auburn phd counseling psychology

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Counseling Psychology Ph.D.

Our program integrates both the science and the practice of counseling psychology. The program requires you to complete a full-time, one-year, pre-doctoral internship. With this degree, you are trained to provide direct psychological services in various settings. These settings include private practice, college/university counseling centers, medical settings, correctional facilities, and Veterans Administration hospitals.

Degree Overview

Our curriculum is built on the scientist-practitioner model for health service psychology training. We focus on the integration of the science and practice of counseling psychology. Multicultural and social justice perspectives are emphasized throughout the curriculum.

Degree Requirements

At least four years of on-campus coursework (97 hours) and training

A full-time, one-year, pre-doctoral clinical internship

A dissertation

View all course requirements

Training and Resources

Graduate Student Resources

Application Information

Required materials.

Graduate School application and payment

Transcripts

3 Reference Forms

Statement of Intent

Cultural Statement

Resume or CV

TOEFL report (for international students)

Ready to join the Auburn Family?

Visit Auburn’s Graduate School homepage for checklists, resources, valuable graduate student information and to begin your application. Please contact department faculty listed above with program-specific questions.

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Department of Psychological Sciences Clinical Psychology Program

• Psychological Sciences |  

Welcome to the Clinical program's webpage, where you'll find information on Auburn’s training opportunities in clinical psychology. These opportunities include specialized  curriculum , research training  resources and clinical practica . Additionally, you will find information on  internship outcomes ,  full disclosure data, and program faculty.

If you are interested in applying to the Clinical program, additional information can be found here .

About the Program

Auburn's scientist-practitioner program in clinical psychology first received accreditation status from the American Psychological Association (APA) in 1981. Our last accreditation visit was held in 2019, and we were awarded the maximum accreditation period of 10 years (until 2029). Questions related to the program's accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association   750 1st Street, NE, Washington, DC 20002   Phone: (202) 336-5979   E-mail:  [email protected]   Website

Students in our doctoral clinical program receive didactic and experiential training in scientific research, clinical practice (clinical assessment and intervention), and teaching. All students complete a core set of broad and general as well as clinical coursework and have opportunities to work with a broad range of clients. The theoretical orientations of the clinical faculty range across a variety of perspectives with an emphasis on cognitive-behavioral views. For this reason, the program exposes students to a range of supervision experiences so that the students will be prepared to choose a theoretical orientation that will be most useful in their future careers.

Additional information on the clinical program can be found in the  program handbook .

Research Training

Throughout their training, students participate in research in order to develop a firm understanding of the research methods used to study the critical problems that face clinical psychologists. Faculty research labs engage in research that spans a variety of areas important in understanding brain functioning and behavior across both laboratory and applied settings.

Graduate students work closely with faculty members to advance their own research interests. Students also have the opportunity to participate in grant writing, publish research, and present at professional conferences.

Clinical Practice

Graduate students take courses that are oriented to introducing them to the conceptual foundations of psychology and to psychopathology, assessment, and treatment. Thus, the graduate program in clinical psychology at Auburn University stresses the importance of a strong empirical basis for applied clinical work. Students also participate in a number of campus and community-based practicum positions to gain clinical training. In this way, the program maintains a commitment to the scientist- practitioner model for graduate education in clinical psychology.

Practicum Opportunities

The teaching of psychology is a key aspect of the program’s doctoral training. Graduate students have opportunities to serve as graduate teaching assistants for faculty-led courses or as instructors of record for their own courses. 

Graduate Student Teaching

Program Goals

Informed by the above training philosophy and model, the program is designed to have all students obtain the following competencies :

I. Research

Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.

Conduct research or other scholarly activities.

Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.

II. Ethical and legal standards

Be knowledgeable of and act in accordance with the current version of the APA Ethical Principles of Psychologists and Code of Conduct.

Be knowledgeable of and act in accordance with relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels.

Be knowledgeable of and act in accordance with relevant professional standards and guidelines.

Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.

Conduct self in an ethical manner in all professional activities.

III. Individual and cultural diversity

Demonstrate an understanding of how your own personal/cultural history, attitudes, and biases may affect how you understand and interact with people different from yourself.

Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.

Demonstrate the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of you career. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with your own.

Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.

IV. Professional values and attitudes

Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.

Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.

Actively seek and demonstrate openness and responsiveness to feedback and supervision.

Respond professionally in increasingly complex situations with a greater degree of independence as you progress across levels of training.

V. Communication and interpersonal skills

Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.

Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.

Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

VI. Assessment

Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.

Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).

Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.

Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.

Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision making biases, distinguishing the aspects of assessment that are subjective from those that are objective.

Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

VII. Intervention

Establish and maintain effective relationships with the recipients of psychological services.

Develop evidence-based intervention plans specific to the service delivery goals.

Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.

Demonstrate the ability to apply the relevant research literature to clinical decision making.

Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.

Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.

VIII. Supervision

Demonstrate knowledge of supervision models and practices.

Application of knowledge of supervision in direct of simulated practice with psychology trainees, or other health professionals.

IX. Consultation and interprofessional/interdisciplinary skills

Demonstrate knowledge and respect for the roles and perspectives of other professions.

Demonstrates knowledge of consultation models and practices.

For more information, contact:

Dr. Tracy Witte, Director of Clinical Training [email protected]

"Auburn University is an equal opportunity educational institution and employer, holding that every person has worth as an individual and is entitled to dignity and respect. It is the policy of Auburn University to provide educational and employment opportunities without regard to race, color, national origin, religion, gender, age, disability, or veteran status."

Auburn University Office of the Provost

The Department of Psychological Sciences doctoral clinical program at Auburn University adheres strictly to this university policy. Furthermore, our clinical program is deeply committed to fostering a learning environment that supports cultural and individual differences and diversity.

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Practicum Training

About the program.

Most Student Counseling & Psychological Services (SCPS) Graduate Practicum Clinicians are doctoral students in either Auburn University’s Counseling Psychology or Clinical Psychology doctoral programs. More advanced Counseling and Clinical Psychology doctoral graduate students can also return to SCPS to complete advanced practica dependent on their academic and clinical training and development. Student Counseling & Psychological Services has a longstanding arrangement with the Clinical Psychology program and accepts at least one Graduate Practicum Clinician each year.  More recently,  SCPS has also begun accepting selected MSW graduate students from Auburn University’s Master of Social Work Program in the Department of Sociology, Anthropology, and Social Work.

The primary focus of the practicum training experience is on individual counseling, so the majority of practicum hours are devoted to that clinical service. Opportunities for conducting intake appointments, co-leading therapy groups, and making outreach presentations are also available for those Graduate Practicum Clinician with appropriate education and training. Psychological assessment instruments may be incorporated as part of providing comprehensive clinical services. Certain psychological assessment experiences such as the Executive Function Screening (EFS) are limited based on past assessment training and experience of the Graduate Practicum Clinician.

Advanced practicum

Opportunities are also available for more advanced graduate students to return to SCPS and complete further training. Advanced graduate students typically have a more challenging caseload and have greater ability to refine their areas of specialization by having more control over which clients they work with. Additionally, effort is made to pair advanced graduate students with senior staff clinicians at SCPS for supervisors, and these students may also be involved in completing intake appointments. Other opportunities may also be available given SCPS availability and the student’s developmental level.

Student Counseling & Psychological Services

Carlie McGourty, Ph.D. , Practicum Coordinator, Licensed Psychologist 

334.844.5123

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Auburn Psychological Wellness Center

Dr. Evelyn Hunter

Counseling and assessment provider, areas of clinical emphasis.

I am trained in general and multicultural psychology, so I work effectively across a number of clinical concerns with clients of diverse identities and backgrounds. However, I have had specific training in the specialty areas listed below.

General Psychological Specialties

• Relationship/Interpersonal Concerns
• Identity/Cultural Exploration

Health Psychology Specialties

• Multiple Sclerosis and other Autoimmune Conditions
• Chronic Illness
• Pain Management
• Care Partner Counseling and Psychotherapy
• Neuropsychological Assessment

What to Expect if We Work Together

Life happens… and sometimes it hurts. Struggle is a natural part of the course of our life experience. Yet, sometimes struggle can affect our relationships, our behavior, our jobs/work, and our goals. And, it can affect our overall wellbeing. You may find that you feel sad, overwhelmed, anxious, distressed, tired, or hopeless. In these cases, it can be helpful to work alongside a professional therapist to navigate the path forward. When I work alongside you, my approach is to build an authentic relationship that centers who you are and how you see the world ( culturally responsive care ). In addition, we will explore your relevant past and place your past in the here-and-now context of your present. I will also help you build strategies to confront and eventually conquer the (internal) struggle. My techniques are evidence-based, rooted in interpersonal and cognitive-behavioral principles of psychology.

I am a Licensed Psychologist (AL#1964) in the state of Alabama. I received a BA in Psychology from Emory University and a PhD in Counseling Psychology from Auburn University. Prior to joining APWC, I completed an internship in general and multicultural Psychology at Georgia Institute of Technology and a post-doctoral fellowship in Health Psychology (specifically neurodegenerative and autoimmune disorders) at North Main Counseling & Wellness/Premier Neurology. My passion is to connect aspects of mental, physical, and spiritual wellbeing. I have worked alongside patients and caregivers as we all strive toward living our best lives. Previously, I have practiced in counseling centers, medical clinics, and private practice offices. I work extensively with the National Multiple Sclerosis Society , and I currently serve on the NMSS Healthcare Provider Council.

In addition to clinical practice at APWC, I am an Associate Professor in Counseling Psychology, which allows me to stay current on the latest research and therapy treatment techniques. When I kick back and relax, it is to laugh and play with my loves, including my husband, two boys and baby girl, and my two (huge) dogs (who also act like babies).

Schedule an Appointment

If you would like to work together, please call the Auburn Psychological Wellness Center front office at 334.219.0425. You can also email us at [email protected] for more information.

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Information provided on this website is for informational purposes only and does not constitute medical advice. If you are seeking personalized mental health care guidance, you should meet with a professional.

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Emily Junkin, Ph.D. Candidate Completes First-Ever Alcohol Administration Study at ODU

Emily Junkin is a doctoral candidate at the Virginia Consortium Program in Clinical Psychology, a unique training program comprised of the Departments of Psychology at Old Dominion University and Norfolk State University. Born in Huntsville, Alabama, Junkin pursued her Bachelor of Arts in psychology at Auburn University, where she initially began her academic journey as a pre-med major. Upon completing several psychology courses, she quickly realized that the field of psychology was a better fit for her introspective, curious, and person-oriented nature. In addition to taking as many psychology electives as her schedule would allow, Junkin joined two research labs at Auburn University as an undergraduate research assistant: one that analyzed outcomes and piloted innovative interventions related to Parent-Child Interaction Therapy and another that studied college students’ alcohol and other substance use. While working in the latter, Junkin played an integral role in the data collection for a doctoral candidate’s dissertation study, which evaluated the effects of alcohol intoxication on students’ accuracy in pouring a standard alcoholic drink. Little did she know, her work on this innovative project would later inspire her own dissertation research at Old Dominion University.

By her senior year of college, Junkin knew she wanted to pursue a doctorate in clinical psychology given her passion for all areas of psychology including teaching, conducting research, and providing therapy services. Junkin learned about the Virginia Consortium Program while conducting a thorough review of clinical psychology doctoral programs across the country. She was initially drawn to the program due to the number of established substance use researchers, along with Old Dominion University’s simulated bar research laboratory. Moreover, the Consortium offered an unparalleled student experience in which training is provided across multiple diverse institutions, giving students unique access to a variety of perspectives and resources. Upon visiting Norfolk for her initial interview, Junkin was drawn to the location of the program, offering quick access to the beach, historical charm, and a sense of community.

Junkin proudly began her doctoral studies at the Virginia Consortium Program in Clinical Psychology in 2019 under the mentorship of Dr. Cathy Lau-Barraco, a Professor at Old Dominion University who established the Behavioral Alcohol and Related Studies Laboratory . With the committed support of Dr. Lau-Barraco, by her third year of graduate training, Junkin had designed and implemented several diverse research projects. First, her master’s thesis project, an event-level, micro-longitudinal study, assessed consequences related to the misalignment of college students’ intended and actual drinking behaviors over a typical weekend. Second, Junkin contributed to the design and implementation of an ecological momentary assessment study that utilized advanced data collection methods to better understand alcohol and other substance use behaviors, attitudes, and outcomes as they occur in real-time. Lastly, in collaboration with fellow graduate students, Junkin initiated, designed, and implemented a two-year-long cross-sectional study evaluating population-level trends in cannabis use and outcomes among college students following the legalization of recreational cannabis use in the Commonwealth of Virginia.

Most recently, Junkin completed data collection for her dissertation study, Project Task , which is notable for being Old Dominion University’s first alcohol administration study. This novel project, which involved administering alcohol to undergraduate students in Old Dominion University’s simulated bar laboratory, explored the phenomenon of impaired control over alcohol use, which is a symptom of problematic drinking involving difficulty controlling or limiting alcohol intake. This symptom is often one of the earliest signs of problematic drinking, positioning itself as a highly targetable factor for early interventions that seek to reduce alcohol use disorders among young adults. In her future research endeavors, Junkin hopes to develop a program of research that elucidates factors related to impaired control and potential interventions for this critical risk factor.

Junkin credits her graduate school successes to Dr. Lau-Barraco’s hands-on approach to mentorship, which encouraged Junkin to make the most of the graduate student experience with the ultimate goal of being a competitive applicant on the job market. Dr. Lau-Barraco’s approach to advising consisted of a developmentally appropriate blend of high expectations and a caring interpersonal style, which helped foster Junkin’ s sense of responsibility, professional development, and perhaps most importantly, personal growth. In addition to her breadth of research experiences, Junkin obtained: strong clinical training in therapy and assessment at university counseling centers, private practices, and medical outpatient offices; supervision experience with undergraduate students at Old Dominion completing clinical internships at community placements; and vast undergraduate teaching experiences as an instructor of record at both Old Dominion and Norfolk State University. Dr. Lau-Barraco’s goal-oriented guidance and unwavering support allowed Junkin to develop the time management skills needed to navigate these multiple roles both as a graduate student and as a future professional.

Professor Lau-Barraco expressed how impactful Junkin has been as a student and budding professional: “Emily has been an exemplary student in our rigorous graduate program. It has been extremely gratifying to see Emily’s professional and personal growth during her time at ODU. She is building a very strong program of research, her clinical skills are excellent, and her academic achievements are impressive. Perhaps most importantly, Emily is a kind and considerate person. As she embarks on the next chapter of her career, her future is sure to be filled with as many successes as she has strengths. It has been a great joy to be Emily’s mentor.”

Overall, Junkin reports being extremely satisfied with her graduate school experience, which she feels contributed to her growing confidence, sense of capableness, and independence as a budding professional. Now in the last year of her doctoral training, Junkin is completing a full-time, pre-doctoral internship at the University of Delaware’s Center for Counseling and Student Development. She looks forward to her graduation, anticipated in May of 2025, and is ready to tackle the next steps of her career as a competent and skilled practitioner, researcher, and academic. To those considering graduate training through Old Dominion University or the Virginia Consortium Program in Clinical Psychology, Junkin says the experience, though challenging, will be a life changing, positive catalyst for their career and personal development.  

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