Counseling Psychology Program Documents

 

Academic Year of Entry	2021-22	2022-23	2023-24	2024-25
Applications	58	78	48	55
Accepted	42 (72.4%)	40 (51.3%)	36 (75%)	40 (72.7%)
Matriculated	30 (71.4%)	36 (90%)	31 (86.1%)	36 (90%)
Retained in Second Year	29 (96.7%)	35 (97.2%)	29 (93.5%)	33 (91.7%)
Graduated in Three Years	12 (40%)	23 (63.9%)	N/A	N/A
Still in Progress	9 (26.7%)	7 (19.4%)	28 (90.3%)	33 (91.7%)

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ACADEMIC YEAR OF ENTRY	2021-22	2022-23	2023-24	2024-25
Mean Undergraduate GPA	3.48	3.77	3.23	3.49

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Academic Year of Entry	2021-22	2022-23	2023-24	2024-25
Obtained State Licensure	11 (73%)	10 (43%)	N/A	N/A
Enrolled in Doctoral Program	0	0	N/A	N/A
Passage of NCE	11 (67%)	10 (43%)	N/A	N/A

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Each year, the UBalt M.S. in Counseling Psychology program surveys current students to evaluate their satisfaction with the program along with their perceptions of clinical training across multiple domains. This survey is administered annually to all students enrolled in the program. This report discusses findings from the 2024-25 academic year survey.

Summary of Findings

During the current survey period, 74 students responded. In this sample, 60% of students reported attending full-time, 26% as part-time, and 15% reported a mix of both, depending on the semester. The majority (68%) of students are also employed, with 22% reporting working full- time. Overall, current students describe being satisfied with their education and training, and that the program is preparing them well in the domains of clinical skills, research, multicultural and social justice advocacy, and knowledge of theories in psychology and counseling. Narrative responses noted major strengths as the professors and courses, the program’s emphasis on multiculturalism and diversity, clinical preparation, and advising. Identified ideas for improvement included recommendations related to the practicum/internship experience, coursework, and additional training and preparatory experiences that could be offered.

Program Planning and Modifications

• The core faculty meets in late August 2025 and will discuss findings from the survey including ways to address recommendations related to coursework and additional preparatory experiences.
• The program has already updated and significantly restructured the field placement site directory so that it is a more helpful and user-friendly document.
• Electives classes focusing on additional theories and modalities are planned for Spring and Summer 2026, including courses of play therapy and psychodynamic approaches, respectively.
• Discuss and plan possible workshop on the national examination and licensure process.

Detailed Results

In this section, results of ordinal ratings by students of their satisfaction and perceptions of the quality of training they receive are described. In addition, illustrative statements from narrative feedback are provided as well.

 

Satisfaction with Education

• 65% of respondents reported being very satisfied with the education they are receiving from UBalt’s counseling psychology program, with a mean rating of 4.54 on a scale ranging from 1 (very dissatisfied) to 5 (very satisfied).

Perceived Preparation

• In terms of clinical skill preparation, 78% of respondents reported either above average preparation or that the program exceeds expectations, with a mean of 4.25 on a scale ranging from 1 (completely unprepared) to 5 (exceeds expectations).
• In terms of research-related skill preparation, 70% of respondents reported either above average preparation or that the program exceeds expectations, with a mean of 4.09 on a scale ranging from 1 (completely unprepared) to 5 (exceeds expectations).
• In terms of multicultural and social justice advocacy preparation, 80% of respondents reported either above average preparation or that the program exceeds expectations, with a mean of 4.37 on a scale ranging from 1 (completely unprepared) to 5 (exceeds expectations).
• In terms of preparation in theoretical understanding, 85% of respondents reported either above average preparation or that the program exceeds expectations, with a mean of 4.33 on a scale ranging from 1 (completely unprepared) to 5 (exceeds expectations).

Perceived Program Strengths

• Several responses were reflective of a theme describing professors and courses as strengths. Exemplars of comments in this domain include the following:
  • One of the top strengths of the program is having professors who were clinicians and have hands-on experience.
  • The classes have been very insightful, and the professors are always ready to help students and answer questions. I appreciate that most classes have opportunities to have discussions with classmates about our various perspectives.
  • We are learning from a variety of professionals who have a lot of experience in the field and who offer different perspectives. A lot of the classes require that we actually practice counseling in the class, which helps with preparation.
  • The faculty goes above and beyond to make sure you succeed.
• Several responses were reflective of a theme describing the program’s emphasis on multiculturalism and diversity as strengths. Exemplars of comments in this domain include the following:
  • "I am very pleased with the ways in which the program integrates multicultural counseling and social justice approaches into the coursework and classroom. I am thankful for the many opportunities I receive to learn and grow in this space. I am thankful that this program takes and evidence-based approach and is an MS. While many students may not want to conduct research beyond the classroom, it is important that we integrate research and evidence-based approaches into our practice."
  • "The multicultural experiential learning is great. I appreciate the strong emphasis on social justice advocacy and multiple avenues to client change."
  • "The emphasis on social justice and advocacy. Diverse faculty and student populations."
  • "[This program] has taught me the awareness I need to properly serve people from various cultural backgrounds, especially those different from me."
• Several responses were reflective of a theme describing the program’s clinical preparation of students. Exemplars of comments in this domain include the following:
  • "I think that this program touches on many different topics necessary for counseling. I believe I am prepared to start counseling sessions, though my nerves are still high but that’s to be expected! I’m confident my training thus far will be very beneficial to start working with actual clients."
  • "While going through practicum, this program has prepared me well for the various situations I am encountering and is doing well in supporting me through the challenges.
  • "The basic counseling course really transformed how I interact with clients, and I think back to the concepts learned in that class every day.
  • "This program has truly expanded my perspective on how we can support others with sensitivity and nuance. It’s pushed me to think more about the various perspectives and solutions we can offer to the many challenges people face. This growth has allowed me to develop a more holistic understanding of the world, enhancing my ability to address mental health issues and support others more effectively.
• Responses were also reflective of a theme describing the program’s quality of advising. Exemplars of comments in this domain include the following:
  • "Theory and real-life experiential advice. Advising is really good."
  • "Well informed, passionate and attentive professors. Professional advisers."

Perceived Areas of Improvement

• Some responses described recommendations related to practicum and internship. Exemplars of comments in this domain include the following:
  • "Better communication between the school and field placement programs; an updated site list."
  • "Looking at better ways to help students who work when trying to do internship/practicum."
  • "The program could be more helpful to students in helping them locate practicum/internship sites as well as job sites."
• Some responses described recommendations about coursework. Exemplars of comments in this domain include the following:
  • "Add more classes about specific theories and protocols."
  • "I think having more multicultural classes such as having courses that expand on LGBTQ+, African American, Latinx, etc., populations."
  • "I think there are some classes that might be better suited for the fall or spring semester instead of the summer."
  • Three respondents recommended more classes that emphasize note-taking and report-writing in psychotherapy.
• Some responses described recommendations about additional preparatory experiences that could be offered. Exemplars of comments in this domain include the following:
  • "I’m not sure. Maybe put students in touch with more opportunities? Help students prepare more for what the hiring process is like at places that students typically want to work? Hold more networking events? Maybe UBalt does these things and I just haven’t noticed."
  • "Lecture events with guest speakers and continuing education opportunities."
  • "Clearer communication about the NCE and licensure process."

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The UBalt M.S. in Counseling Psychology program surveys recent alumni to examine a variety of areas, including progress toward licensure and other credentials, employment, and feedback related to the program’s effectiveness in preparing graduates for a career in mental health counseling. This survey is administered every three years to alumni who have graduated at least one year prior, but no more than four years prior, effectively assessing a 3-year window of graduates. This report discusses findings from the June 2025 survey.

Summary of Findings

During the current survey period, 23 alums responded, representing graduation dates from 2021 through 2024. Among respondents, 83% have obtained licensure, with another 9% reporting they are either on track for licensure or enrolled in a doctoral program. Employment settings varied, with graduates reporting employment in community mental health, hospitals, education, and private practice. The vast majority of alumni reported they were satisfied with their education at UBalt, and that clinical preparation, research and program evaluation training, multicultural and social justice advocacy training, and training in the application of theory to practice was at least above average. Program strengths were identified as the courses and faculty, the real-world applications of training, the emphasis on multiculturalism and social justice advocacy, and the flexible schedules and low cost. Areas for growth include adding more resources related to navigating the professional landscape following graduation, additional training in specific theories and treatment modalities, and strengthening the program’s relationship with alumni.

Program Planning and Modifications

Following review of the results of the 2025 Alumni Survey:

• The core faculty meets in late August 2025 and will discuss findings from the survey including ways to address recommendations related to coursework and additional support on navigating the professional landscape.
• Electives classes focusing on additional theories and modalities are planned for spring and summer 2026, including courses of play therapy and psychodynamic approaches, respectively.
• Discuss and plan possible workshop on the national examination and licensure process.
• Although existing networks are in place to facilitate networking and identify job opportunities, the program may need to examine ways to expand the reach of these resources while also considering additional ones (e.g., student/alumni networking events).

Detailed Results

Satisfaction with Education

• 83% reported being either somewhat satisfied or very satisfied with the education they received at UBalt.

Perceived Preparation

• In terms of clinical preparedness, 91% reported either above average preparation or preparation that exceeded expectations.
• In terms of research and program evaluation preparedness, 78% reported either above average preparation or preparation that exceeded expectations.
• In terms of multicultural competency and social justice advocacy preparedness, 78% reported either above average preparation or preparation that exceeded expectations.
• In terms of preparedness in applying theory to practice, 78% reported either above average preparation or preparation that exceeded expectations.

Perceived Program Strengths

• Eleven respondents emphasized courses and faculty as strengths. Exemplars of comments in this domain include the following:
  • "Absolutely the skills and theory teachings. I utilize the theories taught to us constantly. The specific faculty members were an incredible strength; I regularly remember their stories or ways of saying things in a certain way or with a certain example to help us understand something and have frequently shared these same things with clients to help them learn/understand. That's not something that can be easily taught with a textbook or in any program."
  • "The courses and professors were the main strengths of the program. From theoretical orientation exploration to role playing, I utilize many golden nuggets from the program."
• Six respondents emphasized the real-world applications of training and the program’s ability to prepare students for the workforce. Exemplars of comments in this domain include the following:
  • "The practitioner track prepared me for real-world scenarios I’ve encountered in practice and mock treatment planning in internship/practicum classes also helped me a lot with creating treatment plans in my current position. UB also has a good reputation which helped me get into the field with the little experience I had because they trusted my education."
  • "The real-world applications of concepts learned in class, professors drawing on their own experiences as counselors, openness to student driven contributions to the program, and professor investment in student well-being."
• Four respondents described the program’s emphasis on multiculturalism and social justice advocacy. Exemplars of comments in this domain include the following:
  • "I cannot express how much I value my educational experience at UB. This program is truly fantastic. The rich multicultural perspective was important in my development as a counselor and the work I do today with my clients. I always strive to practice cultural humility and strengthen my cultural competences and that is in part thanks to UB’s influence. I always speak highly of UB’s counseling program, and it’s been so nice to have had such a positive experience and overall, some amazing professors who have made such a lasting impact on me."
  • "Social justice advocacy and support from professors."
• Two respondents described the program’s flexibility with course scheduling and low cost. An exemplar comment in this domain is below:
  • "Workable schedule for full time working students."

Perceived Areas of Improvement

• Four respondents reported a desire for more training related to navigating the professional landscape after graduation. Exemplars of comments in this domain include the following:
  • "I did feel a bit on my own with finding employment after graduating. I'm not sure if that is normal or not for graduate programs, and I was luckily not negatively impacted by this as my practicum hired me after graduation, but potentially having connections or pathways to navigate for students would be helpful."
  • "Offer a class on supervision to become a board approved supervisor, offer a class about opening your own practice (applying for an LLC, taxes, HIPAA, etc.), more guidance on the licensure process."
  • "I do wish I was a little better prepared for what came after graduation. Applying for my Maryland and D.C. licenses was extremely stressful. I had a major hang up with waiting for my conferred date needing to be added to my official transcript before the Maryland licensing board would approve my license. I had to pay for my transcript multiple times (D.C. was a lot more flexible, which I appreciated). Little things like that would have been nice to be given a heads up on, but I know you can’t prepare us for everything."
• Three respondents reported a desire for additional training in specific theories and/or treatment modalities. Exemplars of comments in this domain include the following:
  • "More courses on specific modalities and special topics."
  • "Expand on theory - perhaps have classes for specific theories."

Suggestions for Strengthening Alumni Engagement

• "Alumni networking events, connection opportunities with professors."
• "Maybe a monthly update on research participation or alumni nights somewhere."
• "More programs/events to bring alumni and current students together."
• "I had no idea there was a Facebook group! I just asked to join. :) I would love to stay in touch with my UB Counseling Psychology program."
• "I feel bad that I did not even see much on alumni engagement! I just occasionally receive an email here and there or a postcard from UBalt. I was unaware of the listserv (frankly I do remember it being shown to us early on, but I did not join in that moment and now I have no idea how to join it!) and the Facebook group, which I did just request to join now, but had no idea about prior. To be fair, that may have been my own fault of missing invitations or information."

General Feedback about Program, Curriculum, Advising, and/or Admissions

• "Feedback related to this domain was varied and included comments about admissions, planning for licensure, working with specific populations, and positive comments about the program."
• "My only additional feedback about the program is regarding the admissions process. I see from the website that the GRE is no longer required, which is wonderful, because the process of taking the GRE was incredibly burdensome. I applaud the program for removing that requirement for a multitude of reasons. My only remaining concern is the lack of clarity around "conditional admission." What the student needs to obtain in order to stay in the program seems clear, but *why* the student received conditional admission to begin with is not, even after requests for clarification. If it could be stated clearly and up front why that choice is made, students can use that information to submit better applications in the future if they choose to continue their higher education journey."
• "There should be a whole advisory workshop on step-by-step licensure process including for LCPC applications! And more guidance/courses on how to open your own private practice."
• "As I now work with a largely neurodivergent and LGBTQIA+ population, I think it would be extremely valuable to offer courses in the future regarding these specific populations. There is such a need!"
• "I miss UB dearly and will always think back on my experience in the program as the best career choice I’ve ever made."

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The UBalt M.S. in Counseling Psychology program surveys current and recent clinical supervisors at practicum and internship training sites to examine the program’s effectiveness in preparing students for clinical training. This survey is conducted every two years to training sites that have supervised UBalt Counseling Psychology trainees during the previous 2-year period.

This report discusses findings from the June 2025 survey.

Summary of Findings

During the current survey period, 28 site supervisors responded. Overall, current and recent clinical supervisors reporting being satisfied with UBalt trainees, found their clinical preparedness to be acceptable, and relationships with the program were perceived as quite positive. Narrative responses described UBalt trainees as prepared, engaged, and possessing good bases in clinical knowledge. Areas of improvement included recommendations about additional educational experiences that could be provided as well as improved communication between programs.

Program Planning and Modifications

Following review of the results of the 2025 Training Site Survey:

·       The core faculty meets in late August 2025 and will discuss findings from the survey including ways to address recommendations related to coursework and strengthening communication with sites.

·       Electives classes focusing on additional theories and modalities are planned for Spring and Summer 2026, including courses of play therapy and psychodynamic approaches, respectively.

·      Communicate results of survey to practicum/internship instructors.

·       The program has implemented a site supervisor orientation video that is shared with new and existing supervisors at the beginning of each year, which the program believes will further reinforce training expectations.

·       The implementation of the clinical observation rating form will provide another built-in point (approximately the middle of each semester) in which information about trainees’ progress and development is communicated.

Detailed Results

In this section, results of ordinal ratings on satisfaction with clinical trainees, perceived preparation, post-graduation employment, and overall relationship with the program are described. In addition, illustrative statements from narrative feedback are provided as well.

 

Satisfaction and Perceived Preparation

• 100% of respondents reported being satisfied or very satisfied with UBalt clinical trainees. On a scale of 1 (Very dissatisfied) to 5 (very satisfied), mean satisfaction with
• UBalt trainees was 4.53, which was consistent with satisfaction with regional interns in general (M = 4.50).
• 96% of respondents described UBalt trainees’ level of clinical preparedness as average, above average, or exceeding expectations. On a scale of 1 (completely unprepared) to 5 (exceeds expectations), mean preparedness of UBalt trainees was 3.53, which was consistent with perceived preparedness of regional interns in general (M = 3.56).

Post-Graduation Employment

• 39% of respondents reported their site has hired former UBalt interns within the past five years, and all who responded to the question about satisfaction (n = 9) reported being satisfied or very satisfied with the hire (with the exception of one respondent, who stated they were unable to assess).
• Sixteen respondents answered the question about perceived likelihood of hiring UBalt graduates in the future, with 100% stating their site would be likely or very likely to hire graduates from UBalt.

Perceived Relationship with Program

• 94% of respondents described their site’s relationship with the program as acceptable, good, or very good.

Perceived Student Strengths

• "Students present as prepared, ask questions, participate readily in meetings and supervision, and have generally stronger clinical and documentation skills compared to other counseling programs."
• "Preparedness, willingness to learn, open-minded and curious, and a stronger sense of multicultural understanding."
• "The drive to get things done, pushing hard to complete hrs, and flexibility with intern availability (the variety of days help to provide more coverage to our schools)."
• "Clinical knowledge and professionalism."
• "Reliable, enthusiastic, and have base level skills."
• "Strong diagnostic and treatment bases."

Perceived Areas of Improvement

• "I would recommend highlighting the importance of regular/ frequent communication with supervisors between sessions, especially at the outset of practicum/ internship where the student is acclimating to a new professional environment and experiencing the steepest learning curve."
• "Offering a range of clinical classes other than CBT or psychotherapy. Research keeps telling us that somatic and non-language interventions are key but there are hardly any classes for students in this area."
• "Burnout Prevention Skills, Time Management, Self-Care."
• "More education with regards to countertransference/transference and rapport building."
• "No, because I honestly do think these interns come better prepared than they have from other schools."

Suggestions for Strengthening Relationship between Programs

• "I think better communication about expectations and deadlines would be helpful. It would also be helpful to know who to speak with about the trainees and the program should issues arise."
• "More information on students available for internship."
• "I have had stellar experiences working with the faculty and staff and found their support to be strong and readily available."
• "More check-ins would be great!"
• "Improve communication."
• "Have intern advisers be more engaged with site supervisors."

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The UBalt M.S. in Counseling Psychology program surveys current and recent contributing faculty members to evaluate their perceptions of student preparedness and engagement, as well as the program overall. This survey is conducted every two years to contributing faculty that have taught at least one course in the program during the previous 2-year period. This report discusses findings from the May 2025 survey.

Summary of Findings

During the current survey period, nine contributing faculty members responded. Overall, current and recent contributing faculty described students as largely academically prepared, engaged and participatory in their training, and active in utilizing appropriate school resources as needed.

Further, contributing faculty were generally satisfied with the degree of support and communication they received from the program and university. Narrative responses described UBalt students as “top-notch,” engaged and eager to learn, and coming from a diverse range of backgrounds. Identified concerns included possible increased anxiety and difficulties with balancing various demands across school, work, and life, a possible need for more preparedness particularly regarding the amount of expected reading at the graduate level, and some variability in writing abilities.

Program Planning and Modifications

Following review of the results of the 2025 Contributing Faculty Survey:

·       The core faculty meets in late August 2025 and will discuss findings from the survey including considerations related to student burnout and preparedness.

·       Consider ways of better orienting students to issues related to burnout, work-life balance, and the transition to graduate school at or around orientation.

Detailed Results

In this section, results of ordinal ratings on student academic preparation, perceived use of resources, engagement and participation, and communication and support from the program/university are described. In addition, illustrative statements from narrative feedback are provided as well.

Perceived Preparation

• 100% of respondents described UBalt students’ level of academic preparedness as at least somewhat well prepared, with 56% describing them as either pretty well prepared or very well prepared.

Resources

• 89% of respondents either somewhat agreed or complete agreed with the statement, “Students actively use appropriate resources to seek out help when needed” (including the instructor and campus-based resources).

Engagement and Participation

• 100% of respondents somewhat agreed or completely agreed with the statement, “Students appear engaged and participatory in class,”

Communication and Support from Program and University

• 78% of respondents completely agreed with the statement, “Communication and support from the program and university is adequate,” with 100% of respondents at least somewhat agreeing with the statement.

Perceived Gaps in Preparedness

• "The main gap I have seen is the students struggling to balance their work, life and academic responsibilities."
• "It is evident that the times are changing, and students seem ever more anxious and worried (understandably). In conjunction with that, they also seem a lot more expectant of a great deal of additional support from the classes and faculty."
• "Many students aren’t prepared for the amount of reading required for graduate level courses."
• "Writing skills vary amongst students."

General Feedback

• "I love UB and our program and believe that both are top-notch. I feel like it is a privilege to be able to teach here and be a part of this professional team and academic community."
• "Most students appear eager to learn."
• "The students are engaged and participatory. I appreciate the diverse backgrounds of my students – some are recent graduates, and some are returning after decades in the workforce."

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