New Applicants: The Deferral decision is for a maximum of 24 months; programs may submit documentation of corrections at any time during that two-year period; at that time the Board makes a decision: Accredit, Continue Deferral (for the same 24 month maximum).
At the end of the 24 months, if no materials have been submitted for review or if the submitted materials are deemed inadequate, the Board makes the decision: Deny accreditation.
Programs Seeking Re-Accreditation:
The Deferral decision is limited to any remaining time until a program’s accreditation expiration and two six-month extensions. Each extension is a Board decision; the second six-month extension could include being placed on probation. Programs may submit documentation of corrections at any time during either six-month extensions and the Board makes a decision: Re-accredit or continue the deferral, or the program could select a Voluntary Withdrawal.
At the end of the second six-month extension on probation, if no materials have been submitted for review or if the submitted materials are deemed inadequate, the Board makes the decision: Accreditation Rescinded.
| School and Program | Date of Decision |
|---|---|
| Southern Nazarene University M.A. Counseling Psychology & M.S. Counseling Psychology 1. Ensure sufficient coverage of ethics prior to starting practicum so students are prepared to adequately understand ethical situations as they arise. (Standard B.5) 2. Ensure that course syllabi accurately and adequately reflect coverage of trauma and that student knowledge is evaluated (Standard B.5.b.i.2) 3. Ensure field placement courses have the appropriate faculty-to-student ratio of 1:8 and that practicum and internship class structure and class meeting frequency allows for adequate interaction with faculty for monitoring student progress and experience on field placement. (Standard C.2.a) 4. Clearly document responsibilities and procedures of the Internship Coordinator. (Standard C.2.b) 5. Supervision of practicum students is to be conducted in either a dyadic or triadic format for a minimum of 1 hour per 20 hours of practicum to ensure students have adequate time to address questions and issues. (Standard C.2.c) 6. Develop and implement a system to ensure that student skills are being consistently evaluated through live observation or review of recordings while on field placement. (Standard C.2.d) 7. Update the Graduate Academic Catalog for accuracy and consistency around applications and admission. (Standard D.1) Develop and implement a system of oversight and management of contributing faculty. (Standard E.2) 8. Develop and implement a process for ongoing review of the program mission and learning objectives that involves feedback from stakeholders. (Standard G.1) Develop and implement a process for contributing faculty to provide feedback on the program. (Standard G.2) 9. Develop and implement a process for dissemination of program evaluation results to stakeholders on a systematic basis. (Standard G.3) | December 2024 |
| Felician University M.A. in Counseling Psychology 1. The program needs to ensure a sufficient number of faculty, particularly considering the addition of the online program, to meet MPCAC Standards of core faculty teaching above 50% of courses. This may require the hiring of additional faculty, but a clear plan needs to be developed with evidence of institutional support that does not rely on faculty overloads. (Standards E.3, E.6) | September 2025 |
| Bridgewater State University M.A. in Clinical Psychology 1. Develop and provide written policies and procedures for managing and overseeing contributing faculty. (Standard E.2) 2. Develop and implement policies and procedures for codifying course release and compensation for the additional duties (e.g., summer) associated with the Program Director and Field Placement Coordinator roles (Standard E.8) 3. Develop and implement a plan to ensure the program has sufficient administrative support to adequately execute administrative and support functions in a sustainable manner. (Standard E.10) 4. Develop and implement a plan to collect feedback from site supervisors regarding the program and program objectives and provide evidence of the implementation. (Standard G.1) 5. Develop, implement and provide evidence of a clear process for sharing program evaluation results with all program constituents. (Standard G.3) | June 2026 |
| Teachers College Columbia University Ed.M. in Counseling Psychology 1. Develop and provide a self-care assignment that it is integrated in a required course syllabus or syllabi (Standard B.5.a.iii.3). 2. Demonstrate implementation of how the program meets the 1:8 faculty to student ratio in their field placement courses (Standard C.2.a.iii.). 3. Provide documentation of the institution’s compensation determination for the program director, especially summer compensation (Standard E.3). 4. Provide documentation that the course(s) on the website, course catalogue and/or student handbook are no longer being offered by the program, or active are deleted or identified as suspended. (Standard F.6). 5. Implement and provide results of the responses from the missing stakeholders’ (site supervisors and contributing/adjunct instructors) feedback to the program’s learning objective along sharing how any of this feedback resulted in any revisions of the program’s learning objectives (Standard G.1) 6. Implement and provide the results of an evaluation of the program by the contributing faculty/adjuncts and personnel from cooperating agencies along with sharing how all stakeholders’ feedback is informing program modifications (Standard G.2) 7. Develop and implement a comprehensive annual student evaluation based upon participation of all core faculty along with evidence of the completion of this process (Standard G.4). 8. Provide the missing Degree Audit document in the one file of the students’ files reviewed by the ARC. Develop a remediation template document that includes reference to behavioral objectives for improvement (Standard G.4). | June 2026 |
| South Florida Bible College and Theological Seminary M.A. in Mental Health Counseling 1. One PLO states that students will engage in empirical research that addresses clinical and spiritual needs of diverse populations. Since students do not engage in research activities, the program should consider revising the learning objective. (Standard A.3) 2. Develop and implement a process to systematically review program syllabi for compliance with MPCAC Standards. (Standard B.4) 3. Develop, implement and provide evidence of clear policies and procedures for ensuring that students are proficient enough in English to engage in competent practice. (Standard B.5.a.ii.3) 4. Incorporate required experiences into courses for students to practice counseling skills and obtain feedback from faculty prior to enrollment in field-based courses. (Standard C.1) 5. Create and make available to students a single document that contains all program policies, procedures, expectations, and curriculum, such as a program handbook. Ensure that a policy surrounding non-academic dismissal is included. (Standard F.6) 6. Develop and provide evidence of the implementation of a plan to ensure that all stakeholders, including alumni, supervisors, contributing faculty members and students have an opportunity to provide evaluative feedback on a systematic and anonymous basis. (Standards G.1 & G.2) 7. Develop and provide evidence of the implementation of a plan to disseminate program evaluation results to all stakeholders. (Standard G.3) 8. Develop and provide evidence of the implementation of a formal process for annual evaluations of student progress beyond reviewing course grades. This evaluation should include interpersonal skills and foundational competencies. Students must receive formal feedback on this evaluation, and this shall be documented and stored in the student files. (Standard G.4) 9. Provide a description of a systematically implemented process to standardize the information in the student files to include annual evaluations, internship placements and evaluations, remediation plans, and the outcomes of remediation efforts. (Standard G.4) | September 2026 |
| Loyola University M.S. in Clinical Professional Counseling 1. Develop clear policies and expectations for lab courses, including TA duties and experiential exercises, to ensure consistency across sections as well as a plan for implementation and monitoring (Standard C.1). 2. Ensure students are receiving feedback in PY 621: Principles & Practices of Psychotherapy from the course instructor and not only from a graduate TA (Standard C.1). 3. Develop and implement a process of Affiliate Faculty oversight that includes observation and/or feedback from faculty (Standard E.2). 4. Provide evidence of the completion of program evaluation surveys of Affiliate Faculty and submit a plan for continued systematic evaluation of all stakeholders (Standard G.2). 5. Provide evidence of the sharing of program evaluation information with stakeholders and submit a plan for the continued sharing of these results with program stakeholders (Standard G.3). 6. Provide evidence of a more robust process for annual review written feedback that includes student specific information and details (Standard G.4). 7. Provide evidence of the evaluation of all MPCAC competencies as well as a systematic plan for its continued implementation (Standard G.5). | September 2026 |
| Fordham University M.S.Ed. in School Counseling 1. Develop and implement a clear plan to meet the MPCAC requirement for faculty sufficiency, that is, more than 50% of courses are taught by core faculty. At least one of those hires should be a credentialed school counselor (Standard E.1 and Standard E.6). 2. Develop, provide, and implement a compensation plan for the work of the program director to manage the program during the academic year and during the summer (Standard E.7). 3. Provide a plan for the ongoing, systematic evaluations of the program objectives (Standard G.1). 4. Provide a revised plan for the ongoing, systematic evaluation of the program that includes more frequent surveys of current and exiting students to determine whether curricular and programmatic adjustments may be needed (Standard G.2). 5. Provide evidence of program evaluation results dissemination to stakeholders and a plan for future dissemination based on the changes to the program evaluation plan (Standard G.3). 6. Develop and implement a collaborative decision-making process to include core and contributing faculty (if desired) for an annual review of all students (Standard G.4). 7. Develop and implement a systematic strategy for faculty advisors to track their students’ ratings across semesters to provide useful measures of individual student improvements (Standard G.5). 8. Develop and implement a plan to track competency ratings across students that would also provide a measure of the variability of competency development within a cohort of students (Standard G.5). 9.Provide website-posted data organized by cohort year of enrollment (Standard H.1). | September 2026 |