Counseling and Psychology
Clinical Mental Health Counseling
Master of Arts | Education Specialist
Master's degree accredited by the Council for Accreditation of Counseling and Educational Related Programs (CACREP)
Program Overview
The Clinical Mental Health Counseling master's and specialist degree programs prepare students to provide mental health services to individuals and groups in public and private settings.
Graduates of this program often obtain LPC licensure with a Mental Health Service Provider endorsement, which allows them to work with cases of a more diagnostic and clinical nature. Licensure requires supervised clinical experience beyond the hours required for a degree.
Annual Reports
| 2022-2023 CMHC Report | 2017-2018 CMHC Report |
| 2021-2022 CMHC Report | 2016-2017 CMHC Report |
| 2020-2021 CMHC Report | 2015-2016 CMHC Report |
| 2019-2020 CMHC Report |
Comprehensive Annual Evaluation Information
- Core Faculty & Advisors
Dr. Mark Loftis / mloftis@tntech.edu
Concentration Leader
Dr. Katherine Hermann-Turner / khturner@tntech.edu
Internship Coordinator and CACREP Liaison
Dr. Tony Michael / tmichael@tntech.edu
Assessment Coordinator - Master of Arts Mission Statement
The Master of Arts Degree in Clinical Mental Health
Counseling is designed to prepare professionals to provide clinical counseling services
to a broad population of clients in a range of professional settings (e.g., clinics,
hospitals, school-based mental health programs, and private practice).This master's program is specifically for individuals who possess at least a bachelor's degree and are interested in becoming clinical mental health counselors. Students are required to complete 60 hours of coursework specifically related to clinical mental health counseling.
- Program Objectives
Education of Counseling Students
1) To educate Clinical Mental Health Counseling students to meet all Tennessee standards for licensure as Licensed Professional Counselors/Mental Health Service Provider.
2) To provide training across the eight (8) common core areas as identified by CACREP. These are: Professional Counseling Orientation and Ethical Practice, Social and Cultural Diversity, Human Growth & Development, Career Development, Counseling and Helping Relationship, Group Counseling and Group Work, Assessment and Testing, Research and Program Evaluation.
3) To promote key stakeholders’ confidence in the Clinical Mental Health Counseling program’s ability to train students in the skills and dispositions of professional counselors.
Advancement of Program Excellence
1) Promote professional mental health counselor identity with students through involvement in professional counseling organizations.
2) That our faculty contribute to the field of Counseling, Counselor Education, and Mental Health at the national level through publications, presentations, membership in professional counseling organizations and service.
3) To maintain our CACREP accreditation for Clinical Mental Health Counseling.
Community Service
1) To provide service to counseling interns in a range of mental health professional settings (e.g., clinics, hospitals, school-based mental health programs, and private practice).
2) To provide service to the greater Upper Cumberland area through Continuing Education workshops, pro bono presentations, and consultation.
3) Provide service to the mental health profession.
- Commitment to Diversity, Equity, and Inclusion
The counseling programs at Tennessee Tech University are devoted to promoting an environment of diversity, equity, and inclusion for all students and faculty.
We believe this can occur through 1) establishing an environment of mutual respect that encourages an open exchange of ideas and perspectives through constructive dialog and 2) maintaining a learning environment that is free from harassment and discrimination. Consistent with the core values of professional counseling,
Tech strives to promote an understanding of culture and human development, avoid harm and imposing of values, and support social justice advocacy at individual, group, institutional, and societal levels to address issues that obstruct advancement and progress. We desire for all students and faculty to feel welcome.
