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• Clinical Psychology

The Clinical Psychology Program at Duke University is a Ph.D. program for students seeking excellence in academic, scientific, and clinical training.

This program is accredited by the American Psychological Association (APA) and by the Psychological Clinical Science Accreditation System (PCSAS). Our program has a strong history of training based on the scientist/practitioner (Boulder) model and more recently has adopted a clinical science model of training in which the science of psychology and its clinical application are mutually interdependent and mutually evolving.

The Graduate Program in Clinical Psychology at Duke University has been accredited by the American Psychological Association Commission on Accreditation since 1948.

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 First Street NE Washington, DC 20002-4242 Telephone: (202) 336-5979   Email:  [email protected]   Web:  www.apa.org/ed/accreditation

Questions about the Duke clinical program itself should be directed to Director of Clinical Training - Moria Smoski, PhD,  [email protected] , (919) 684-6717

Additional Information

The Clinical Psychology Program at Duke University is a Ph.D. program for students seeking excellence in academic, scientific, and clinical training. This program is fully accredited by the American Psychological Association (APA) and by the Psychological Clinical Science Accreditation System (PCSAS). Our program has a strong history of scientist practitioner (Boulder) model and more recently has adopted a clinical science model of training in which the science of psychology and its clinical application are mutually interdependent and mutually evolving. That is, our program is designed to train clinical scientists who are capable of functioning successfully in academic, research, clinical, and community settings. Within this multifaceted training framework, we seek to develop students who are interested in careers in which the science of psychology is applied to address public health issues related to mental and physical diseases both nationally and internationally. The program is not appropriate for students interested solely in clinical practice and not in research. Rather, we strive for excellence in both the science and practice of clinical psychology.

At Duke, graduate training in clinical psychology emphasizes three domains of knowledge: adult clinical, child clinical, and health psychology. The expertise of the faculty, drawn from the Department of Psychology and Neuroscience and the Department of Psychiatry and Behavioral Sciences in the Duke University Medical Center, extends to a large number of interdisciplinary problems involving human behavioral and physical adaptation in its varying social contexts. Duke University’s Clinical Psychology Program is annually ranked among the top clinical psychology programs in the United States. Duke’s doctoral program in Clinical Psychology is a member of The Academy of Psychological Clinical Science, which is a coalition of doctoral training programs that share a common goal of producing and applying scientific knowledge to the understanding, assessment, and amelioration of human problems.

Specific interests include intervention and prevention methods across the life course for such phenomena as aggression and antisocial behavior, depression, personality disorders, eating disorders and obesity, substance abuse, HIVAIDS, cardiovascular disease, and chronic pain. Our faculty also study behavioral cardiology, behavioral medicine, global mental health, reducing disparities in minority mental and physical health services, assessment and intervention in pediatric psychology, and gene-environment interaction.

Clinical program faculty are also actively involved in University Institutes, including the Duke Institute for Brain Sciences (DIBS) , Social Science Research Institute (SSRI) , and Duke Global Health Institute (DGHI) .

Each year the Department admits 2-5 clinical graduate students, which will result in approximately 25 students being advised by our faculty at one time. As of August, 2023, our faculty advise a total of 23 students receiving clinical training, (8 males and 15 females, 6 of whom are from underrepresented racial/ethnic groups).

In accordance with American Psychological Association requirements, a more complete description of the clinical program's goals, clinical training resources, and special requirements can be found in the on-line Clinical Graduate Student Handbook.

The Duke Psychology Clinic has been providing psychological services to the Triangle community for over twenty years and is committed to working with adults who are seeking services for a range of psychological and adjustment difficulties. As part of the Department of Psychology and Neuroscience at Duke University , the Clinic functions as a training center for the Ph.D. program in clinical psychology. Psychotherapy is provided by advanced graduate students who are supervised by experienced clinicians. With our commitment to training and intensive supervision, the Clinic is dedicated to providing high-quality care to our clients.

The Duke Psychology Clinic offers short- and long-term individual psychotherapy for adults seeking treatment for a range of psychological difficulties. The Clinic treats a wide-range of presenting concerns, including depression, anxiety, inattentiveness/hyperactivity, self-esteem, eating concerns, relationship difficulties, adjustment, and coping with stressors. In addition, the Clinic has a long-standing reputation in the community for effectively assisting individuals who have experienced traumatic events. Therapeutic work is individually-focused and clinicians work with their supervisors to tailor treatment to the needs of each client. The treatment approach utilized integrates principles from a range of evidence-based treatments in order to best address the client’s presenting concerns, including cognitive-behavioral, psychodynamic, and interpersonal approaches.

• Respected community reputation in the treatment of mental health concerns

• Affordable session fees

• Convenient location and flexible hours

• Assessment to further tailor treatment

• Availability of long-term treatment 
• Enthusiastic therapists receiving supervision from experienced clinicians

Obtaining Services

Services are available to individuals throughout the community. Those seeking services or who would like to make a referral should begin by calling a Clinic Coordinator, (919) 660-5771. Because the Clinic is a training center, utmost care is taken to ensure we can provide appropriate services; clients in crisis or in need of a higher level of care are typically referred to a more suitable clinic.

The Clinic is located in Suite 312 of the Psychology/Sociology building on Duke's West Campus .

During the academic year, clinic hours are 9a.m. to 7 p.m. Monday through Thursday, and 9 a.m. to 3 p.m. on Fridays. Hours are slightly abbreviated during the summer months.

Timothy Strauman, Ph.D. Director, Duke Psychology Clinic Professor, Department of Psychology & Neuroscience Licensed Psychologist

David Rabiner, Ph.D. Research Professor, Department of Psychology and Neuroscience Licensed Psychologist & Supervisor

Moria Smoski, Ph.D. Director of Clinical Training, Department of Psychology and Neuroscience Associate Professor, Department of Psychiatry and Behavioral Sciences Licensed Psychologist

Rachel Guetta Graduate Student, Department of Psychology and Neuroscience Clinic Coordinator

Current Practicum Supervisors

• David Rabiner 
• Melanie Bonner 
• Sarah Cook 
• Geraldine Dawson 
• Christian Mauro 
• Rhonda Merwin 
• Zach Rosenthal
• Moria Smoski
• Tamara Somers
• Rebecca Shelby 
• Julia Woodward
• Nancy Zucker
• Naomi Davis 
• John Mitchell 
• Julia Schacter  
• Sarah O’Rourke 
• Kyla Blalock 
• Nicole Heilbron 
• David Goldston 
• Jill Howard  
• Adrienne Inscoe
• Ashley Hill

Practicum descriptions

Internships:.

• Alpert Medical School of Brown University
• Baylor College of Medicine/Texas Children's Hospital
• Cambridge Hospital, Harvard University, Cambridge, MA
• Central Regional Hospital, Butner, NC
• Children’s Hospital, Boston, Harvard University, Boston, MA
• Children’s Hospital of Philadelphia, University of Pennsylvania, Philadelphia, PA
• Children's Hospital at Stanford / Children's Health Council
• Clarke Institute (Center for Addiction and Mental Health), Toronto, Ontario
• Dartmouth-Hitchcock Medical Center, Lebanon, NH
• Duke University Medical Center, Durham, NC
• Emory, Atlanta, GA
• Indiana University School of Medicine, Indianapolis, IN
• McLean Hospital, Harvard University, Belmont, MA
• Medical University of South Carolina (Charleston Consortium), Charleston, SC
• Miami/Dade County Department of Human Services, Miami, FL
• Miami Veterans Administration Health Care System, Miami, FL
• Montefiore Medical Center, Bronx, NY
• MUSC/Charleston Consortium Internship
• Nationwide Children’s Hospital, Columbus, OH
• New York Univesity/Bellevue Hospital
• North Florida/South Georgia Veterans Administration Medical Center, Gainesville, FL
• Rush University Medical Center
• University of Arizona College of Medicine, Tucson, AZ
• University of California-Los Angeles
• University of California-San Diego/Veterans Affairs, San Diego, CA
• University of California-San Francisco, San Francisco, CA
• University of Colorado Health Center, Boulder, CO
• University of Florida Health Science Center, Gainesville, FL
• University of Kansas Medical School
• University of Michigan/Rackham Institute
• University of Mississippi Medical/VA Jackson
• University of New Mexico Health Science Center
• University of North Carolina Medical School, Chapel Hill, NC
• University of Pennsylvania, Department of Psychiatry
• University of Texas Health Science Center - Houston
• University of Washington School of Medicine, Seattle, WA
• University of Wisconsin Medical Center, Madison, WI
• Veterans Administration Medical Center, Durham, NC
• Veterans Administration Maryland Health Care System/Univ. of Maryland School of Medicine, Baltimore, MD
• Veterans Administration Medical Center, Northport, NY
• Veterans Administration Palo Alto Health Care System, Palo Alto, CA
• Veterans Administration Medical Center, Salem, VA
• Veterans Administration Puget Sound-American Lake, Tacoma, WA
• Virginia Treatment Center for Children, Virginia Commonwealth Univ., Richmond, VA
• Western Psychiatric Institute and Clinic, University of Pittsburgh, Pittsburgh, PA

NOTE: Our program has made the GRE General Test  optional  for admission to the fall 2024 class. You may submit scores if you have them, and they will be considered by the admissions committee. Applications without GRE scores will be given equal consideration. 

Each year we receive between 350 and 400 completed applications for admission to our clinical psychology program. A variety of bases for admission are utilized, although some common themes emerge. In our search for qualified graduate students, we look for the potential to conduct original research, to engage in scholarship, to work effectively with others, including future clients, and to have an impact on the broader field of clinical psychology. We seek applicants who are interested both in research and in clinical practice. It is important for applicants to consider and to articulate potential matches with the research interests of one or more potential faculty mentors. While an undergraduate integrative psychology major is not required, most of our students were psychology majors, and most had post-baccalaureate research experience in psychology prior to application. Every year about 20 applicants are contacted for virtual interviews with our faculty. Interviews are required for clinical applicants. Interviews take place in late January - early February with invitations extended a few weeks prior to interviews.

All students accepted into the program are guaranteed five years of stipend support, as well as full tuition. Stipends may be based on fellowships, research or teaching assistant positions, or, for more senior students, their own external research support.

Applicants: Please see our Departmental Application FAQ .

Our program follows a mentorship model in which students are admitted to work with specific faculty members for their research training. 

Admitting students for the fall 2024 class

• David Goldston (Need to type in name on application)
• Timothy Strauman

Not admitting students for the fall 2024 class

• Gary Bennett
• Melanie Bonner
• Ernestine Briggs-King
• Karen Appleyard Carmody
• Scott Compton
• Francis Keefe
• Terrie Moffitt

Students and faculty in the Clinical Psychology Program established the Anti-Racism Community (ARC) in July 2020 as a response to the murders of George Floyd and Breonna Taylor, the rampant police brutality at subsequent nationwide protests, and the preceding 401-year legacy of anti-Black racism in the United States. The mission of the ARC is to:

• Establish an anti-racist culture in all activities conducted by students, faculty, and staff
• Acknowledge the impact of centuries of systemic and individual racism at the national, statewide, and university levels, and
• Take all possible corrective action to eliminate these effects on our program

ARC members meet monthly to provide general updates and make requests for assistance in completing tasks. Currently, members of the ARC are organized into three Pillars. Members are welcome to join one or more Pillar based on their interests. Each Pillar meets separately to coordinate and work on their specific goals and actions. The goals of the three Pillars are to

Pillar 1 : Enhance recruitment and retention of BIPOC faculty, students, and staff that reflect national demographics

Pillar 2 : Ensure all academic activities reflect anti-racism as a core value of the program

Pillar 3 : Elevate multicultural awareness as a core competency of clinical training and professional development for all faculty, students, and staff

The ARC is an action-oriented community. Below are a few of the actions taken by the ARC since its inception:

• Creation of the Clinical Science Anti-Racism Series , a set of presentations and discussions on the ways clinical practice, research, and professional issues is informed by anti-racist approaches
• Launch an annual  Virtual Office Hours program , an opportunity for individuals underrepresented in psychology to receive individualized feedback on their applications to PhD programs in psychology
• Hosted a weekly writing group for faculty, post-docs, and graduate students, especially those from underrepresented communities and those looking to promote diversity, equity, and inclusion within our department
• Establishment of Peer Multicultural Consultation Team , a monthly meeting during which students seek culturally-informed perspectives from other students on diverse patients
• Evaluation of all P&N undergraduate syllabi for content that supports inclusion, reduction of "hidden curriculum" elements, and anti-racist principles. Provided feedback to the P&N Faculty with resources for improving DEI principles in syllabi
• Diversity, Equity & Inclusion
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Clinical Psychology PhD

Ph.d. in clinical psychology.

Welcome to the doctoral program in Clinical Psychology Program at Teachers College, Columbia University. The Clinical Psychology Program was founded in 1947-1948. It was APA-accredited in the first group of programs that were reviewed for accreditation in 1948 and that status has been uninterrupted. Our most recent site visit from the APA occurred in 2021, and we have been accredited until June 2031.

Our program operates according to a scientist-practitioner model. We are, thus, dedicated to training students to generate empirically-based knowledge in clinical psychology and to perform clinical work that is constantly informed by traditional and emerging scholarship in the field. We expect our students to learn to expertly produce, analyze, and discuss scientific material. We also expect our students to become proficient at providing clinical services to a diverse population. And, most importantly, we expect our students to learn to integrate these two goals. As our mission statement in the TC catalog notes, “The driving goal of our Clinical Psychology Program is to provide rigorous training in both contemporary clinical science and clinical assessment and intervention.”

A good deal of the training, especially that related to research, occurs through intensive participation in a research lab directed by a specific faculty mentor. It is this context, through this lab, that students develop their scientific skills and begin presenting their work at professional conferences and publishing in professional journals. Each student, of course, is also part of a cohort of doctoral students with whom they learn, collaborate, and socialize.

In recent years, graduates of our doctoral program have gained employment in tenure-track academic positions, as research scientists in medical schools, and as clinical researchers in a broad range of treatment settings. In addition, many of our graduates practice independently as well as in community settings for under-served populations.

The list of faculty reviewing and potentially accepting applicants for each cycle is listed on the application itself. Please check the application itself or email the admissions office at 

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors. Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations. Additionally, DHCEPS is committed to maintaining a liaison with community-based agencies and organizations such as schools, hospitals, and mental health clinics, among others.

Teachers College Resilience Center for Veterans and Families

The Resilience Center for Veterans & Families pairs groundbreaking research on human emotional resilience with clinical training of therapists to assist veterans and their families as they transition back to civilian life.

Dean Hope Center for Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors.  Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations.  DHCEPS also commits to maintaining a liaison with community-based agencies and organizations such as schools, hospitals and mental health clinics.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the tc catalog (ay 2023-2024).

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The Program requires the following:

The completion of 95 points of academic credit during three to four years of residence at the College.

A full-time, twelve-month clinical internship during the fourth or fifth year of study.

An original piece of empirical research, which also serves as a qualifying paper, to be completed during the second year of study.

A passing grade on the certification examination (on Research Methods) during the third year of study.

A Clinical case presentation as well as a research presentation, during the third year, each demonstrating the student’s ability to integrate theory, research, and practice.

A doctoral dissertation, which must be completed no later than the seventh year after matriculation.

During the first year of study, in addition to participating in a research lab, doctoral students typically take the following didactic courses: Ethical and professional issues in clinical psychology (CCPX 5030); Psychological measurement (HUDM 5059); courses on statistics and modeling; Research methods in social psychology (ORLJ 5040); Child psychopathology (CCPX 5034); Adult psychopathology (CCPX 5032); History and systems of psychology (CCPX 6020); and Dynamic psychotherapies (CCPX 5037). Students also take two semesters of psychological testing and diagnostic assessment (CCPX 5330, CCPX 5333) and a course in clinical interviewing (CCPX 5539).

Second Year

During their second year, students’ didactic courses include Brain and behavior (BBS 5068, 5069); Cognition, emotion, and culture (CCPX 5020); Psychotherapy with children (CCPX 5531); Cognitive, behavioral, and interpersonal therapies (CCPX 5038); Clinical work with diverse populations (CCPX 5036); and Seminar on life course development (HUDK 6520). In addition, students sign up for a full year of research practicum with a faculty member (culminating in an empirical second- year project), a full-year adult psychodynamic psychotherapy practicum (CCPX 6335), and an additional elective full-year clinical rotation (e.g., on child and adolescent psychotherapy; on neuropsychological assessment).

Third-year didactic courses include Group dynamics: A systems perspective (ORL 5362); and Dissertation seminar (CCPX 7500). There is also a full-year advanced psychodynamic clinical practicum (CCPX 6336) and a one-semester supervision and consultation practicum (CCPX 6333). Most students also elect a full-year family therapy practicum (CCPJ 6363).

Fourth and Fifth Year

The fourth year is typically focused on clinical externship (CCPX 5230) and extensive work on the dissertation. A full-year fourth year psychotherapy practicum (CCPX 6338) is recommended, though not required. Year five is usually spent on a full- year clinical internship (CCPX 6430).

The program allows only 12 points of graduate work from another institution to be transferred. No transfer credits are awarded for practica, workshops, or independent study.

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Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

Phone: (212) 678-3267 Fax: (212) 678-8235

Email: shulevitz@tc.columbia.edu

DEPARTMENT OF PSYCHOLOGY

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• Graduate Studies in Psychology
• Areas of Specialization
• Considering Clinical Psychology

What Does It Take to Get Into Graduate School in Clinical Psychology?

Admission to PhD programs in clinical psychology is very competitive. Ratios of 300 applicants to 8 positions are common (though perhaps 10-15 people would have to be accepted to fill the 8 slots; some who are accepted decide to go elsewhere, or enter a different kind of graduate or professional program ). Different programs emphasize different characteristics, but it is safe to say that in all programs GREs and GPAs are examined closely. Graduate students in Northwestern's program have averaged over 1400 on the GRE (Verbal plus Quantitative), with an average GPA of over 3.5. (GPAs for the last two years of undergraduate schooling are most important, so students with uneven early records have a good chance if they've improved.) There are respectable programs whose students score lower on these measures, but students who have lower than 1200 on the GRE or a GPA of less than 3.3 can expect to find it difficult to get into a top graduate program in clinical psychology without other special qualifications.

Regarding less standardized criteria, most graduate programs in clinical psychology will prefer that you have taken a course in psychopathology, e.g., our Psych 303. Introduction to Clinical Psychology (Psych 306) can also be useful, in part as a way to learn more about the field and your options within it. Most graduate schools also expect students to have obtained some research experience. The primary concern is that students should have conducted some psychological research in order to know whether they find it interesting. From an admissions perspective, it is less important that you have had clinical research experience than it is that you have had meaningful research experiences (e.g., not just entering data). It is also important that you be able to solicit a letter of recommendation from at least one research supervisor. This means that it is important to get involved in research before you do your applications. If you plan to apply to graduate programs during fall of your senior year, then you should begin your research involvement as a junior, or even earlier.

Northwestern’s psychology department offers many  research opportunities  for undergraduate students. Each quarter, many of our students do  research for course credit  through 399-Independent Study or the two-quarter sequence 397-Advanced Supervised Research. You can learn more about 399 and 397, including their requirements and the differences between them, by reading our webpage on research for course credit. This page also includes tips on choosing a professor with whom to do research. Other students obtain paid positions in the department, typically through the federal  work-study program . You should make sure that your research experience provides you with an in-depth look at the nature of psychological research and at the theories and past research relevant for the questions under investigation. Entering data, scheduling research participants, and so on are integral parts of the research process, but it is important to do much more than that.

Some psychology students hope to do research that is outside the specific projects for which their faculty supervisors have funding. In addition, students who want to do research on campus during the summer may need to earn money for living expenses. Northwestern University, Weinberg College, and the psychology department all have funds available on a competitive basis to support student research. Guidelines for applying for the psychology department’s Benton J. Underwood Summer Fellowship are always included in the winter edition of our undergraduate newsletter,  Swift Thinking . See the Weinberg College webpage on  funds for undergraduate research  and the university page on  Research Opportunities for Undergraduates  for additional funding options.

Many graduate schools give a great deal of consideration to the likely match between potential students' interests and faculty interests. Students can convey their interests through the personal statements they include in their applications and in direct contact with relevant professors. If you have strong interests in a professor's research, this will make you a much more desirable applicant to that person. But you must be able to convey that your interests are serious, for example, by discussing a specific study. Faculty will not be impressed if it appears that you merely scanned the departmental brochure searching for topics that sound interesting.

Students may also want to consider trying some hands-on counseling-type work. Many agencies accept and train volunteers. For example, volunteering at a teen drop-in center or a hospital, working as a camp counselor for special needs children, and answering phones for a helpline can all be relevant experiences. If your goal is to work with some specific population – troubled teens, the elderly, autistic children – then you should try to gain some firsthand experience with this population. In part, this may serve as a valuable credential when you apply for graduate training. Perhaps more importantly, it will let you know if working with this population is as rewarding for you as you expect it to be. Two student groups –  Northwestern Community Development Corps (NCDC)  and  OASIS  – are good sources of information about volunteer opportunities in Evanston and surrounding communities

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Please note that our GRE General Test score requirements for admission have changed. For candidates seeking Fall 2025 admission: -  required for applicants to the Clinical Science area  -  optional but recommended for applicants to the Social, Developmental, and CBB areas*  As  of Ma y 2024, GRE General Test scores will be required for all applicants seeking Fall 2026 admission.  The  Harvard Kenneth C. Griffin Graduate School of Arts and Sciences welcomes applications for admission from individuals who have or will have by the time of matriculation a BA, BS, or equivalent undergraduate degree (for prospective international students, a three- or four-year undergraduate degree from an institution of recognized standing) and actively seeks applicants from groups historically  underrepresented in graduate schools . All degree candidates are admitted for full-time study beginning in the fall term.

Immigration status does not factor into decisions about admissions and financial aid. For more information, see  Undocumented at Harvard .

If you already hold a PhD or its equivalent, or are an advanced doctoral candidate at another institution, you may apply to a PhD program only if it is in an unrelated field of study; however, preference for admissions and financial aid will be given to those who have not already had an opportunity to study for a doctoral degree at Harvard or elsewhere. You may also want to consider pursuing non-degree study through our  Special Student or Visiting Fellow  programs.

Eligible Harvard College students with advanced standing may apply in the fall of their junior year to earn an AM or SM degree during their final year of undergraduate study. Interested students must contact the  Office of Undergraduate Education  for eligibility details before applying.

Questions about the application or required materials should be directed to the Harvard Griffin GSAS Admissions Office at  [email protected] or 617-496-6100. 

Harvard Griffin GSAS does not discriminate against applicants or students on the basis of race, color, national origin, ancestry or any other protected classification. 

Required Application Materials

Please refer to Completing Your Application on the Harvard Griffin GSAS Admissions site for details.  A complete application consists of:

Online application form

Application fee payment ($105) -  Application fee waivers are available to those for whom payment of the application fee would be financially challenging. Applicants can determine eligibility for a fee waiver by completing a series of questions in the Application Fee section of the application. Once these questions have been completed, the application system will provide an immediate response regarding fee waiver eligibility.

Transcripts

Letters of recommendation (at least 3)

Statement of purpose

Personal statement

Demonstration of English proficiency

GRE General Test scores:   -  required for applicants to the Clinical Science area  -  optional but recommended for applicants to the Social, Developmental, and CBB areas* As of May 2024, GRE General Test scores will be required for all applicants seeking Fall 2026 admission. 

Harvard Griffin GSAS may request additional academic documents, as needed.

*Graduate student admissions are among the most important decisions we make as a department. Like many other PhD programs around the US and abroad, we have wrestled with the question of whether we should continue to require that applicants to our PhD program submit scores from the Graduate Record Examination (GRE) as part of their application. After extensive review of the scientific literature and robust discussion among our faculty, we have decided to continue to make submission of GRE scores optional, but to Recommend that students submit GRE scores if they are able to do so. We wanted to share our candid thoughts on this here.  

A number of empirical and review papers have noted that performance on the GRE is not a strong predictor of performance on a number of graduate school metrics (e.g., correlation with graduate school GPA = .21-.31, which represent small to medium effect sizes; Woo et al., 2023) and that the fact that the significant group differences (by race/ethnicity and gender) in GRE scores suggest it may discourage those from underrepresented groups from applying to PhD programs. Other research has shown that although there are limitations to the GRE, other potential predictors of success in graduate school have even smaller correlations with such outcomes, and removing the GRE would lead us to rely on these other potentially biased factors, such as where a person received their undergraduate degree, what research lab they had the opportunity to train in, and letters of recommendation.(1) We have heard anecdotally from current and former PhD students (including those historically underrepresented in PhD programs) who argue that the GRE helped them demonstrate their abilities when they didn’t attend a top undergraduate institution or work in a well-known research lab.  

On balance, we acknowledge that the GRE is an imperfect test and should not be used as the single deciding factor in admissions; however, we fear that excluding it altogether will introduce more, not less, bias into the admissions decision-making process. Thus, we have decided to keep the submission of GRE scores optional, but to recommend that students submit their scores if they are able to do so.  

We know that many students might expect that we are looking for near-perfect scores as a requirement for admission. We are not. We do not use a rigid threshold for GRE scores, and take it into consideration with other factors (e.g., strong performance in undergraduate statistics might be used to demonstrate quantitative abilities in place of strong performance on the quantitative section of the GRE). To be transparent about this, we note that our past 10 years’ of admitted PhD applicants have had scores on the GRE ranging on the Quantitative section from the 38th to the 98th percentile, and on the Verbal section ranging from the 59th to the 99th percentile.(2 )

We will continue to work toward determining how to make admissions decisions in a way that identifies the candidates who match best with what our PhD training program has to offer and in doing so may make further adjustments to our admissions requirements in future admissions cycles.  

(1) For a review of these issues, see: Woo, S. E., LeBreton, J. M., Keith, M. G., & Tay, L. (2023). Bias, Fairness, and Validity in Graduate-School Admissions: A Psychometric Perspective. Perspectives on Psychological Science, 18(1), 3–31. https://doi.org/10.1177/17456916211055374  

(2) Note: Test scores were not required for the past 3 years and so are largely unavailable for that period. 

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Course Descriptions 

Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
• Psychology Clinic
• Student Admissions Outcomes and Other Data

PhD Admissions

The PhD program in Psychology trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program is characterized by close collaboration between students and their faculty advisors. 

General Information

The Department of Psychology holistically reviews each candidate's complete application to assess the promise of a career in teaching and research. Consideration is based on various factors, including courses taken, grade point average, letters of recommendation, and the statement of purpose. Additionally, the Department of Psychology places considerable emphasis on research training, and admitted students have often been involved in independent research as undergraduate students or post-baccalaureate settings. Although there are no course requirements for admission, all applicants should have sufficient foundational knowledge and research experience to engage in graduate-level coursework and research.

We accept students with undergraduate degrees and those with both undergraduate and master's degrees. An undergraduate psychology major is not required; the Department welcomes applicants from other academic backgrounds.

Our application portal is now closed for the AY24-25 admissions cycle.  Please consider applying during next year's AY25-26 admissions cycle, which opens on September 15, 2024.

How to Apply

Application and deadline.

Our 2025-26 Admissions application will open on September 15, 2024.

Applications will be due on November 30, 2024

The deadline for letters of recommendation will be  November 30, 2024 . 

Once an applicant submits the recommenders' information, the recommenders will receive an automated email with instructions for submitting the letter. Late letters should be sent directly to psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Staff will add them to the application file if the review process is still underway. Still, the faculty reviewers are not obligated to re-review files for materials submitted after the deadline.

The status of submitted applications can be viewed by logging in to the   application portal . 

The deadline to apply for the Stanford Psychology Ph.D. program is  November 30, 2024 . 

Applicants who are admitted to the program will matriculate in autumn 2025. 

In addition to the information below, please review the  Graduate Admissions  website prior to starting your application. The Department of Psychology does not have rolling admissions. We admit for the Autumn term only.

Requirements

• U.S. Bachelor's degree or its  foreign equivalent
• Statement of Purpose (submitted electronically as part of the graduate application). You will be able to specify three  Psychology Department faculty members , in order of preference, with whom you would like to work. 
• Three  Letters of Recommendation  (submitted electronically). A maximum of six letters will be accepted.
• Unofficial transcripts from all universities and colleges you have attended for at least one year must be uploaded to the graduate application. Applicants who reach the interview stage will be asked to provide official transcripts as well; Department staff will reach out to these applicants with instructions for submitting official transcripts. Please do  not  submit official transcripts with your initial application.
• Required for non-native English speakers: TOEFL (Test of English as a Foreign Language) scores, submitted by the Educational Testing Service (ETS) electronically to Stanford. 

Application Fee

The fee to apply for graduate study at Stanford is $125. Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

Application Review & Status Check

The Department of Psychology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

To check the status or activity of your application, please log into your  application account . You can also send reminders to recommenders who have not yet submitted their letter of recommendation.

Due to limited bandwidth, the Department of Psychology staff will not answer any phone or email queries about application status, including requests to confirm the receipt of official transcripts.

Our faculty will interview prospective students before making final admission decisions. Candidates who progress to the interview round will be informed in January. Interviews are generally conducted in February.

The Department of Psychology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

• Diversity and Engagement in Psychology PhD Programs 
• Vice Provost for Graduate Education
• Stanford IDEAL
• Graduate Application Fee Waiver Information

For More Information

Please see our  list of Frequently Asked Questions  and  psych-admissions [at] stanford.edu (contact us)  should you have additional questions.

The Clinical Psychology doctoral program (PhD) has been accredited by the American Psychological Association since 1949 and also is accredited by the Psychological Clinical Science Accreditation System (PCSAS). We emphasize training in clinically-informed research and evidence-based clinical work and recognize that students have varying career aspirations that may evolve over the course of graduate training. Our program offers two tracks: Adult and Child/Family . Read more about our Student Admissions, Outcomes and Other Data.

We are strongly committed to promoting diversity and training early career scientists of diverse backgrounds. We encourage students from backgrounds historically underrepresented in the sciences to apply, including but not limited to BIPOC, LGBTQIA+, first generation college students, and those of low socioeconomic status.

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 | Email: [email protected] Website: www.apa.org/ed/accreditation

Recent News

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• Maku Orleans-Pobee Named 2023 Community Engaged Scholar Fellow
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• Thank you to all those who came last night, we had a blast and will miss our internship-bound students!
• Congratulations to our 2022 Award Winners!
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Psychology, PhD (Clinical)

On this page:.

Clinical psychology is the psychological specialty that provides continuing and comprehensive mental and behavioral health care for individuals and families; consultation to agencies and communities; training, education and supervision; and research-based practice.

Program Description

Degree Awarded: Psychology, PhD

There are multiple training models in Clinical Psychology (Scientist-Practitioner, Practitioner-Scholar, Clinical Science) and these models reflect the relative focus on research and clinical training. The Clinical Psychology Program at ASU adheres to the Clinical Science training model, which is the most research focused. Thus, although students in our program receive excellent clinical training, the focus is on producing Clinical Scientists who will work in setting that take full advantage of their research as well as clinical skills (e.g., Academia, Medical Centers, VA Hospitals). 

Our mission is to prepare students for professional careers in a variety of settings where they engage in research, teaching, or clinical supervision; and who make contributions to clinical science by disseminating research findings and scholarship. Within this general mission of providing high-quality, science-based training, we strive to prepare a significant number of graduates who establish careers in academia and research institutes where they have primary responsibilities for conducting research that advances clinical science and for teaching new generations of clinical scientists. 

The success of our students in meeting program goals is evident based on a) the high rate of students matching in APA accredited internships (40 of 40; 100% in the past 7 years), b) our recent graduates’ success in passing the national licensing exam (100% based on publicly available data from ASPPB), and the high percentage of our recent graduates who have obtained licensure (39 of 44; 88.6% of our recent graduates who are 5 or more years beyond graduation). Although we continue to emphasize high quality clinical training and strongly believe in the reciprocal nature of research and clinical training, we identify with the “Clinical Science” training model based on the long-term goals of our program which are primarily to train clinical scientists rather than individuals who elect to work as full-time practitioners. Outcomes of our alumni survey (students at least five years post-graduation) provide support for our success in achieving Clinical Science outcomes, with 40 of 44 (90.9%) making scholarly/research contributions since graduation from our program.

Our data on graduates from the past 10 years show diversity in their professional activities that is consistent with our clinical science training and special emphases that can be acquired at ASU.  Among those beyond postdoctoral training (n = 54), 40.7% are in academic settings, 33.3% are in clinical or combined research and clinical positions in medical schools/centers, VA hospitals, or other hospital settings, 22.2% are in other practice environments such as mental health centers or private practices, and 3.7% are in government settings (e.g., public health, DoD). These data suggest that our training leads to career trajectories that are consistent with the program’s philosophy and goals.

The Psychology PhD program in the clinical psychology training area is:

• based upon a clinical science model of training;
• fully accredited  by the American Psychological Association (APA) and the Psychological Clinical Science Accreditation System (PCSAS);
• a member of the Academy of Psychological Clinical Science;
• a PhD (doctoral) program only;
• designed so that students who were admitted with a bachelor’s degree can finish the requirements in six years including a one-year, full-time internship;
• organized to allow students to begin practicum training in the program’s second year;
• best able to serve the educational needs of students with deep interests in empirical research; and
• highly competitive — in the last several years we have admitted between 3 and 10 new students per year from a pool of 200 to 300 applicants.

IMPORTANT: To be considered for this PhD program, you must complete the application through ASU's online portal AND submit your material through  Slideroom

Important links:

Faculty   Data and Resources   Financial Support   Research Labs

Student Handbook

Concentrations

Focus Areas

The Clinical Training Program has three areas of emphases in which students may elect to participate:  health psychology ,  child clinical psychology,  and  community/prevention .

Thus, the descriptions that follow are designed to give you an idea of the available curricular choices.

Child Clinical Area of Emphasis

The child clinical area of emphasis provides training in the etiology, assessment, treatment and prevention of childhood disorders. A major focus is on the prevention of child mental health problems among children and families under stress. Thus, most of our child clinical faculty also participate in our community-prevention area of emphasis. Table of Child Clinical Faculty. 

Health Psychology Area of Emphasis

Clinical students with interests centering on the interface of psychology and medicine may select Health Psychology as an area of emphasis. In our program, health psychology is broadly interpreted to encompass the theoretical, methodological, and/or procedural (treatment and prevention) contributions from contemporary psychology that bear upon the existing and emerging problems of modern medicine.  Table of Health Psychology Faculty.

Community/Prevention Area of Emphasis

We define the Community/Preventive area of emphasis to include theory, research methods, and interventions that are designed to prevent the occurrence of mental health, substance use or other problems, and to promote healthy adaptation in a range of social environments. Students study theoretical issues such as the influence of stress and coping, family processes, acculturation and cross-cultural issues, neighborhood influences, and economic hardship on the development of mental health or substance abuse problems. Students also become involved in the development, implementation, and evaluation of preventive interventions to promote healthy adaptation for children in a range of high-risk situations. Foci of preventive interventions include children of divorce, inner-city ethnic minority children, bereaved children, and school-based programs.  Table of Community/Prevention Clinical Faculty. 

Diversity, Equity, Inclusion and Belonging

The Psychology Doctoral Program at Arizona State University embraces the University’s charter encouraging diversity, equity, and inclusion in all aspects of our program.  We strive to create a community that reflects and celebrates the diversity of society-at-large because we believe it is essential to attaining academic excellence, professional development, and personal growth. To that end, we are dedicated to training early career scientists from diverse backgrounds, and we encourage applications from students from backgrounds historically underrepresented in the sciences, including but not limited to BIPOC, LGBTQIA+, first generation college students, and those from lower socioeconomic backgrounds.

Coursework for the doctoral program is to some extent, determined by APA requirements. For more detailed information about the program's curriculum and milestones or to see a sample schedule, students should view the current Clinical Student Handbook. Once admitted, we require students to be continuously enrolled full-time, excluding summer sessions, until all degree requirements have been met.

A minimum of 84 hours is required. 

Courses and electives

The coursework for each student is individualized and based upon the student's previous training, research goals and mentor. All students are required to complete 27 credit hours of core courses that cover the scientific and technical foundations of clinical psychology. Students will also choose elective courses that more closely align to their specific focus area. In order to satisfy program accreditation, students will take one course in biological bases of behavior, social bases of behavior, cognitive bases of behavior, affective bases of behavior and in human development. Additional requirements include two ATM courses are required which involve integrated science-professional training and are taught by departmental faculty in timely and specific clinical and community modalities.

At a Glance

• Location:  Tempe campus
• Second Language Requirement:  No

Degree Requirements

The 84-hour program of study includes a written comprehensive exam, an oral comprehensive, a prospectus and a dissertation. Prospective doctoral candidates should have a passion and interest in clinical psychology, have demonstrated research skills in a senior thesis, have a minimum of a 3.00 cumulative GPA.

Student Admissions, Outcomes & Other Data  

Accreditation Status

ASU's Public Disclosure on Licensure Statement

Admission Requirements

Our selection of new doctoral students is based on several factors:

• academic excellence;
• strong undergraduate preparation in psychology;
• experience in conducting psychological research;
• compatibility with research interests of our faculty;
• evidence of strong research skills; and
• personal characteristics that are suitable for teaching and the provision of psychological services to the public.

In addition to significant research experience, successful applicants should have an undergraduate grade point average of B+ or better and compelling letters of recommendation. Specific information about application procedures can be found on the  doctoral admissions  pages.

We also seek a balance of students who have interests in our three research emphases: child clinical, health, and community/prevention. It has been our experience that most of our students will choose one of the three specialty areas which represent domains of faculty interest as well as clinical or preventive specialties for which an employment demand now exists. However, specialization is not a program requirement. Some students might begin a particular emphasis but later decide to move in a different direction. 

Required Core Content (27 units)

Required Core Courses:  Courses covering the scientific and technical foundations of clinical psychology, as well as clinical practica include:

• PSY 530 Analysis of Variance (Intermediate Statistics)
• PSY 531 Multiple Regression
• PSY 573 Psychopathology
• PSY 578 Developmental Psychopathology (required for child emphasis only)
• PSY 600 Clinical Research Methods
• PSY 574/591  Psychotherapy or Child and Family Therapy
• PSY 780  Psychological Assessment or Assessment Advanced Treatment Methods (ATM)
• PSY 591 Clinical Interviewing and Ethics
• Practicum I and II 

Electives (6-27 units)

Electives:  Various courses, seminars, and practica of the students’ choosing are included in this category and are used to satisfy additional program requirements.

Required Accreditation Courses (6-27 credit hours)

In order to satisfy requirements for program accreditation, students are also required to take at least one course each in:

• Biological Bases of Behavior:  PSY 591 Psychopharmacology  or  PSY 591 Biological Bases of Behavior  or  PSY 591 Advanced Neurobiology of Cognition
• Social Bases of Behavior:   PSY 550 Advanced Social Psychology: Interpersonal Processes  or  PSY 551 Advanced Social Psychology: Intrapersonal Processes
• Cognitive Bases of Behavior:   PSY 535 Cognitive Processes  or  PSY 591 Embodied Cognition  or  PSY 541 Research in Cognitive Development.*
• Affective Bases of Behavior:   PSY 591 Emotions  or  PSY 542 Social Emotional Development*  or  PSY 591 Emotional Development*  or  PSY 591 Emotions, Stress and Health  or  PSY 598 Socio-emotional Development
• Human Development:  PSY 541 Research in Cognitive Development*  or  PSY 542 Social Emotional Development*  or  PSY 591 Emotional Development*  or  PSY 591 Children’s Peer Relationships  or  PSY 591Resilience Processes in Development  or  PSY 598 Developmental Transitions.

*PSY 542 and PSY 591 can only be used to either fulfill the Affective Bases of behavior requirement OR to fulfill the Human Development requirement. PSY 541 can only be used to fulfill the Cognitive Bases of behavior requirement OR the Human Development requirement.

• History and Systems:  PSY 591 History of Psychology  or  PSY 591 Clinical Issues Seminar: History and Systems of Psychology

Substantive Curriculum (6-27 credit hours)

Other Course Requirements:  Two ATM courses are required which involve integrated science-professional training and are taught by departmental faculty in timely and specific clinical and community modalities.

• PSY 780  All topics listed as ATMs in Psychology.  The Assessment ATM also meets the requirement for Psychological Assessment
• PSY 501  Supervised Teaching (can count for 1 of 2 ATMs)

Master's Thesis and Research (12 credit hours) - For Master's in passing

• PSY 592 - Master's Research (6 credit hours) Independent study in which a student, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a thesis or dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript
• PSY 599 - Master's Thesis (6 credit hours) Supervised research focused on preparation of thesis, including literature review, research, data collection and analysis, and writing.

Dissertation and Research (18 credit hours)

• PSY 792 Dissertation Research (6 credit hours) Independent study in which a student, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript.
• PSY 799 Dissertation (12 Credit Hours) Supervised research focused on preparation of dissertation, including literature review, research, data collection and analysis, and writing.

Sample Schedule: General

Listed below is a sample schedule. Note that, although we outline a five-year sequence in which the degree can be completed, most students finish the degree in six years including internship.

Sample Schedule: Clinical Child Emphasis

SAMPLE SCHEDULE:  CHILD CLINICAL EMPHASIS

Listed below is a sample schedule for students who chose a child clinical emphasis. Note that, although we outline a five-year sequence in which the degree can be completed, most students finish the degree in six years including internship.

Financial Support

The Department of Psychology typically pays ASU tuition for full-time doctoral students with 20 hour-per-week graduate teaching or research assistantships. Tuition and fee information can be found on the ASU's  general tuition webpage .

An appointment as a 50% Graduate Teaching Assistant (TA) for the 2024-2025 academic year (9-month TA) provides financial support in the form of a stipend in the amount of $24,586 for the academic year.

Fellowships and awards

Doctoral students are encouraged to apply for fellowships through the National Institutes of Health  National Research Service Award  program and through the National Science Foundation's  Graduate Research Fellowship Program . Other funding opportunities exist within specific areas of study and doctoral students should explore these possibilities with their faculty advisor/mentor.

In addition to government and external organizational fellowships, the Department of Psychology currently offers  graduate scholar awards  of $1,500 each to two students in any psychology doctoral program area in any year of study. Made possible by the generous donations of department faculty and others, these awards are intended to recognize the accomplishments of students who are demonstrating overall excellence in the psychology doctoral program. Excellence will be judged with respect to contributions to psychological science; and/or the teaching of psychology; and/or community involvement reflecting application of psychological knowledge. The deadline for all application materials, including a letter of support from a psychology faculty member, is typically mid-March.

Two other fellowship awards are also available to the department's doctoral students through endowed scholarships: The Robert B. Cialdini Dissertation Project Prize and the Martha E. Bernal Memorial Scholarship Award Endowment. Doctoral students in the developmental psychology and social psychology may similarly apply for endowed fellowships within their program areas.

Financial aid

There is no financial aid available through the department although such aid is available through the ASU Financial Aid and Scholarship Services; visit their  site  to explore financial aid opportunities.

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With over 250 programs in more than 65 countries (ranging from one week to one year), study abroad is possible for all ASU students wishing to gain global skills and knowledge in preparation for a 21st-century career. Students earn ASU credit for completed courses, while staying on track for graduation, and may apply financial aid and scholarships toward program costs.

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THE GRADUATE SCHOOL

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Clinical Psychology

• MA Requirements
• PhD Requirements

Learn more about the program by visiting the Department of Psychiatry & Behavioral Sciences

See related Interdisciplinary Clusters and Certificates

Degree Types: MA, PhD

The PhD Program in Clinical Psychology within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is one of only a handful of programs in the United States based in an academic medical center and housed in a psychiatry department. This unique setting provides opportunities for translational research and practice that span molecular to social models of disease, and epidemiologic to clinical and neuroimaging methodologies.

This scientist-practitioner program effectively balances clinical and research training to produce graduates who are competent in the science and practice of clinical psychology. The PhD program also provides opportunities for major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. Training is provided through core and emphasis-specific curricula, intensive research mentoring, and exceptional clinical practica. Major milestones include a research qualifying paper and master's thesis, a clinical qualifying exam, an empirical dissertation with original research, and an APA-accredited clinical internship.

Our mentor-based program prepares students to be competitive for careers as clinical psychologists in academic health centers, children's hospitals, VA medical centers, and related medical facilities.

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. 

The goals of the MA Program in Clinical Psychology are to:

• Develop foundational competencies in research design, analytics, and ethics within academic clinical psychology.
• Explore major areas of study within academic clinical psychology.
• Understand educational and career opportunities within academic clinical psychology.

Note: the MA Program in Clinical Psychology does not include clinical training and is not intended to prepare students for clinical practice. Given the academic and research focus of the MA Program, the degree will not lead to licensure for independent practice.  For those interested in master's level programs that prepare students for licensure and practice, please visit the  MA in Counseling website , the  MS in Marriage and Family Therapy website  and  The Family Institute website . 

The MA Program in Clinical Psychology was designed for a variety of students, including students who:

• Are not yet ready to apply to a PhD program, but are considering doing so in the future.
• Wish to improve their competitiveness for a PhD program.
• Are interested in exploring a career in academic clinical psychology.
• With interests in related fields for which a background in academic clinical psychology may be of value.

The MA Program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA Program are welcome to apply to Northwestern's PhD Program in Clinical Psychology, the MA Program is not intended to be a "gateway" into the PhD Program in Clinical Psychology at Northwestern University Feinberg School of Medicine.

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

Visit Master's Program Statistics and PhD Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

MA Degree Requirements

Total Units Required: 17

The MA program requires at least 17 units for graduation across five (5) quarters (15 months) of full-time enrollment; part-time and early graduation is not permitted. Students are required to take the Research Core, including Research Methods/Statistics (3 units), Advanced Research Methodology (1 unit), and Scientific and Professional Ethics in Psychology (1 unit). In addition to these required courses, students are expected to select between five to eight elective courses across the Summer I, Fall, Winter, Spring, and/or Summer II quarters. Elective courses can include Discipline Specific Knowledge and Profession Wide Competency courses, as well as courses in one or more Major Areas of Study. 

In addition to the Research Core and Elective courses, all MA students participate in the weekly Professional Development Seminar for the first four quarters of the MA Program. This Seminar orients students to the MA program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology, and prepares students for the next steps in their careers (e.g., developing applications for PhD programs; preparing for interviews). 

Other MA Degree Requirements

• Research/Projects:  In addition to completion of the coursework requirements, students engage in a Research Lab Experience for at least 10 hours a week.
• Master's Thesis :   Optional (see below)
• Master’s Culminating Academic Experience:  Through the Research Lab Experience, the student will work with her or his research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student’s research competencies. Examples of capstone projects include: Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal. First author submission of one or more peer-reviewed poster/oral presentations at regional, national, or international conferences. A comprehensive review paper that is submitted to and graded by the research mentor. A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor.  

Last Updated: September 12, 2023

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

• Examinations:  defense of a research paper and a clinical qualifying project serving as examination for admission to candidacy
• Research/Projects:  independent, empirical research study completed in fulfillment of the research qualifying paper
• PhD Dissertation:  original research following third year of coursework
• Final Evaluations:  oral defense of dissertation

PhD in Clinical Psychology

• clinical-psychology-phd

To apply to our program you must complete the  Hofstra Graduate online application  by December 31.

Hofstra University continues its commitment to extending equal opportunity to all qualified individuals without regard to race, color, religion, sex, sexual orientation, age, national or ethnic origin, physical or mental disability, marital or veteran status in the conduct and operation of its educational programs and activities, including admission and employment.

The PhD Program in Clinical Psychology at Hofstra University believes that our program is best served when the students, faculty, and staff reflect and celebrate the diversity of society at large. Thus, o ur program is fully committed to increasing the recruitment of underrepresented students and has one annually awarded  Diversity Scholarship in Clinical Psychology  that covers all expenses in the program through graduation.

For more information about admissions to our program see  ADMISSIONS REQUIREMENTS  and  Frequently Asked Questions  (see Frequently Asked Questions for information about the GRE Subject test). Please note July 9, 2020 update: Due to COVID-19 considerations, GRE scores will not be required for the 2020 application.

If you do not have a degree in psychology and you want to apply you must send a list of all psychology courses taken to the Director of the Program to determine if you have the required courses: [email protected] ).

Please note that all students are admitted to the program rather than to a faculty member's lab/clinic. We do our best to accommodate each student's interest in being assigned to a particular faculty member and are able to do so for the majority of students who enter the program. However, it is not always possible to do so. Students will be aware of their assignment prior to the acceptance deadline. It is important to note that other than lab/clinic assignments to a specific faculty member, the program is exactly the same for all students (e.g., courses, research requirements, externship requirements, internship) -- irrespective of the faculty member one is assigned to.

Requirements

Clinical psychology, phd, frequently asked questions.

Admissions & Requirements, Clinical Psychology PhD

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Admissions at a Glance

Requirements.

Learn more about  additional requirements for international students

How to Apply   Request Info   Tuition & Funding

Competition

We typically receive between 250 and 300 applications in an admission cycle. We invite 30-40 applicants to interview with us in February. Interviews are held virtually. The first admission offers are typically extended in late February or early March.

In recent years, the department has been able to fund all five members of the incoming class. This funding includes tuition remission and a stipend, renewable for four years, contingent upon maintaining good academic standing.

Only the following faculty members are considering Clinical Psychology PhD applicants for students entering the program in Fall 2024: Anthony Ahrens, Michele Carter, Alice Coyne, Kathleen Gunthert, and Nathaniel Herr

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PhD in Clinical Psychology

Specialize in clinical psychology .

The clinical psychology program  offers courses and training leading to the degree of doctor of philosophy (PhD) in clinical psychology. Students in this program acquire a master of science degree as they progress toward their doctoral degree.

The doctoral program is accredited by the American Psychological Association (APA) . Courses cover scientific areas of psychology, the historical foundations of psychology, research methods and professional practice skills. Supervised clinical experiences are planned throughout the curriculum. Practica are available at the Department of Psychology’s Center for Psychological Services and with collaborating agencies in the Milwaukee urban area.

Credit Hours

Years to Complete 

Year Internship

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Program Highlights

• The goal of the program is to prepare students for successful careers as scientist-practitioners. Thus, faculty strive to create an environment that fosters scholarly productivity. Students are encouraged to apply for internal and external research funding, to present at professional conferences, and to publish in scientific journals.
• Students looking for a solid foundation in clinical and research training who anticipate careers in academic medical settings or in academia.
• Full-time PhD program
• On-campus learning
• Completion Time: five years at Marquette, followed by a one-year internship

Learning Outcomes

At the completion of the clinical psychology PhD degree program, the graduate demonstrates learning outcomes that are consistent with six core competencies and five functional competencies related to the field of clinical psychology.

Six core competencies:

• Psychological Evaluations:   The graduate demonstrates competence in assessment, diagnosis and conceptualization—both oral and written—of problems and issues of individuals, groups, and/or organizations. Competency includes selecting, utilizing, and interpreting validated assessment measures to support clinical diagnoses.
• Psychological Interventions:   The graduate demonstrates competence in understanding, planning, implementing and evaluating evidence-based interventions that have been shown to alleviate suffering and to promote health and well-being.
• Relationships:   The graduate demonstrates capacity to relate effectively and meaningfully with individuals, groups, and/or communities, including members of other healthcare disciplines.
• Individual/Cultural diversity:   The graduate demonstrates awareness and sensitivity in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics.
• Ethical/Legal Standards:   The graduate understands and applies ethical concepts and awareness of legal issues regarding professional activities individuals, groups, and organizations. Advocating for the profession.
• Interdisciplinary Systems:   The graduate demonstrates professional and competent cooperation with colleagues and peers in related disciplines.

Five functional competencies:

• Psychological Evaluation:   The graduate demonstrates competence in assessment, diagnosis and conceptualization—both oral and written—of problems and issues of individuals, groups, and/or organizations. Competence includes utilizing formal assessment measures (e.g., tests).
• Psychological Interventions:   The graduate demonstrates competence in understanding, planning, implementing and evaluating interventions designed to alleviate suffering and to promote health and well-being.
• Consultation:   The graduate demonstrates the ability to provide expert guidance or professional assistance in response to a client’s needs or goals, including other healthcare professionals or others involved in human services (e.g., teachers).
• Research/evaluation:   The graduate understand and independently generates research that contributes to the scientific knowledge base and/or evaluates the effectiveness of various professional activities.
• Supervision:   The graduate demonstrates competence in the supervision and training of professionals.

Career Opportunities

Graduate PhD from our program often pursue careers in an academic medical settings or higher education acedemia.

State Licensure

Programs : PhD in Clinical Psychology

Satisfies Educational Requirements : AL, AK, AZ, AR, CO, CT, DC, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NM, NY, NC, ND, OH, OK, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WI, WV, WY

Does Not Satisfy Educational Requirements : CA

No Determination Made : AS, GU, MP, NJ, PR, VI

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Learn more about Marquette's clinical psychology graduate program.

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To be eligible for admission to the Graduate School at Marquette University, applicants must meet the following requirements:

• A bachelor's degree from a regionally accredited institution or international equivalent must be completed prior to starting graduate school.
• A minimum grade point average (GPA) of 3.00 on a 4.00 scale.
• Demonstrated English proficiency for non-U.S. citizens.

The psychology program regards training in the breadth of psychology and its research foundations as the best preparation for graduate study in psychology. An undergraduate major in psychology is desirable but not required. Research experience is strongly recommended.

Application Requirements

Read all   application instructions   prior to beginning an application.

• A completed application form and fee online .
• If coursework was completed within the United States, submit copies of all current and previous college/universities except Marquette 1
• If coursework was completed outside of the United States, a transcript evaluation is required. A copy of a course-by-course evaluation is approved for the application process. 2
• A personal statement of 1,000 words or fewer that includes discussion of academic and professional experiences and goals. The statement should comment on how the applicant's experiences and/or interests would contribute to fostering diversity in the clinical psychology program. An individual’s ability to enrich diversity to the program, in addition to his/her very presence, can involve, but is not limited to, personal identity, intellectual contributions, and/or personal history or experiences that allow the applicant to bring a unique perspective/worldview. The program invites applicants who are particularly interested in diversity-related issues, in either research and/or clinical practice, to request consideration for the Department of Psychology Diversity Graduate Assistantship. All applicants who believe they would contribute positively to the diversity of the program are invited to state in their application that they would like to be considered for the Diversity Graduate Assistantship/Fellowship.
• Three letters of reference from individuals familiar with the applicant’s academic work and/or research experience.
• GRE test sco res  (optional).
• For international applicants only:   a TOEFL score or   other acceptable proof   of English proficiency.
• The highest ranking applicants will be invited to an interview.

1 Upon admission, final official transcripts from all previously attended colleges/universities, with certified English translations if original language is not English, must be submitted to the Graduate School within the first five weeks of the term of admission or a hold preventing registration for future terms will be placed on the student’s record. 

2Upon admission, an official course-by-course transcript/academic record evaluation must be submitted to the Graduate School within the first five weeks of the term of admission or a hold preventing registration for future terms will be placed on the student’s record. 

December 1: Application and application materials should be received to be considered for the fall term.

Teaching and research assistantships (TAs and RAs) are awarded to full-time students in the doctoral program. Assistantships are usually distributed among the first-, second- and third-year clinical students. TAs help the professors by teaching laboratory courses, leading discussion sections, preparing, proctoring and grading exams, and reading and grading papers. RAs help professors conduct research, including literature searches, running experiments, data entry, setting up labs, and statistical analyses.

A full assistantship requires 20 hours of work in return for a monthly stipend (nine months) and tuition remission of 24 credit hours. Many students receive a half assistantship, which requires 10 hours of work in return for a half stipend and 12 credit hours.

Assistantships are awarded per semester or an annual basis. Performance is reviewed each semester. Renewal of an assistantship is based on satisfactory performance and on academic performance.

The program invites applicants who are particularly interested in diversity-related issues, in either research and/or clinical practice, to request consideration for the Department of Psychology Diversity Graduate Assistantship. All applicants who believe they would contribute positively to the diversity of the program are invited to state in their application that they would like to be considered for the Diversity Graduate Assistantship. Tuition remission scholarships (e.g., dissertation scholarships) and fellowships are occasionally available. Unlike assistantships, there are no service obligations to the university for scholarship and fellowship recipients.

Private scholarships   may also be available. U.S. citizens and permanent residents may be eligible to apply for   need-based federal aid   (loans) to help fund their educational expenses as well.

Program Snapshot

Application Deadline: December 1

Full-Time: Yes | Online Options: No

Program Duration: Five years and one year internship 

Psychology Department

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Behavior analysis is an area of psychology that focuses on environmental influences on behavior to help improve the lives of children, adolescents, and adults .   Marquette’s master's and PhD program provides exemplary training in both research and practice with a focus on serving individuals with intellectual and developmental disabilities.

The applied psychology data analytics master’s program housed in the Department of Psychology at Marquette University combines analytical skills with a deep understanding of human behavior. This program will leverage the use of big data and advanced statistical techniques to give graduates a professional edge in applying their psychology degree to jobs in a variety of fields.

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Clinical Psychology Overview

The Doctoral Program in Clinical Psychology

The Stony Brook Ph.D. program in Clinical Psychology began in 1966. Based on chair rankings in US News and World Report, it has been ranked among the very top clinical programs in the United States for the past several decades, and it has a long tradition of strong publication rates by both faculty and graduates (Mattson et al., 2005; Roy et al., 2006). In the 2020 US News and World Report rankings , the Stony Brook Clinical Psychology doctoral program was ranked 3rd in the country. The clinical program was among the first in the country to espouse the behavioral tradition in clinical psychology. Currently, the program retains its behavioral roots, but has evolved to encompass a broader set of perspectives that are oriented around an empirical approach to clinical psychology. Our goal is to graduate clinical scientists who approach psychological problems from an evidence-based perspective and who are also skilled clinicians. As such, students receive research and clinical training in a broad range of approaches. Our program is most suited to students who are interested in pursuing academic and research-related careers.

Accreditation

The program is accredited by PCSAS (Psychological Clinical Science Accreditation System) through 2030. In addition, the program is a member of the PCSAS Founder's Circle. PCSAS provides rigorous, objective, and empirically based accreditation of Ph.D. programs in scientific clinical psychology. Its goal is to promote superior science-centered education and training in clinical psychology, increase the quality and number of clinical scientists contributing to the advancement of public health, and enhance the scientific knowledge base for mental and behavioral health care. PCSAS accreditation is in line with our program’s commitment to a clinical science training model.

The program is accredited (inactive) by the APA CoA (Commission on Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242, Phone: 202-336-5979). The program was most recently accredited by APA CoA in the spring of 2018, and, at the time, received full accreditation until 2028.

Statement On Diversity

The Psychology Department and the clinical program respect and value diversity. We view diversity broadly, including (but not limited to) age, race, ethnicity, national origin, gender, gender identity, sexual orientation, socioeconomic status, religion, and ability status. Diversity in our student body is an important priority and contributes to the strength of our department. Our  Diversity Committee , composed of faculty and students, is dedicated to promotion of awareness, support, and dialogue with regard to all aspects of diversity in research and clinical training.

The research interests of the core faculty center on depressive disorders (child, adolescent, adult), anxiety disorders (child, adolescent, adult), autism spectrum disorders, personality, child maltreatment, close relationship functioning (e.g., discord and aggression among couples, romantic competence among adolescents and adults, relationship education), lesbian, gay, and bisexual issues (among youth and adults), emotion regulation processes (e.g., cognitive, interpersonal, neurobiological), and emotion and attention processes in normal and pathological conditions.

Research and Clinical Facilities

Departmental: Faculty maintain active laboratories for research and graduate training (see individual faculty pages for further description). Clinical facilities include the Krasner Psychological Center (KPC) and its affiliate, the Anxiety Disorders Clinic, which are training, research, and service units that provide psychological services and consultation to the community and campus, and the University Marital Therapy Clinic that provides consultation, assessment, and therapy for couples and individuals in the community who are experiencing relationship difficulties and serves as a center for research evaluation of couples.

Campus: Collaborative relationships exist with the Department of Psychiatry, the University Counseling and Psychological Services and the Center for Prevention and Outreach, where students can engage in research and clinical activities.

Off-campus: Affiliations have been established with numerous agencies on Long Island and in the surrounding areas, which provide opportunities for clinical externships and research collaboration.

Program Requirements

Official program requirements are detailed on our Program Requirements page. More generally, the program is designed to provide students with competencies in research, clinical work, and teaching through coursework, research mentoring, and clinical supervision. Students follow a program of coursework through their first 3 to 4 years in the program that includes courses pertaining to the foundations of clinical psychology (e.g., psychopathology, assessment, and intervention), research methods and statistics, and ethics. Students are also required to take courses in other areas of psychology to increase breadth of training. Students become actively involved in a research lab upon arrival in the program and are required to complete two projects by the end of their third year in order to advance to candidacy, which is followed by the doctoral dissertation. Virtually all students present papers at major professional conferences and publish at least one (and often many) papers during the course of their graduate training. Clinical training, under the supervision of area faculty, begins in the second year of the program in our Krasner Psychological Center (KPC) and can continue until the internship year. Prior to internship, many students choose to complete externships at local agencies and hospitals in addition to their training in the KPC. Throughout the program, students often work as teaching assistants and are required to complete at least two semesters of substantial direct instruction of undergraduates, which involves lecturing in undergraduate classes. Students typically complete the program, including the internship year, in 6 years. For more information on time to completion see Student Admissions, Outcomes, and Other Data on this website. 

Admission to the Program

Please visit the Clinical Program’s Admissions FAQ s for information about applying to the program. This document provides our application and admission policies, and our recommendations for preparing your application. We encourage applicants to prepare their application accordingly.

IMPORTANT! APPLICANTS FOR FALL 2022 ADMISSIONS AND BEYOND: If you are admitted to our program for Fall 2022 and choose to attend, you will graduate from a program that is accredited only by PCSAS. You will not graduate from an APA accredited program, nor will any subsequent entering classes.

The program typically receives over 300 applications (and recently many more) and has an entering class of 4 to 8 students. For information on characteristics of accepted applicants see Student Admissions, Outcomes, and Other Data on this website.

In line with the Psychology Department’s value of diversity, the clinical program encourages applications from a diverse range of applicants, including (but not limited to) applications from people of different ages, races, ethnicities, national origins, gender identities, sexual orientations, socioeconomic statuses, religions, and ability statuses.

As a member of the Council of University Directors of Clinical Training (CUDCP), the Clinical Psychology program at Stony Brook University adheres to CUDCP’s policies and guidelines for graduate school admissions, offers and acceptance. For additional information about these policies, please visit    this page.

Psychology GRE Test for Clinical Psychology Admissions:

Neither the GRE general test nor the Psychology subject test is required for application or admission to the program.  In fact, to ensure fairness in our application review process, we do not accept general or subject test GRE scores as part of your application. Even if you have taken these exams, please do not include your scores on your CV or supplementary materials.

The Clinical Program has an outstanding placement record. Of all students graduating since 2004, the vast majority are in positions in which they function as clinical scientists (e.g., academic or research positions, research post-docs, clinical settings that involve research and/or the provision and dissemination of evidence-based approaches to treatment). Our students’ careers typically emphasize the scientific generation of new knowledge (in the form of research engagement, publishing, presenting, etc.) and the widespread dissemination of such knowledge (in the form of teaching, mentoring, supervision, consultation, program and policy development). Our students also are exceptionally well-trained in science-based clinical practice, and their careers often (and typically) include service provision.

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PhD in Clinical Psychology Admissions

The PhD in Clinical Psychology program admits students once a year for the fall term, which starts in September. Applications for fall 2024 opened in early September 2023. 

Admissions Requirements

• Applicants must hold a bachelor's degree from a regionally-accredited institution or the international equivalent.
• In addition to the required prerequisites, we strongly recommend applicants have related volunteer or work experience in the mental health field and experience with research.
• GRE scores are not required for admission to PAU doctoral degree programs for the 23-24 admissions cycle.

Application Deadlines

Application review for the fall 2024 cohort begins November 1, 2023.

Applications may be accepted after this date if space is available.

• Online Application via PsyCAS
• Application Fee
• Official Transcripts
• Resume or CV
• Three Letters of Recommendation
• Statement of Purpose

Yes. Although both programs are committed to training clinical psychologists, the programs have different strengths, training missions, structure, and faculty. You do need to write separate statements of purpose for each program. To apply to both programs: 1. Start an application for the PsyD program in PsyCAS 2. In the "Program Materials" section, select "yes" to the question that asks, "Would you also like to have your application considered for admission to PAU's PhD in Clinical Psychology program?" 3. In the "Optional Documents" section, upload your additional personal statement specific to the PhD program.

Frequently Asked Questions: PhD Admissions

Recommended gpa.

• We strongly recommend applicants have at least a 3.0 cumulative grade point average.

Applying to the PhD and PsyD Simultaneously

You are welcome to apply to both the PhD and PsyD concurrently. Your applications will be reviewed separately by the two Admissions Committees, and the processes will generally run independently of each other. There is no penalty for applying to both programs – we do encourage you to be clear about how each program is a good fit for your academic and professional interests.

• You should submit two Statements of Purpose, which address the distinct reasons for applying to each.
• Start an application for the PsyD program in PsyCAS
• In the "Program Materials" section, select "yes" to the question that asks, "Would you also like to have your application considered for admission to PAU's PhD in Clinical Psychology program?"
• In the "Optional Documents" section, upload your additional personal statement specific to the PhD program.
• PAU is atypical in terms of how students apply to research labs. Rather than applying directly to a research lab or faculty member, students apply to the PAU PhD program in general. Students can explore the broad range of labs available during the first year and even volunteer in labs. This allows students to make informed decisions about which labs they wish to apply to. Students apply for labs in the Spring of their first year.
• During the application process, we encourage students to mention a few faculty members with whom they would like to work. However, this is not binding. 

Research and Clinical Experience

• We strongly recommend applicants have related volunteer or work experience in the mental health field and experience with research.
• Feel free to include non-psychology research experience.
• For applicants with no formal research experience, including research conducted within an academic class may be helpful and may be a way to highlight one’s preparation for doctoral-level study.
• Feel free to include papers or projects underway but not complete at the time of application. 

Prerequisite Courses

The following courses are required for entry into the PhD Clinical Psychology program:

• Biopsychology
• Abnormal Psychology
• Developmental Psychology

The four mentioned courses will help ensure that all incoming students have a smooth transition into our rigorous doctoral program. They must be passed with a grade of B or better and completed before the start of classes in the PhD program. Prerequisite courses must be completed before an incoming student starts classes but do not need to be completed before applying. Students can mark that prerequisite courses are “in-progress.” Students with courses in progress or planned for a future term will be offered conditional admission, which will not be lifted until the pre-requisite courses are complete. 

• These courses can be completed at either the lower or upper-division level and may be completed at a community college or university extension program to save money. 
• Statistics can be completed in any discipline, not just in Psychology. 
• There is no statute of limitations on when these courses must have been taken, but we do encourage students who have been out of school for some time to consider whether a refresher course might be helpful. 
• Students with questions about whether a class will count toward a prerequisite should contact the Office of Admissions. An Admissions Counselor can review the course and determine its acceptability. 
• Courses graded on a pass/no pass scale are acceptable.

Master’s Degrees

• Students are not required to have a master’s degree, and there is no preference given to students with master’s degrees. There is also no penalty for having a master’s degree. 
• Grades from both the undergraduate and graduate levels are considered in the selection of students. Admissions Committee members do pay attention to trends in grades over time.

Personal Statement Criteria

The purpose of the personal statement is to provide a sample of the applicant’s ability to write in an academic and professional manner, as well as to learn about any qualifications/life events that were not captured in the application.

Formatting: Double space, and limit to 500 words. We recommend that you reflect on the following questions as you develop your essay:

• Why are you pursuing a PhD in clinical psychology?  What led this interest?
• What are your long-term professional goals?
• What are your research interests (including faculty you want to work with, and why)?
• How will a PhD from PAU help you to achieve your goals?

In your essay, you may also wish to include reflections about the following:

Experience with and/or commitment to serving minoritized and marginalized populations Personal qualities that will facilitate success as a graduate student and future psychologist

Areas of Emphasis

• Students indicate their possible area(s) of emphasis on the PsyCAS application; however, this is not a binding choice. 
• For the PhD, each area of emphasis is distinctive and has differing entry requirements.

Admissions Communication

• The primary form of communication in the admissions process is email, and we will use the email address you list on your application. 
• All students will receive a decision, and we will provide updates as often as possible. 
• Offers of admissions are made in late March. You are always welcome to reach out to the Office of Admissions for an update about your application status. 
• PhD and PsyD students have until April 15th to accept an offer of admission. This deadline may be extended due to extenuating circumstances.  
• Work-study awards are part of the financial aid package. Once awarded work-study, students may apply for any work-study job on the PAU campus. While it is technically possible for students to use their work-study award at Stanford, it is rare. 
• International students are generally allowed to work on campus but should check with the International Students Office to ensure an on-campus position is permitted based on visa type. 

Transfer Credit

Students may not receive transfer credit for any additional courses, including electives.

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College of Science and Health > Academics > Psychology > Graduate Programs > Clinical Psychology (MA/PhD) > Admission Requirements

Clinical Psychology Admission Requirements

The Clinical program typically accepts six students per year — three in the Child track, and three in the Community track. Admission is highly competitive, with more than 400 applicants per year. The review process is separate for each track, and admission decisions take into account match to the program and specific faculty who can serve as mentors. Therefore, we strongly encourage you to learn more about the Clinical-Child track , the Clinical-Community track , and our faculty .

Students can only apply to one track and should list 1-3 potential faculty members whom they are interested in having as a primary mentor on their personal statement and application.

Applications are due December 1st. ​​

If you have further q uestions, please contact Laura Griggs, Graduate Programs Coordinator, at [email protected] , or Susan Tran, Ph.D., Director of Clinical Training at [email protected] .

Click Here to view a recording of the program overview from 2021 Virtual Interview Day.

Click Here to view a recording of the 2021 Clinical Program Virtual Open House.

Please read through the general instructions before filling out the online application . When filling out the online application please select the Psychology Graduate Programs application, not the College of Science and Health application.

International Admission

Students educated outside the United States must present proof of English proficiency. The program requires a minimum TOEFL score of 96 on the TOEFL iBT, or a minimum IELTS score of 7.0, or a minimum Duolingo score of 125.

For additional information for international students please visit our International Student Admission Process page.

Application Review

Consistent with our mission, the clinical program at DePaul University strongly encourages applications from students from under-represented ethnic minority groups, students with disabilities, and students who demonstrate a commitment to understanding the societal and systemic/ecological forces that have contributed to current manifestations of inequality for many diverse groups such as for low-income, urban, and ethnically diverse populations and on how these conditions influence mental health, family/community processes, and access to mental health services.

The clinical program at DePaul University has decided to eliminate the GRE requirement for admission to our doctoral program during the 2024-2025 admissions cycle. In line with our program aims, we wish to remove the barriers that the recent COVID-19 pandemic and the ongoing racism pandemic have had on applicants' ability to prepare for the GRE. Our program has been conducting holistic review of all applications for many years. This means that the program has never set minimum GRE scores required for admissions, but has used the GRE as one piece of our holistic review. The program recognizes that GRE scores are correlated with ethnicity and sex and that they are unhelpful in predicting the success that students will have in doctoral programs.

We recognize that some applicants may have already taken the GRE and may still wish for their scores to be submitted for evaluation. We also recognize that some students have prepared for the GRE or have been less negatively impacted by either pandemic. The program also knows that when some applicants submit GRE scores, other applicants may perceive that they also need to submit GRE scores to remain competitive. In order to truly eliminate the use of GRE scores, the program is not allowing any applicants to submit GRE scores with their admissions materials. The clinical program at DePaul funds its applicants equally and does not have additional admissions slots for applicants with high GRE scores. Thus, we do not have a compelling reason to continue the use of the GRE during this admissions cycle. This decision will be reviewed and evaluated at the conclusion of the 2024-2025 admissions cycle to determine whether this change will be adopted for further cycles.

Please note that programs at other institutions may be continuing to use the GRE in their admissions process so applicants should review each program's materials.

The holistic review process includes consideration of the following materials:

Previous Preparation in Psychology: Applicants are expected to have had courses in statistics, research methods, abnormal psychology, and other foundational areas of psychology to permit advanced study in this field. Applicants who did not major in psychology as undergraduate students should submit a brief narrative detailing their related experience.

Letters of Recommendation: Applicants should provide three letters of recommendation that address the applicant’s academic abilities, potential for conducting research, and ability to work with others.

Personal Statement: The program uses the personal statement to evaluate fit for the program’s overall objectives. Applicants are encouraged to highlight their research interests and name faculty members with whom they would like to work with the track of interest (child or community). Please note that each track reviews applications separately so applicants should list only faculty members within one particular track. The personal statement should not exceed two pages in length (single-spaced).

Curriculum Vitae: Applicants are encouraged to submit a curriculum vitae (CV) to provide a comprehensive overview of their training and experience within the field of psychology. The CV is intended to complement the personal statement.

Application Fee: The application fee is $40. If for any reason you would like to request a waiver of the application fee, you many contact the graduate coordinator ( [email protected] )for information.

Application Resources: Applying to graduate school in clinical psychology is challenging and many more qualified applicants apply than are able to be admitted to the program each year. Below, please find some helpful resources to consider as you prepare your application materials.

• clinicalpsychgradschool.org
• bridgepsychology.org Building Roads to Inclusion and Diversity in Graduate Education
• Applying to Psych Grad School in the Time of COVID by Mitch Prinstein, PhD, ABPP. This video offers an overview of different careers in psychology and mental health, degree options, the application process for doctoral programs in psychology, and tips for getting admitted.
• Getting into Psych Grad School – A Panel for BIPOC students
• Preparing and Applying for Graduate School in Psychology hosted by the American Psychological Association
• Applying to Graduate School by the UC San Diego Department of Psychology. Three videos including: How to Apply to Graduate School, Building a Foundation for Application Success, and Five Essential Qualities of Successful Grad Applicants

Take the next step

Learn more about Graduate Admission . Attend an Admission Event .

Ready to apply?

If you need assistance to complete your application and/or have questions, contact the CSH Graduate Admission office at (773) 325-7315 or [email protected] .

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Ph.D. Clinical Psychology

Ut tyler psychology and counseling, ph.d. clinical psychology (underserved populations), program brochure.

Program Objectives and Goals                                            

The Ph.D. program in clinical psychology at the University of Texas at Tyler is a scientist-practitioner based program which provides high quality academic, research, and clinical training with under-served populations.  Our focus is on training students to work with veterans, in rural mental health settings, and in geropsychology.   Training in cultural diversity issues is infused throughout the curriculum.  Students will receive additional courses and clinical training in these 3 emphasis areas during their time in the program.   Students are mentored by clinical faculty in research and provide supervision of their clinical work along the way.  A thesis and dissertation are required.  Clinical training is provided in our on-campus clinic and in a number of agencies in the East Texas area.  Students receive a stipend /financial aid package that allows them to focus on their academic and professional goals and involve research and teaching activities.   Upon completion of our program, students will be able to become licensed psychologists and work in a variety of academic, medical, or clinical settings.   Since we are a new Ph.D. program, we are in the process of seeking contingent accreditation from APA.  Our program objectives are as follows: 

• Program graduates are trained as scientist-practitioners who have a diverse knowledge of the scientific and behavioral foundations of psychology.
• Program graduates are capable of developing, conducting, and reporting research knowledge through their own program of independent research.
• Program graduates are competent to assess, diagnose, and treat psychological disorders using evidence based practices.
• Program graduates are trained in ethics, diversity issues, and professional issues related to clinical practice and research.
• Program graduates have additional clinical and research training in underserved populations such as with military veterans, older adults, and persons in rural settings.

Our program values diversity with respect to gender, ethnicity, age, religious beliefs, and/or sexual orientation. We do not discriminate based on these factors regarding program admission or completion.

Questions can be directed to Ceselie Tobin, MS, LPC graduate admissions advisor, or Dr. Dennis Combs , director.

IMPORTANT UPDATE:  All admissions materials are due by January 15th, 2024 for the Fall 2024 cohort.

Frequently Asked Questions Residency Requirement

The UT Tyler Clinical Psychology PhD program is designed as a full-time, five-year program, including four years on campus and an off-site, doctoral internship year.  It may take students an average of between 5-6 years to complete our program to allow for additional clinical training experiences and to make progress on dissertation requirements prior to the doctoral internship.   The program requires a minimum of 3 full-time academic years of graduate study, at least 2 of which is completed in this program, and requires 1 year in full-time in residence.  The PhD degree is awarded after all program requirements are completed and conferred after completion of the doctoral internship.

Program Format 

The PhD program in Clinical Psychology is designed to be an in-person, face to face program.  We are not a fully on-line program and students must attend the program and classes in person.  In our program, the format for classes can vary by instructor which includes face to face, hybrid, and online formats.  We value in person learning as it provides for enhanced training and mentorship and results in a better student community.  Faculty can teach classes in different formats based on their needs and availability.   Practicum training is done in person with some provision for telesupervision and telehealth methods.  Teaching involves lectures, clinical and case examples, discussions, and electronically delivered methods to enhance learning. 

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• Research Program
• Clinical Psychology Program
• Practicum and Internship Placements

Recent Practicum Sites

Starkville, ms.

• MSU Behavioral Health
• MSU Project RECLAIM
• MSU Psychology Clinic
• MSU Student Counseling Services
• MSU Veterinary Medicine Office of Psychological Services 
• MSU Youth Court Partnership

Columbus, MS

• Baptist Behavioral Health Care
• Columbus Air Force Base
• The Pines and Cady Hill Recovery Center

Jackson, MS

• Mississippi State Hospital
• UMMMC Department of Pediatrics and Center for the Advancement of Youth
• The Healing Collective- Dr. Woodruff
• North Mississippi Medical Center Behavioral Health
• North Mississippi State Hospital
• Thomas Neuropsychology Diagnostics & Consulting
• Diamond Grove Center; Louisville, MS 
• Memphis VA Medical Center; Memphis, TN
• North Mississippi Regional Center; Oxford, MS
• Tuscaloosa VA Medical Center; Tuscaloosa, AL

Practicum availability changes year-to-year. No site can be guaranteed to be available in future years

Matched Internship Sites 2017-2014

All sites apa accreditted.

• Madigan Army Medical Center
• Ohio State University – Behavioral Health
• Harvard Medical/Massachusetts Mental Health Center
• VA Tennessee Valley Healthcare System
• Florida Department of Corrections
• Southwest Human Service Center
• VA Maryland Health Care System
• University of Mississippi Medical Center
• G.V. (Sonny) Montgomery VA Medical Center
• Baylor College of Med-Menninger Dept Psych & Behav
• VA Palo Alto Health Care System
• University of Florida Health Science Center
• Gulf Coast Veterans Health Care System
• University of Kansas Medical Center
• Tuscaloosa VA Medical Center
• VA Maryland Health Care System/Univ of Maryland
• MEDVAMC (Houston, TX VA)
• UAB/BVAMC Psych Internship Consortium
• Dartmouth-Hitchcock Medical Center
• Alexandria VAMC
• VA Ann Arbor Healthcare System
• VA Medical Center Battle Creek
• University of Buffalo Psychiatry
• Durham VA Health Care System
• The Alaska Psychology Internship Consortium
• Southwest Consortium/NMVAHCS
• Veterans Healtcare System of the Ozarks
• Johns Hopkins University
• University of New Mexico Health Sciences Center
• Mississippi State University Student Counseling Services
• Canandaigua VAMC
• Stony Brook University Consortium Internship
• Louisiana State University Psychiatry
• Texas Juvenile Justice
• University of Texas at Houston Psychiatry
• Southeast Human Service Center
• Atascadero State Hospital
• Spectrum Healthcare
• Information for Applicants
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• Clinical Psychology Handbook
• Clinical Psychology Requirements
• Goals and Objectives
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