School of Counseling Degrees: What To Know and Why They Matter 

 

On paper, the School of Counseling’s degree monikers may look like alphabet soup, but there is more to them than just a handful of letters. The two degrees offered prepare counseling students to be some of the most highly trained therapists and leaders in mental health services in Indiana.  

“I would put the quality of care provided by our student clinicians up against anyone in the state,” said CTS Counseling Center Director Bryan Votaw. He helps provide supervision to students as they begin providing clinical services to patients seeking mental health treatment. 

The program options include the Master of Arts in Clinical Mental Health Counseling (MACMHC) and the Master of Arts in Marriage and Family Therapy (MAMFT). Both programs allow students to develop therapeutic skills that can be used with a variety of people who present a wide range of mental health issues.  

There are certainly similarities between the programs:  

• Both promote a holistic approach to healing and human flourishing;  

• Both are committed to best practice techniques and topics in the classroom;  

• Both offer in-person and virtual options; and  

• Both require supervised clinical hours with clients to graduate.  

However, there are unique aspects of each program that prospective students may not fully understand when applying. Both department directors like to talk with potential students to make sure they are making the best choice for their area of interest. Dr. Nicole Robertson, Director of the Clinical Mental Health Counseling Program, said she encourages students to ask themselves what kind of work setting and client population they prefer – that is often a way to decide which degree track is the better choice.  

According to Robertson, the MACMHC program tends to focus on individual clients (not exclusively), and clinicians are trained in a variety of theories to help the person deeply explore themselves. “Our program emphasizes an expansive and thorough approach to help the person discover deeper, internal matters,” she said.  

 Dr. Suzanne Coyle, Director of the MAMFT program, said that while MFT students may work with individuals, their interest is really on the relational and systemic issues that are related to the presenting person. “We tend to attract students who have a real interest in family therapy – and all the cultural and political issues that impact families.” 

The objectives of the MACMHC program are the development of a professional grounded in a variety of theoretical orientations, with an emphasis on relational and depth psychological perspectives – someone who can help the client reflect deeply on their presenting issues.  

The MAMFT program, on the other hand, emphasizes mental health issues that are accentuated within relationships – helping individuals, couples, and families deal with change. Coyle also said that the program emphasizes the professional and personal development of the clinician through the POTT approach. This refers to the Person of the Therapist theory developed by Harry Aponte which offers a structured model for therapists to intentionally use their whole selves, including race, gender, culture, values, and personal vulnerabilities in therapy to enhance effectiveness. 

Both programs also encourage the integration of spiritual/theological and cultural reflection that aligns with CTS’s commitment to social justice, diversity, and advocacy. The faculty are committed to training students to discern clients’ worldviews and the healthiest, life-giving possibilities within them. 

There are four blended classes that students in both programs must take: Human Growth and Development, Ethical and Professional Issues in Clinical Work, Psychopathology and Diagnoses, and Research Methods. Robertson said these topics work with any theoretical approach to counseling. Beyond these, each program offers its own coursework tract with room for electives.  

Both programs also include a substantial number of hours in supervised clinical services with actual clients. In the MACMHC program, students begin seeing clients in session after the first year, and most have five semesters remaining to complete their degree. For MAMFT students, it is three semesters. All students do their clinical services at the CTS Counseling Center.  

Robertson said her goal for students when they begin collaborating with clients is to “be comfortable in the room.” MACMHC students are prepared to use the OARS model until they begin to develop more varied techniques. This approach stands for Open (questions), Affirmation, Reflection, and Summarize. They practice this in mock counseling situations to develop confidence.  

According to Coyle, MAMFT students can watch actual therapy sessions as part of the “MFT live supervision” model used in that program. Teams of students can see a real-life session (with client permission) with their supervisor to discuss what they are experiencing. This allows them to not only see a session but also gain insight into the questions and responses that the clinician used.  

“This is a unique and pioneering approach to student training,” Coyle said.  

While providing clinical care, all students take part in supervision with a licensed provider. For all students, they can receive their supervised hours at the CTS Counseling Center instead of having to look for outside opportunities. This ensures they are monitored and receive feedback about their techniques.  

Practicum refers to the first semester of in-session work, while internship refers to remaining semesters of clinical work. There are opportunities for off-site options if a student has an interest in doing a particular kind of therapy. An advanced internship refers to the final semester of seeing clients. Each level is needed to graduate and prepare for licensure.  

One final thing that both programs have in common is their standard of excellence. The MAMFT program is accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). Graduates are eligible to pursue licensure exams following completion of the coursework and supervised clinical hours. The MACMHC program is aligned with the Council for Accreditation of Counseling and Related Educational Programs CACREP standards and the professional orientation of the American Counseling Association.  

Over the 40 years of counseling programs within CTS, they have undergone different names and structures. The current model has helped attract minority populations to both counseling programs. Robertson and Coyle agree that many students are looking for a second career opportunity in these two counseling programs. They are drawn to CTS for its superior reputation, promotion of integrated techniques, and virtual options. There are approximately 40 students enrolled in each program at this time.  

Please visit the School of Counseling to learn more.