in the community. Students are responsible for securing their own practicum and internship sites.

Program Objectives (also referred to as Learning Outcomes)

• Ethical Practice: Students will demonstrate principles and standards of professional ethics in counseling and ethical decision-making informed by social justice.
• Social and Cultural Diversity: Identify strategies needed to address institutional and social barriers that impede access, equity, well-being, and success for clients.
• Human Growth and Development: Students will demonstrate knowledge of lifespan development and the capacity to integrate knowledge of developmental theory into practice.
• Career Development: Identify career development strategies that incorporate a focus on social justice and advocacy.
• Counseling and Helping Relationships: Demonstrate an understanding of theories of counseling and development of case conceptualizations and treatment plans that are underpinned by social justice
• Group Counseling and Group Work: Integrate into their practice of MHC the awareness of the influence of social and cultural contexts on groups
• Assessment and Testing: Students will demonstrate a broad understanding of different types of assessments, the selection and use of assessment tools, client assessment and diagnosis, trauma assessment, and the assessment of self-inflicted harm and danger to others.
• Research and Program Evaluation: Demonstrate and apply their professional identity as a clinical mental health counselor through an individual philosophy of practice grounded in critical analysis and research and interpretation.
• Clinical Mental Health Counseling Specialty Area: Clinical Mental Health Counseling students will demonstrate an understanding of foundational knowledge, demonstration of competence in clinical mental health practice, knowledge of social justice issues, and a focus on wellness.
• Professional Dispositions: From admission through exit, students will demonstrate the attitudes, characteristics, and behaviors defined by the program as characteristic of exemplar counseling professionals.

Career Outlook

The Bureau of Labor Statistics projects a strong need for mental health counselors. Counseling is projected as one of the faster growing mental health professions — increasing over the next 7-10 years.

Graduates will have the knowledge, skills, and professional disposition required to function as a professional art therapist and as a clinical mental health counselor. They will be prepared for employment in a variety of settings and able to meet licensure standards as mental health counselors, through education in a CACREP accredited program and will meet registration and certification requirements as an art therapist through a CAAHEP accredited program.