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• Best Online Doctorates In Psychology

Best Online Doctorates In Psychology Of 2024

Updated: Mar 28, 2024, 12:13pm

Psychologists don’t just work one-on-one with patients to treat behavioral and mental health issues. Today, psychologists advise corporations, study cognitive science and the brain, coach athletes to peak performance and help students thrive in school.

In addition to clinical counseling, an online doctorate in psychology can lead to well-paying work in diverse fields like education, business, social services, nonprofit management and community organizing.

To help with your search, Forbes Advisor reviewed 43 programs and ranked eight schools that met our criteria. Each school demonstrates a commitment to student experience, outcomes, credibility and affordability. Programs include Ph.D.s, Psy.D.s and Ed.D.s, with specializations like leadership, community or educational psychology. Explore our recommendations below.

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Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

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Our Methodology

We ranked eight accredited, nonprofit colleges offering online doctoral degrees in psychology in the U.S. using 15 data points in the categories of student experience, credibility, student outcomes and affordability. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites.

Data is accurate as of February 2024. Note that because online doctorates are relatively uncommon, fewer schools meet our ranking standards at the doctoral level.

We scored schools based on the following metrics:

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• More than 50% of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition
• In-state graduate student fees
• Alternative tuition plans offered
• Median federal student loan debt
• Student loan default rate

We listed all eight schools in the U.S. that met our ranking criteria.

Find our full list of methodologies here .

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Best Online Doctorates in Psychology

Should you enroll in an online psychology doctoral program, accreditation for online doctoral programs in psychology, how to find the right online doctorate in psychology for you, frequently asked questions (faqs) about online doctorates in psychology, national louis university, liberty university, keiser university-ft lauderdale, university of the southwest, the chicago school at los angeles, southern california seminary, william james college, adler university.

Graduate Tuition

$800/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

This Chicago-based college was founded in 1886 with a mission to train elementary school teachers. Today, National Louis University (NLU) offers a fully online Ph.D. in community psychology to prepare professionals for work in areas including housing, urban education, child abuse and substance abuse.

NLU teaches the foundations of community psychology and encourages learners to research topics that pique their interest. Coursework provides training in quantitative and qualitative methods, grant writing, advocacy, and community development. Online learners complete an internship and dissertation in addition to coursework. NLU offers both synchronous and asynchronous formats.

• Our Flexibility Rating: Learn around your 9-to-5
• School Type: Private
• Application Fee: Free
• Degree Credit Requirements: 69 to 72 credits
• Program Enrollment Options: Full-time, part-time
• Notable Major-Specific Courses: Community organizing, statistics for community psychology
• Concentrations Available: N/A
• In-Person Requirements: Yes, internship required

$595/credit (full-time)

Liberty University ’s Ph.D. in psychology teaches human behavior from a biblical perspective. This nonclinical, nonlicensure program is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

Liberty offers six specializations, including social psychology and developmental psychology. Learners conduct their own research, with the opportunity to present their work at conferences. Optional on-campus intensive courses allow students to deepen their academic and professional skills alongside faculty and classmates.

Current and former military members and their spouses qualify for discounted tuition at $300 per credit.

• Our Flexibility Rating: Learn on your schedule
• Application Fee: $50
• Degree Credit Requirements: 60 credits
• Program Enrollment Options: Part-time, full-time
• Notable Major-Specific Courses: Psychological research and biblical worldview, teaching of psychology
• Concentrations Available: Behavioral health leadership, developmental psychology, general psychology, industrial/organizational psychology, social psychology, theology
• In-Person Requirements: No, but optional in-person intensives offered

$528/credit (in-state)

The Fort Lauderdale branch of Keiser University , Florida’s largest private, nonprofit university, offers a research-based online Ph.D. in psychology. The program employs a “scholar-practitioner” model that integrates leading research and professional practices into the classroom experience.

The school offers hybrid and fully online programming. Online learners have access to technical support and academic counseling. With courses held in eight-week terms, students can complete the program in as little as 36 months.

Keiser also offers a baccalaureate entry path; admitted students only need a bachelor’s degree before starting their Ph.D.

• Notable Major-Specific Courses: Behavioral neuroscience, sociocultural basis of behavior
• In-Person Requirements: Yes, two residencies required

$799/credit (in-state)

The University of the Southwest (USW) offers a Doctor of Education (Ed.D.) in educational psychology. The degree suits professionals who work or hope to work in educational leadership and administration. USW’s curriculum focuses on four key areas: leadership foundations, organizational dynamics and change, strategic planning, and research. With an optional self-design track, learners can customize their specialization courses.

Online learners receive free virtual healthcare and a free laptop in their first course. The tuition price includes the cost of all textbooks and course materials. Students can also access leading software designed to guide them through the dissertation process.

Two clinical residencies provide real-world experience. They can be completed in person or virtually.

• Application Fee: N/A
• Notable Major-Specific Courses: Organizational dynamics of human behavior, advanced study of educational psychology
• In-Person Requirements: No, but optional in-person residencies offered

$1,703/credit

The Chicago School at Los Angeles ’ Ph.D. in international psychology prepares learners to work in organizations with global missions. In addition to classwork, the program features an international internship and real-world training opportunities. Students complete two on-campus residencies and two international field experiences.

Learners must pass written and oral comprehensive exams and complete an original dissertation addressing a gap in international psychology’s professional study. The nonlicensure program can be completed in three and a half years.

• Notable Major-Specific Courses: Foundations of international psychology; ethics and professional development
• Concentrations Available: Organizations and systems, trauma services
• In-Person Requirements: Yes, residencies and international trip required

$650/credit (in-state)

Southern California Seminary ’s nonlicensure Psy.D. program uniquely integrates theology and psychology to prepare learners for private counseling, local church ministry, or work in a service or institutional setting. The El Cajon-based school also offers an M.A. to Psy.D. track, which requires a minimum of 99 credits.

Students can choose between four emphases: psychology, educational psychology, international/multicultural psychology and industrial/organizational psychology. Classes begin every seven weeks.

In addition to academic requirements, learners must demonstrate moral integrity and be recommended for graduation by at least four faculty members.

• Application Fee: $85
• Degree Credit Requirements: 54 to 73 credits
• Notable Major-Specific Courses: Advanced psychosocial basis of behavior, hermeneutics
• Concentrations Available: Psychology, educational psychology, international/multicultural psychology, industrial/organizational psychology
• In-Person Requirements: No

$1,675/credit (in-state)

William James College ’s Psy.D in leadership psychology integrates hands-on experience with classroom learning to deeply explore how humans function as leaders and followers. Full-time students can complete the program in four years, while part-time students may take six years.

Students can concentrate in four psychology subject areas or participate in a co-curricular college-wide concentration such as Asian or Latino mental health.

The blended program features a mix of online synchronous activities, like webinars and team projects, as well as asynchronous discussion boards, readings, and pre-recorded lectures. Program graduates complete 900 hours of supervised field training: a 600-hour practicum and 300-hour internship. Practicum sites include Comcast and Beth Israel Deaconess Medical Center in Boston. The college is based in Boston, Massachusetts.

• Application Fee: $60
• Degree Credit Requirements: 68 credits
• Notable Major-Specific Courses: The neurobiology of leadership, organization development and change
• Concentrations Available: Educational leadership, inclusive leadership, leading nonprofits and NGOs, neuroscience of leadership psychology
• In-Person Requirements: Yes, for required residencies

$972/credit (in-state)

The online Ph.D. in industrial and organizational psychology by Chicago-based Adler University helps graduates reach their full potential in organizational settings. Elective courses teach skills like consulting, talent management and entrepreneurship.

Learners without a master’s degree can enroll in a 90-credit post-bachelor’s program; those with a master’s degree in a related field can finish in as little as three years. To graduate, learners must pass a comprehensive exam and complete a dissertation in addition to a 200-hour social justice practicum at an aligned community site.

• Application Fee: $32
• Degree Credit Requirements: 90 credits
• Notable Major-Specific Courses: Organizational theory; job and task analysis
• In-Person Requirements: Yes, practicum required

While an online psychology doctoral degree has its upsides, it isn’t the right move for everyone. In light of the huge commitment of time and money—to say nothing of effort—think hard about factors like budget, scheduling and learning style.

Online doctoral programs often cost less than campus programs since they allow you to save on big-ticket expenses like housing and transportation. Plus, some state schools extend in-state tuition rates to all online learners, regardless of their state residency status.

Online learning provides flexibility to work around work and family obligations. However, some programs mix asynchronous lessons with synchronous events like discussion groups.

Remote learning works well for disciplined self-starters. But if you need the accountability and support that come with in-person learning, an online doctoral program might not be a good fit for you.

There are two kinds of accreditation to consider in online psychology doctoral programs: institutional and programmatic.

Institutional accreditation is given by bodies recognized by the U.S. Department of Education or the Council of Higher Education Accreditation (CHEA). To receive federal financial aid, you must attend an accredited institution. Several institutions on this list have earned accreditation by regional agencies like SACSCOC or the Higher Learning Commission.

Programmatic accreditation proves that a degree has been vetted to meet certain academic standards. The primary accreditor for post-graduate psychology programs in the U.S. is the American Psychology Association (APA), which accredits Ph.D. and Pys.D. programs. APA accredits specific degrees, not departments. You can find programs using APA’s accredited programs search tool . WHAT

To confirm a college’s accreditation status, search CHEA’s directory .

Consider Your Future Goals

To choose the best program for you, think through your long-term career goals. This helps inform whether you should pursue a Psy.D. or Ph.D. and what kind of field experience you may need to complete.

Programs vary in their focus on clinical application of psychological principles versus research and classroom instruction. For example, William James College’s Pys.D. in leadership psychology allows learners to work an additional 150 practicum hours beyond the program requirement. The extra hands-on experience could help you prepare for more specialized psychology careers .

A degree from an APA-accredited program is required for some employment opportunities and, in some states, licensure. If you intend to become a licensed psychologist after graduation, make sure your program prepares you for this path.

Understand Your Expenses and Financing Options

The programs on this list vary greatly in terms of cost. On the high end, the Chicago School at Los Angeles charges $1,703 per credit. At $528 per credit, Keiser University-Ft. Lauderdale offers the cheapest option. Both programs require 60 credits, putting our range between about $31,000 and $102,000.

Fill out the Free Application for Federal Student Aid (FAFSA®) to learn about financial aid opportunities. Other financing options to explore include assistantships, scholarships, grants and loans.

How long does it take to get a doctorate in psychology?

A psychology doctorate typically takes four to six years, but some programs can be completed in less time. In addition to coursework, programs generally require clinical or practicum hours and a dissertation.

Is it worth it to get a doctorate in psychology?

A doctorate in psychology is not easy to obtain, but it can help you land an in-demand job that tends to pay well. However, many people pursue this degree out of personal interest rather than a desire for financial gain.

Is a Psy.D. higher than a Ph.D.?

Both degrees concern the same subject matter, but a Psy.D. focuses on clinical practice, while a Ph.D. has more to do with scientific research. Ph.D., or Doctor of Philosophy , programs are more common and contain more sub-fields. A Psy.D., or Doctor of Psychology, focuses on preparing students to serve clients and patients.

Is a psychology doctorate hard?

Doctorate programs are generally difficult and take a long time to complete. The vast field of psychology features training in both the natural and social sciences. In addition to years of coursework, most psychology doctorate programs require supervised practicum hours and an original dissertation.

Garrett Andrews is an adjunct faculty member in the Department of Political Science at Portland Community College where he teaches State and Local Government.

PhD in Clinical Psychology

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Fielding’s doctoral program in Clinical Psychology is accredited by the American Psychological Association. It is the only distributed learning program accredited by the APA. The Psychology PhD serves adults, many of whom who have trained or worked in the mental health field. Our unique distributed learning model blends the best of in-person learning opportunities with digital formats.

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 / E-mail: [email protected] Web: www.apa.org/ed/accreditation

For questions regarding the Clinical Psychology PhD Program contact [email protected].

About the Clinical Psychology Program

Application requirements.

Earning your doctorate in Clinical Psychology includes online and in-person seminars, meetings with faculty and other students in your region, weeklong residential sessions, as well as research and clinical training experiences.

The unique mix of online and residential learning provides flexible opportunities for individuals with career, family, and community responsibilities to achieve their advanced educational goals. Faculty are active scholars and practitioners with a wide variety of expertise, making it possible to offer training in a variety of therapeutic orientations and specialized concentrations in some of the most exciting growth areas of psychology.

• Conferred Bachelor’s Degree
• Minimum GPA of 3.0
• Online Application Form
• Curriculum Vitae (CV)
• Statement of Purpose
• Critical Thinking Writing Sample
• 3 Letters of Recommendation
• Official Transcript
• No GRE Required

Start your application NOW!  

Apply now for fall 2025, student admissions, outcomes, and other data.

In accordance with requirements of the American Psychological Association (APA), Fielding Graduate University provides Student Admissions, Outcomes, and Other Data pertaining to the education of our graduate students.

The Fielding Experience

• Become a member of a dynamic and diverse community of colleagues
• Interact with and learn from our expert faculty located all across the country
• Attend monthly professional development seminar in your geographic area
• Engage with alumni, faculty, and other students at sessions

Mission & Aims of the Program

Fielding’s APA accredited Clinical Psychology Ph.D. program is strongly aligned with the university’s mission to create a more humane, just, and sustainable world, and the university’s values that include academic excellence, community, diversity, and social justice.

Consistent with these values, a core mission of our program is to foster the inclusion of students from under-represented populations. These populations include students living in small communities, rural, or remote locations of the United States, students currently in the military or spouses of military members, adult learners with families, and students whose ongoing participation in their current communities cannot be halted for doctoral study elsewhere. These are student populations who are often unable to enter the field through preparation at a traditional university campus, yet these are the future psychologists for which the discipline and profession have expressed an urgent need.

In addition, our program aims to graduate entry-level scholar-practitioner psychologists who bring social justice values to their work as licensed health service professionals. Consistent with this overarching aim, we have four specific aims for our students, which must be achieved by the time of graduation.

• Students will demonstrate doctoral-level discipline-specific knowledge that represents the scientific and theoretical knowledge areas of the discipline of psychology (i.e., history and systems of psychology and the affective, biological, cognitive, developmental, and social bases of behavior).
• Students will demonstrate doctoral-level conceptualization, evaluation, analysis, and integration of discipline-specific knowledge across the curriculum.
• Students will demonstrate doctoral-level ability to understand and critique research; design, conduct, analyze, and communicate theoretically informed research; and conduct research in a manner that is culturally sensitive and consistent with legal code and ethical standards, including the APA ethics code.
• Students will demonstrate doctoral-level competence in the profession-wide competencies, including conducting an evidence-based diagnosis, assessment, and psychotherapy; and applying theory and research to develop case conceptualizations, treatment plans, and interventions that are consistent with legal and ethical standards and individual and cultural diversity factors.

Serving adults, many of whom have trained or worked in the mental health field, our unique distributed learning model blends the best of face-to-face learning opportunities with digital formats.

Faculty are active scholars and practitioners with a wide variety of expertise, which allows us to offer specialized concentrations and training in a variety of therapeutic orientations.

Geographic Eligibility

The program only considers applicants who reside in the contiguous United States and Canada. The program is not available to those residing internationally (except Canada). Applicants from Alaska and Hawaii may be considered pending confirmation of their ability and resources to attend local professional development seminars in contiguous U.S. on a regular basis, access to acceptable practicum training sites, and ability to relocate for internship. (Contact [email protected] to be put in touch with the Program Director for consideration prior to applying.)

Due to state licensing requirements, graduates of the program are not eligible for licensure in Oklahoma. For licensure information on your particular state of interest, please visit our Professional Licensure page [CLICK HERE].

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Dr. Lauren Mizock Appointed 2024-25 Ruthellen Josselson Chair in Qualitative Inquiry

By Kaylin Staten | 2024-07-08T11:18:31-07:00 July 8th, 2024 |

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By Kaylin Staten | 2024-05-10T07:48:56-07:00 May 10th, 2024 |

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Clinical Psychology Ph.D.

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Why Earn a Clinical Psychology Ph.D.?

Our program adheres to APA accreditation standards and prepares students for entry into the profession of Clinical Psychology. We are committed to a student-centered learning approach with close faculty mentorship.

The program offers intensive research training in the science of Clinical Psychology via highly productive faculty research labs . Simultaneously, students obtain in-depth, closely supervised training in the practice of Clinical Psychology.

Our commitment to excellence requires that high standards of research and clinical practice be maintained. These high expectations enable you to be highly competitive at the national level for prominent positions in science and practice settings. We empower you to meet or exceed our expectations by providing high quality, well-supervised training in a supportive environment.

• Assessment evaluations
• Psychological diagnostics
• Psychotherapy interventions
• Measurement and psychometrics
• Psychological consultation

Clinical Psychology Ph.D. Highlights

What can you do with a clinical psychology ph.d..

Overall employment of psychologists is projected to grow 8 percent from 2020 to 2030, about as fast as the average for all occupations.

About 13,400 openings for psychologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.

Clinical Psychology Ph.D. Courses You Could Take

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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

Research | Curriculum | Field Training   | Accreditation

PhD in Clinical Psychology

School of psychology & marriage and family therapy.

Using the scientist-practitioner model, the Doctor of Philosophy in Clinical Psychology blends clinical training with innovative research. This program is normally completed in six years. As part of our commitment to deep theological integration, you will also earn a master's degree in one of the following: theology, theology and ministry, intercultural studies, or divinity.

Fuller ranked highest among Christian Integrative Clinical Psychology Programs by US News and World Report 2022

Integration

OF PSYCHOLOGY AND THEOLOGY

Training sites available.

Fuller’s SOP Granted 10-Year Accreditation Extension

Fuller is thrilled to announce that the American Psychological Association (APA), the accrediting body for our psychology programs, has granted Fuller’s PhD and PsyD clinical programs accreditation for 10 years.…

Study with faculty like these:

Alexis D. Abernethy

Chief Academic Officer and Professor of Psychology

Warren S. Brown

Professor of Psychology

Director of the Lee Edward Travis Research Institute and Associate Professor of Psychology

Explore other members of our renowned School of Psychology & Marriage and Family Therapy faculty here.

Request More Information About the PhD in Clinical Psychology

Contact Information

Admissions Requirements

To be considered for the PhD in Clinical Psychology, applicants must submit an online application, essay responses, a CV, four recommendations, official transcripts from a bachelor's degree, and sufficiently completed psychology coursework in preparation for a doctoral program. Find specific requirements here.

Admission Deadlines

Online application opens August 1 Early application and file completion deadline: November 1 Please note, the $50 application fee will be waived if you submit the application online by November 1. Final application and file completion deadline: December 1  

You can find additional information regarding deadlines and interview dates here .

Tuition and Affordability

The full tuition for Fuller’s PhD in Clinical Psychology degree can be found here . Attending this program is an investment in your future. Learn more about the kinds of support available to you to potentially offset this cost below, or by visiting the Paying for Grad School page or searching for scholarships here .

Scholarships and Fellowships

If eligible, PhD students may receive a need-based scholarship covering up to 15% of tuition as well as federal loans. A variety of merit-based scholarships are also available, ranging from $1,000 to $45,000. Incoming students must apply for need-based aid, but will automatically be considered for merit scholarships based on their application for admission. Returning students have the opportunity to apply for additional merit-based scholarships in each subsequent academic year.

Transfer Policy

Applicants to the PhD program may have already completed a master's degree (or related courses) in clinical psychology, marriage and family therapy, theology, or another closely associated degree. Requests to transfer these degrees and/or courses for credit toward the PhD will be evaluated on an individual basis. These transfer requests must be petitioned after matriculation. The sole exception is that requests that may affect Fall Quarter course enrollment may be addressed by contacting the Assistant Director of Academic Advising prior to matriculation.

Accreditation

The PhD in Clinical Psychology program is accredited by the Commission on Accreditation of the American Psychological Association. 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]

Web: www.apa.org/ed/accreditation

Student Admissions, Outcomes, and Other Data

"While at Fuller I have had my worldview widened and my identity deepened—as a Christian, academic, and therapist. I have felt supported by faculty and my cohort, making the challenges of a doctoral program rewarding and transformative. I'm thankful to know that when I graduate, I will be not only professionally qualified but personally equipped to venture into an increasingly complex and wounded world." – Emily Hauck, PhD Clinical Graduate

Integration of Psychology and Theology

No other PhD program does integration like Fuller. Students learn how to integrate theology with psychology through courses and training led by experts in integrative thought and practice. As part of our PhD program students also obtain an MA in Theology, MA in Theology and Ministry, MA in Intercultural Studies, or Master of Divinity, learning from world-class theologians in Fuller’s School of Mission and Theology.

MASTER’S REQUIREMENTS

PhD students must register for eight units of master’s research, culminating in a master’s project—an empirical research project completed under the supervision of a faculty advisor. Students may register for units in conjunction with participation in research teams.

Dissertation Requirements

PhD students must complete a dissertation that (1) is an original scholarly work (not based on previous work) completed by the student under the supervision and guidance of the student’s dissertation chair and committee, and (2) demonstrates the student’s abilities to use research literature and a sound scholarly process to analyze, evaluate, and/or provide new information relevant to the practice of psychology.

RESEARCH LABS

Each PhD student participates in a research lab where they work cooperatively with a faculty member to complete their master’s project and dissertation. Labs also provide opportunities for research mentorship, professional and career development, and peer interaction. Visit the Travis Research Institute or our faculty members’ bio pages to learn more about their current areas of research.

In the PhD in Clinical Psychology program, students are awarded a Master of Arts in Psychology after completing 88 selected units. Coursework for both degrees is divided into the following categories:

Click here for a detailed, year-by-year curriculum.

Customize your degree program to your career goals by choosing from two tracks: Neuropsychology or Culture and Community.

The Neuropsychology Track emphasizes coursework in topics including neuropsychology, pharmapsychology, and physiological psychology, and provides clinical training and research experiences in the area of neuropsychology.

The Culture and Community Track emphasizes in-depth coursework, cultural training experiences, and research opportunities addressing particular ethnocultural and community groups.

Learning to Struggle

Alexis Abernethy, chief academic officer and professor of psychology, considers the role of suffering in spiritual formation

Field Training

You will see client actors for at least ten sessions, using person-centered therapy interventions. These sessions are videotaped and reviewed with your supervisor weekly. You will also attend class weekly to cultivate introductory psychotherapy skills. This training experience is overseen by two faculty members working closely with our director of clinical training and the chairs of both the PsyD and PhD programs.

We will match you to one of our 70+ training sites throughout the greater Los Angeles area, where you will complete a nine-month supervised practicum. You will spend approximately ten hours a week working directly with clients and receiving related training and supervision. In addition, you will be assigned to a Fuller consultation group where you will develop and practice skills in integrating theology and clinical practice.

We will work closely with you to locate a nine-month practicum training experience at one of our 70+ training sites. During this training year you can anticipate spending approximately 12 hours a week at your practicum placement. In this placement you will work with appropriately complex cases and further develop your clinical skills in a setting of your choosing. At this level of training you will be supervised only by a licensed psychologist.

We will help you select a 12-month clerkship training placement from one of our partners. In this training year you will get clinical assessment experience in order to enhance your assessment skill; receive an introduction to an array of current clinical psychodiagnostic methods and tests; and develop and demonstrate excellence in synthesizing all of the data generated by clinical interviews, psycho-diagnostic testing, and any relevant research into a comprehensive report. This placement is approximately 12 hours per week.

We will work closely with you to select a 12-month pre-internship training placement from one of our partners. The goal of this training year is to provide a combination of clinical and assessment training opportunities that are appropriately challenging and complex with regard to clients’ presenting concerns and the types of interventions used.

You will complete a one-year internship at an APA-accredited internship site.

Fuller Psychological and Family Services

For over 50 years, Fuller Psychological and Family Services (FPFS) has provided affordable mental health care to individuals and families in Pasadena and its surrounding communities. FPFS offers a comprehensive array of psychotherapy and assessment services in five languages and is our in-house training clinic.

Upcoming Events

The Fuller Symposium on the Integration of Psychology and Theology is the annual conference held by the School of Psychology & Marriage and Family Therapy.

Competencies

All students who complete their doctoral training at Fuller’s School of Psychology & Marriage and Family Therapy will develop certain competencies as part of their preparation for practice in health service psychology. The emphasis placed within each competency area will differ, however, depending upon whether one pursues a PhD or a PsyD. Read more about the Program Aims and Competencies .

Compare the PhD and PsyD

How do the PhD in Clinical Psychology and PsyD in Clinical Psychology programs differ? Download this chart detailing the differences in emphasis within each competency area.

You May Also Be Interested In

PsyD in Clinical Psychology

Learn to provide therapy and assessment to diverse populations, understand and apply research that helps clients thrive, and teach in many settings

MS in Marriage and Family Therapy

This program prepares you to serve as a skilled therapist with a theological understanding that richly informs your work

get to know your admissions counselor | Liz Yoshonis

My family and I came to Fuller in 2019 from Michigan so that my husband could pursue his MDIV. Throughout those years, I fell in love with Fuller; the multicultural experience of just living in Fuller Housing, and felt personally drawn toward the School of Psychology. In 2022 I applied and was accepted into the Marriage and Family Therapy Program where I am currently a student. The program has been personally life-changing. Since my studies began, I have become a better wife, mother, and friend. The faculty is rich with knowledge and care as they excellently prepare us for future clinical work as well as beautifully integrate theology and psychology throughout the program. Now, as an admissions counselor, I have the unique opportunity to assist individuals in the process of applying to SOPMFT programs as well. It is a profound honor for me to be able to walk alongside individuals as they navigate the possibilities of how Fuller can be the catalyst for what God has created them for and ultimately affect positive change for the world.

[email protected] 626.584.5400

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Office Hours

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To view in-person welcome center hours for Pasadena, Arizona and Houston, click here.

PSYCAS Participating Programs

• Clinical Psychology PhD
• School Psychology PsyD
• Clinical Psychology Respecialization
• Clinical Psychology PsyD
• Psychology MS
• Industrial/Organizational Psychology MS
• Clinical Counseling Psychology MS
• Clinical Behavioral Master’s Program
• General Clinical Master’s Program
• Experimental Master’s Program
• School Psychology 5-Year PsyD
• The Advanced School Psychology PsyD
• Counseling Psychology MA
• Counseling Psychology PsyD
• Counseling Psychology MS
• Developmental Psychology PhD
• Neuropsychology PhD
• Personality Psychology PhD
• Social Psychology PhD
• School Psychology PhD
• Educational Psychology PhD
• Counseling Psychology PhD
• Clinical PsyD
• Joint MA in Sport Psychology and PsyD in Clinical Psychology
• Combined School and Clinical Psychology PsyD
• Clinical Psychology Doctoral Program
• PGSP — Stanford PsyD Consortium PsyD
• Psychology MS — PhD Prep in Clinical Psychology (online)
• Counseling MA — fall term (Palo Alto and online)
• Counseling MA — spring term (Palo Alto and online)
• Counseling and School Psychology PsyD
• Professional School Counseling MS - summer
• Psychology — concentration in Counseling Psychology PhD
• Applied Behavior Analysis MS
• Clinical Counseling MS
• Marriage and Family Therapy MFT
• Institute for Graduate Clinical Psychology PsyD
• Institute for Graduate Clinical Psychology/Human Sexuality PsyD/MEd
• Clinical and Counseling Psychology MA
• Clinical Psychology PhD, Health Emphasis
• Mental Health Counseling MA
• School — Clinical Child Psychology PsyD

Please visit the APA Office of Program Consultation and Accreditation for information on APA accreditation and to search for accredited programs. Keep in mind that accreditation only applies to health service psychology (HSP) programs (i.e., clinical, counseling, and school psychology).

• PSYCAS for Students
• PSYCAS for Schools and Programs
• PSYCAS: Contact Us
• Graduate and Postgraduate Education

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Online PhD in Psychology

School of social and behavioral sciences.

Expand your opportunities for making a difference in people’s lives with a PhD in Psychology from Capella. Build expertise that matches your interests to help you prepare for the next phase of your career.

• PhD in Psychology

A flexible PhD in Psychology

The PhD in Psychology degree program provides students with advanced academic preparation with an emphasis on research and scholarship. Students pursue a specialization during which they engage in a competency-based, scholar-practitioner curriculum that can be applied within the field of psychology.

Doctor of Philosophy in Psychology

PhD in Psychology program overview

The PhD in Psychology program is designed to help you master psychology theory and practice, contribute original research and strengthen your ability to consult, teach or lead in diverse professional settings.

Capella University is accredited by the Higher Learning Commission

Accreditation and recognitions provide assurance that we meet standards for quality of faculty, curriculum, learner services and fiscal stability. See all our accreditations and recognitions .

Why Capella?

• Cost & savings
• Quality curriculum
• Student experience
• Flexibility

Reduce your tuition

Scholarships & grants.

Capella scholarships and federal grants are funds that you don’t have to pay back.

• Capella Progress Rewards – These rewards are not need-based and are simply our way to support your commitment to your education. Eligibility rules and exclusions apply. Connect with us for details.
• Student/Alumni Referral Scholarship – Capella students and alumni can refer eligible friends, family or colleagues to Capella to pursue a degree with a scholarship.

Previous experience

Get the credit you deserve. You may be able to save time and money on your Capella degree by transferring credits from an accredited university or getting credit for prior learning

*All transfer and Credit for Prior Learning credit must be completed prior to starting any program in the FlexPath format. Any professional certification or external courses taken concurrently with FlexPath enrollment cannot be recognized in the Capella degree program.

Military benefits

Military benefits may be available in select programs and learning formats for service members, veterans, their spouses and family members.

Employer benefits

Tuition discounts and scholarships are available for eligible employees of our partner organizations.

Program specializations

Various factors impact your time and cost to complete your degree, such as your program specialization. For more information, visit the PhD in Psychology specialization pages.

PhD in Psychology specializations

• General Psychology
• Developmental Psychology
• Educational Psychology
• Industrial/Organizational Psychology

Expert advisory board

The purpose of the Social and Behavioral Sciences Advisory Board is to provide a critical link between the strategic objectives of the school and the needs of external constituents through input, insight, feedback and consultation. Board members have backgrounds in the fields of applied behavior analysis, clinical psychology, clinical mental health counseling, general psychology, marriage and family therapy, school counseling and school psychology.

The advisory board will help ensure that Capella University provides:

• Innovative, student-centered education that is competency-based, rigorous, relevant and transformative
• Preparation to help graduates be change makers in behavioral health to meet the needs of a diverse, ever-evolving society

PhD in Psychology outcomes

The PhD in Psychology program provides students with advanced academic preparation with an emphasis on research and scholarship. Students pursue a specialization during which they engage in a competency-based, scholar-practitioner curriculum that can be applied in a range of fields, including psychology, behavioral health, education, business and public policy. Successful graduates of this degree program will be prepared to apply psychological principles within the field of psychology.

Distinguished faculty

Our faculty bring a wealth of professional experiences to the classroom, with practical insights that can help you bridge the gap between learning in the classroom and working in the real world. They teach the skills you need right now and share their understanding of what it’s really like to work in your chosen profession.

1 86% of doctoral alumni agree that the Capella faculty were well qualified and did a good job.

Alumni Outcomes Survey, 2022–2023 

PhD in Psychology services and resources

Education isn’t one-size-fits-all – that’s why support is available to you at every step. From choosing your program and starting classes, to coursework assistance and graduation, our support teams are here for you.

Academic support

• One-on-one enrollment and advising support
• Writing center, online library and tutoring services
• Expert faculty with real-world knowledge

Financing support

• Assistance with the financial aid process
• Scholarships, transfer credits and credit for prior learning

Career support

• Resume help, interview prep and employer database of job listings
• One-on-one career coaching
• Learner & Alumni Networking Platform to connect in your field

Personal support

• Disability services
• Student communities and peer-to-peer mentoring
• 24/7 tech support

“My enrollment counselor at Capella made the process very easy and educated me on how my practical experience can be blended with my academic pursuits to further my career.”

Xaulanda Simmonds-Emmanuel

PhD in Industrial/Organizational Psychology

Alumni Association

As a graduate, you’ll have a community of Capella students, alumni and faculty you can tap into for career advice and networking.

1 87% of doctoral alumni agree that Capella provided the flexibility they needed to pursue their degree.

Career development center.

Explore your career options, navigate your job search and move toward your goals with help from our Career Development Center . We offer a variety of resources, including one-on-one career coaching. Start planning early.

PhD or professional doctorate: which is best for you?

There are two kinds of doctoral degrees: PhDs and professional doctorates. Deciding which is right for you depends, in part, on how you want to use your education and the standards in your professional field. The kind of research that most interests you should also play a part in your decision. For either option, our GuidedPath learning format offers the flexibility to study when it works for you, with set deadlines to keep you focused and on track.

1 93% of alumni agree Capella provided the flexibility they needed to pursue their degrees.

Research focus: original or applied.

PhD students are expected to create, expand and contribute to knowledge, research and theory in their discipline. This kind of discovery is often called original research.

Professional doctorate students are expected to expand and apply existing knowledge and research to existing problems in their professional field. This is often referred to as applied research.

Final deliverable: dissertation or project?

PhD students summarize the findings of their research in a five-chapter paper called a dissertation. At completion, they must defend their work in front of a faculty committee. The dissertation is ultimately published and shared with other scholars in the field and the general public.

Professional doctorate students present their research in one of a variety of forms including projects, portfolios, journal articles or even dissertations. In some instances, students are required to defend their work in front of a faculty committee.

Frequently asked questions

How do i apply for the phd in psychology program.

Applicants to the PhD in Psychology program must provide the following information for admission:

• Admission application – no application fee required 
• A master’s degree from an institution accredited by an agency recognized by the U.S. Department of Education or from an internationally recognized institution
• Your official master’s transcripts, with a minimum grade point average of 3.0 or higher on a 4.0 scale
• A valid, government-issued form of photo identification

GRE and GMAT are not required for admission.

International applicants will be subject to additional admission requirements.

View full admission requirements for PhD in Psychology specializations: General Psychology , Developmental Psychology , Educational Psychology , Industrial/Organizational Psychology

International student requirements

If you completed your most recent academic coursework, degree or credential at an institution outside the United States, regardless of your citizenship or where you currently live, you are considered an international applicant.

In addition to the above admission requirements, you will need to submit these materials:

• Minimum score on acceptable test for proof of English proficiency
• Transcript evaluation

Learn more about international student admissions .

What is a PhD in Psychology?

The online PhD in Psychology from Capella is for experienced professionals who want to build on their expertise and expand their opportunities for making a difference in people’s lives. Choose from four specializations that can help you build skills and knowledge in a specific area of focus.

What will I learn in the PhD in Psychology program?

Our faculty and students collaboratively explore the way humans, organizations and systems work and work together to promote optimal functioning. Using Capella’s competency-based curriculum design, the faculty focuses on assessing students on the knowledge and skills needed to be successful in the field of psychology.

Is the PhD in Psychology degree online or in person?

The PhD in Psychology is offered online in the GuidedPath learning format.

Learn more about the student experience at Capella and explore what additional support resources we offer to help you find and succeed in your degree program.

Additional PhD in Psychology resources

Explore your path in the field of psychology

Find ways to gain the skills and knowledge needed to pursue a career in the field of psychology.

Helping Professions Guide

Explore paths and programs that leverage your unique interests to help build a better world.

Ready for the next step?

Learning online doesn’t mean going it alone. Help is here, from enrollment assistance and advisors to faculty and academic coaches. Plus, you’ll have a supportive community of students who are as passionate about their careers as you are about yours.

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Choosing a Program

Why apa accreditation should factor into your decision.

• Provides an educational and scientific foundation on which to build a career in psychology, providing service to the public.
• May help qualify you for employment opportunities in settings that require completion of an accredited program.
• Facilitates licensure in states that require candidates to either have a degree from an APA-accredited doctoral program.

FAQs about Choosing a Program

What does it mean when a program is not accredited.

Accreditation is a voluntary process, as programs choose whether and when to apply for initial accreditation. The Commission on Accreditation (CoA) has no basis for evaluating programs that have not applied. View the current list of applicant programs for initial accreditation.

When accreditation is denied or revoked, that means that the program has been deemed inconsistent with the Standards of Accreditation in Health Service Psychology (SoA). When the CoA denies or revokes accreditation, those programs are publicly listed as such .

What if I want to study psychology at the undergraduate or master’s level?

The APA Commission on Accreditation only accredits programs at the doctoral level. There are no APA-accredited bachelor’s or master’s programs.

If you have an interest in studying psychology at the undergraduate level, you may want to visit the website of the APA Office of Precollege and Undergraduate Education .

If you would like to obtain your master’s degree in psychology or would like general information on graduate school, please visit the websites of the APA Office of Graduate Education and Training and the American Psychological Association of Graduate Students .

Are programs outside the United States accredited?

Currently, the accrediting authority of the Commission on Accreditation (CoA) extends to programs in the United States and its territories.  The CoA currently accredits several programs in Puerto Rico. In order to be eligible for accreditation by the APA, doctoral programs must be sponsored by an institution of higher education accredited by a nationally recognized regional accrediting body in the United States.

As of Sept. 1, 2015 the APA CoA no longer accredits programs in Canada, in accordance with the revised agreement between the APA and the Canadian Psychological Association (CPA). Accreditation of programs in Canada are handled solely by the CPA. This agreement follows several years of discussion and surveys, a six-month period of public comment in 2004-2005, and approval by the APA Council of Representatives in 2007.

The CoA does not evaluate foreign degrees. Please contact the appropriate state licensing body for more information on this issue.

Will I have trouble getting a job or becoming licensed if I don't go to an accredited program?

This depends on your own career objectives and the law in the state(s) in which you wish to practice. In the United States, each state makes its own laws regarding the educational requirements for licensure of psychologists. If you wish to pursue licensure, it is important to know that some states require that students have a degree from an APA-accredited program. You should check with the licensing body in the state(s) in which you intend to practice (visit the Association of State and Provincial Psychology Boards website ).

In addition, some agencies of the federal government only hire graduates of APA-accredited programs. If you wish to work for such an agency, please contact them directly for further information on hiring requirements.

Which are the best psychology programs? How can I decide which psychology program to attend?

The Commission on Accreditation (CoA) accredits psychology programs; it does not provide qualitative information about programs, nor does it compare or "rank" them. The decision about what program is "best" is up to the individual student.

The CoA encourages students to look for a program that meets both their professional and personal goals. Ask practical questions such as: Does the program offer the type of training I want? Can I live here? Is it affordable? Is the institution too big/small? Does the program appear to have a faculty and staff with whom I can work? Talk to the faculty, students, and alumni about your questions, concerns and about your specific interests.

You can also ask programs about their outcomes, such as the types of jobs their graduates obtain. All APA-accredited programs are required to provide prospective students/trainees with data (See Implementing Regulations C-26 D, C-27 I, and C-23 P for details).

How can I verify which programs are accredited?

Complete listings are available on request from the Office of Program Consultation and Accreditation. In addition, a search tool that includes all current accredited programs is available online. This listing is for informational purposes only and should not be used for official credential review, as it does not include a full historical record.

This website also provides a current list of programs applying for initial accreditation in order to allow for third-party comment. Please contact programs directly to find out whether they have plans to apply for accreditation in the future.

Are there any accredited programs that are offered online?

At this time there are no APA-accredited programs available that ONLY use online methods of instruction. Some programs may offer courses online, or utilize some nontraditional/distance education methods, but the Commission on Accreditation (CoA) does not maintain information on the courses offered, the modality of such courses or which programs might be offering them. All accredited programs must meet all provisions of the Standards of Accreditation (SoA), regardless of the methods of instruction they may use.

When can I say I am a graduate of an accredited program?

The initial date of accreditation (for applicant programs that become accredited) will be the final day of the site visit preceding the CoA's final accreditation decision.

Students who are in the program on that date and subsequently complete the program are considered to be graduates of an accredited program, provided, of course, that the program maintains an accredited status through the date of the students' graduation. Accreditation is not retroactive.

Related Pages

Programs Applying for Initial Accreditation

Programs Seeking Intent to Apply Status

Programs Withdrawing from Accreditation

Office of Program Consultation and Accreditation

750 first st, ne  washington, dc 20002-4242 [email protected], telephone: (202) 336-5979  tdd/tty: (202) 336-6123  fax: (202) 336-5978 .

Doctor of Psychology in Clinical Psychology (PsyD)

Program overview.

Chestnut Hill College offers the Doctor of Psychology (Psy.D.) degree in clinical psychology with optional concentrations in Couple, Family, and Child Therapy or Psychological Assessment. Students who complete the requirements for a concentration will receive a Certificate of Concentration in addition to the diploma at graduation.

The Doctoral Program in Clinical Psychology prepares graduates to become professional psychologists with skills in psychotherapy, psychological assessment, supervision, and consultation. The Psy.D. program follows a practitioner-scholar model of training. Students are trained in clinical skills as they acquire a broad base of academic knowledge to permit them to evaluate and contribute to the scholarly literature in the field of clinical psychology. The curriculum is based on the list of competencies developed by the National Council for Schools and Programs of Professional Psychology (NCSPP) and provides the proper academic framework for the graduate to prepare for the licensing examination in Pennsylvania and throughout the United States. For most states, APA-accredited educational programs and APA-accredited internships meet the requirements for licensure. Links to individual state licensing boards are available at  https://www.apaservices.org/practice/ce/state/state-info .  The Association of State and Provincial Psychology Boards prepares an annually updated document of state-by-state requirements for initial licensure to assist psychology doctoral programs in meeting U.S. Department of Education-required Consumer Information Disclosures. This report can be viewed at:   https://cdn.ymaws.com/www.asppb.net/resource/resmgr/files/Consumer_Information_Disclos.pdf .

Theoretical Orientation

The theoretical orientation of the Department of Professional Psychology at Chestnut Hill College is a complementary blend of psychodynamic interpersonal and systems theories. Psychodynamic interpersonal theory serves as a method for understanding the personality formation and inner psychological world of the individual. The perspective of systems theory provides students with the understanding of the ways in which individuals, families, and communities influence one another.

Program Aims

• To prepare students to become competent practitioners of clinical psychology by facilitating the acquisition of knowledge and skills necessary for effective clinical practice.
• To foster respect for human diversity and to enable students to work effectively with individuals from diverse cultural backgrounds.
• To foster ethical thinking and behavior in professional work and appreciation of legal and quality assurance principles that have an impact on clinical practice.
• To facilitate the development of a scholarly attitude, respect for the value of empirical findings in guiding one’s clinical decision-making, the ability to be effective consumers of research literature, and the ability to utilize research principles to answer clinically relevant questions.
• To promote professionalism, self-awareness, and active involvement in the profession of psychology and advocacy efforts.

Each of these goals has specific objectives and competencies associated with it.   Complete list of the goals, objectives and competencies .

• Applicants with a  bachelor’s degree  from a regionally-accredited institution and at least 12 undergraduate credits (4 courses) in psychology. These applicants enter via the M.S./Psy.D. track and earn the M.S. in Clinical Psychology en route to the Psy.D. degree.
• Applicants with a  master’s degree  in clinical and/or counseling psychology, or a closely related field. These applicants may be eligible for admission directly to Year II of the Psy.D. program. For criteria for admission with Advanced Standing, see  Psy.D. Program: Admissions .
• The program will also accept a limited number of students transferring from other APA-accredited doctoral programs in clinical psychology. (See Doctoral Admissions for information relevant to these applicants.)

The Doctoral Program does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, age, religion, national origin, disability, relationship status, or on the basis of any other criteria that is inconsistent with state or local laws in the administration of its educational policies, admission policies, or financial aid.

Program Highlights

• Student Admissions, Outcomes, and Other Data PDF
• Accredited by the  American Psychological Association
• Requires  117 credits , including practica, internship, and dissertation. Students who enter with a bachelor’s degree must also complete an additional 18 credits in the first two years of the Psy.D. program.
• Students who enter at Year I receive the  M.S. in Clinical Psychology  en route to the doctoral degree in August of Year II.
• Qualified applicants with master’s degrees may apply to enter with  Advanced Standing  and may apply to transfer up to 24 credits.
• Psy.D. Program may be completed in six years for students who enter with bachelor’s degrees and five years for students who enter with Advanced Standing.
• Classes are scheduled on Tuesdays, Wednesdays, and Fridays  to enable students to complete practica.
• There are  nine core doctoral faculty , four associated faculty, and three contributing faculty members. Of the core faculty members, eight teach in the doctoral program, and one is the full-time Clinic Director who supervises students in practicum and internship.
• Psy.D. Program follows a  cohort model . Students who enter the program at the same time progress through the program as a cohort and take all of their classes together, thus facilitating cooperation, collaboration, and the development of personal bonds.
• Optional concentrations  available in Psychological Assessment or Couple and Family Psychology.
• Theoretical orientation  of the Psy.D. program is a complementary blend of psychodynamic interpersonal and systems theories. Within the Psychological Assessment Concentration, students may select the optional Neuropsychology focus.
• Lab courses enable students to practice clinical skills under supervision of program faculty.
• Chestnut Hill College Assessment and Psychotherapy Clinic  provides supervised field placements for students on practica.
• Chestnut Hill College Internship Consortium  provides local internship placements for qualified students. In 2020-21, the Consortium provided placement for ten students. The Consortium is an APA-Accredited internship site.
• Structured sequence of mentoring and advising is designed to enable the student to complete the dissertation in a step-by-step manner prior to internship.
• Assistantships  provide partial tuition remission and are available for a limited number of qualified students.
• Psy.D. Program Affiliation with the  Center for Concussion Education and Research .
• Practicums and Internships
• Commitment to Diversity

Chestnut Hill College Psychological Services Clinic

CHC-PSC is a community-based clinical psychology training clinic. CHC-PSC offers psychotherapy and psychological testing services in order to support the wellbeing and serve the emotional, social, and behavioral health needs of our community. We are committed to the provision of affordable, evidence-supported, culturally-sensitive, affirming, compassionate and effective psychotherapy and assessment services. Confidentiality is a cornerstone value in our profession and our practice.

All mental health services are performed by doctoral psychology practicum students, pre-doctoral interns, and post-doctoral fellows trained in Chestnut Hill College’s PsyD Program. Licensed clinical psychologists on the faculty of the Chestnut Hill College Department of Professional Psychology guide and supervise all clinical work. CHC-PSC does not have a psychiatrist on staff but can in most cases provide referrals as needed. Services are by appointment only and not provided on a walk-in or emergency basis.

Learn More about CHC-PSC

For more information about the Psy.D. program, use the contact information below:

Phone: 215-248-7077 E-mail:    [email protected]

All degree requirements, including course work, clinical placements, and dissertation must be completed within eight years for those who entered as Year 1 students and within seven years for those who entered as Year 2 students.

Download the course sequence for each term

Download the Graduate Catalog to view the Curriculum, Courses Offered, and other Requirements.

Aim 1. To prepare students to become competent practitioners of clinical psychology, by facilitating the acquisition of knowledge and skills necessary for effective clinical practice.

• Element 1.1.1.  Students will demonstrate knowledge of lifespan human development
• Element 1.1.2.  Students will demonstrate knowledge of biological, cognitive, affective, social, and cultural factors that affect human behavior
• Element 1.1.3.  Students will demonstrate competence in applying theories of personality and other relevant psychological theories to an understanding of human behavior
• Element 1.2.1 . Students will demonstrate knowledge of the theory underlying psychological measurement
• Element 1.2.2.  Students will demonstrate competence in administering, scoring, and interpreting intellectual and personality assessment instruments for adults, adolescents, and children
• Element 1.3.1.  Students will demonstrate competence in conducting assessment and diagnostic interviews
• Element 1.3.2.  Students will demonstrate competence in using DSM-5 in differential diagnosis .
• Element 1.4.1.  Students will demonstrate competence in conceptualizing cases from a coherent theoretical perspective, setting appropriate treatment goals, and designing appropriate methods to assist clients in achieving these goals.
• Element 1.4.2.  Students will demonstrate competence in individual psychotherapy
• Element 1.4.3.  Students will demonstrate competence in basic techniques for intervening with family systems
• Element 1.4.4.  Students will demonstrate familiarity with evidence-based treatments
• Element 1.4.5.  Students will demonstrate familiarity with the application of psychology in medical settings.
• Element 1.5.1.  Students will identify the critical components of effective supervision, how supervision differs from consultation, and ethical issues involved in supervision and consultation
• Element 1.5.2.  Students will identify the critical components of effective consultation, how consultation differs from supervision, and ethical issues involved in consultation.
• Element 1.6.1 . Students will demonstrate competence in oral communication and delivering presentations on professional issues
• Element 1.6.2.  Students will demonstrate competence in effective written communication

Aim 2. To foster respect for human diversity and to enable students to work effectively with individuals from diverse cultural backgrounds.

• Element 2.1.1 . Students will demonstrate familiarity with cultural and gender issues relevant to clinical practice
• Element 2.1.2.  Students will demonstrate respect for individual and cultural diversity
• Element 2.2.1.  Students will demonstrate competence in assessing and treating clients from diverse cultures

Aim 3. To foster ethical thinking and behavior in professional work and appreciation of legal and quality assurance principles which have an impact on clinical practice.

• Element 3.1.1.  Students will demonstrate competence in applying APA Ethical Standards and PA law
• Element 3.2.1.  Students will consistently engage in behavior that is in keeping with ethical and professional standards

Aim 4: To facilitate the development of a scholarly attitude, respect for the value of empirical findings in guiding one’s clinical decision-making, the ability to be effective consumers of research literature, and the ability to utilize research principles to answer clinically-relevant questions.

• Element 4.1.1.  Students will demonstrate basic knowledge of research design
• Element 4.1.2.  Students will demonstrate competence in interpreting and applying basic techniques of data analysis
• Element 4.1.3.  Students will demonstrate competence in searching, integrating, and critically evaluating the published literature
• Element 4.1.4.  Students will demonstrate the ability to design and carry out a scholarly project
• Element 4.2.1  Students will understand the relevance and value of empirical findings for evaluating the effectiveness of interventions

Aim 5: To promote professionalism, self-awareness, and active involvement in the profession of psychology and advocacy efforts.

• Element 5.1.1.  Students will demonstrate the capacity for working collaboratively with colleagues and other professionals
• Element 5.1.2 . Students will demonstrate conscientiousness in keeping appointments, meeting deadlines, and completing documentation requirements
• Element 5.2.1.  Students will demonstrate the capacity to utilize supervision effectively
• Element 5.2.2.  Students will demonstrate the capacity for self-evaluation and self-reflection
• Element 5.3.1.  Students will become familiar with the various roles of the professional psychologist.
• Element 5.3.2.  Students will demonstrate a commitment to the profession by participating in professional organizations, professional activities, and/or advocacy efforts.

The following is a partial listing of post-graduation employment sites (including post-doc positions), doctoral internship placements, practicum and clinical experience placements.

CHC Alumni Employment Sites

(Private/Group Practice) Albright College Beechwood NeuroRehab Bryn Mawr College Caron Treatment Centers Central Montgomery Behavioral Health Cherokee Health System Chestnut Hill College Child Study Institute Children’s Hospital of Philadelphia Cincinnati Children’s Hospital Devereux Foundation Franklin & Marshall College Georgian Court University Growth Opportunity Center Intercultural Family Services Juvenile Justice Center, Philadelphia Department of Human Services Larned State Hospital Merakey (formerly Northwestern Human Services) Mid-Atlantic Behavioral Health Monmouth University Neumann University Neuropsychological Rehabilitation Services Northern Children’s Services Penn Memory Center Pennsylvania State University Philmont Guidance Center Princeton University Renfrew Treatment Center Spectrum Behavioral Health St. Luke Institute Temple University Thomas Jefferson University Hospital U.S. Air Force U.S. Army U.S. Navy University of the Sciences Ursinus College VA Medical Centers Villanova University WES Health Systems West Chester University

Doctoral Internship Sites:

Ancora Psychiatric Hospital Beechwood NeuroRehab* CHC Psychological Services Clinic* Christiana Care Health System Coatesville VA Medical Center Connections Community Support Services, Inc.* Drexel University Federal Correctional Institute, Fort Worth Federal Medical Center, Lexington Friends Hospital Frostburg State University Georgia State University Growth Opportunity Center* Hamilton-Madison House, Inc. Henry Ford Health Sciences Center Holcomb Behavioral Health System Hudson Valley VA Health Care System Joseph J. Peters Child & Adolescent Treatment Center Loma Linda University School of Medicine Mid-Ohio Psychological Services, Inc. Mississippi State Hospital Nicklaus Children’s Hospital, Miami Northeast Treatment Centers* Pennsylvania Hospital Philadelphia VA Medical Center Reading Hospital Rider University Counseling Center* SPIN – Special People In Northeast* Stone Mountain Health Services Superior Court of the District of Columbia Temple University Counseling Center Tulane University School of Medicine University of Central Florida CAPS University of Houston Counseling Service University of Southern California VA New Jersey Health Care System Walter Reed National Military Medical Center Wellspan Philhaven Hospital Wichita Collaborative Psychology Wilford Hall Ambulatory Surgical Center, Lackland Airforce Base YCS Institute for Infant & Preschool Mental Health

*Member institution of the CHC Doctoral Internship Consortium

Practicum (Assessment/Clinical) and Clinical Experience Sites

Bancroft NeuroRehab Bensalem School DistrictCarbon Lehigh Intermediate Unit #21 Center for Growth Center for Neurological and Neurodevelopmental Health Central Montgomery Behavioral Health Chichester School District Child Guidance Resource Centers Children’s Hospital of Philadelphia Christiana Care Health System Clinical Neuropsychology Associates Colonial School District Cooper University Hospital Crozer Keystone Health System Devereux Children’s Behavioral Services Diversified Psychological Resources, P.C. Exton Behavioral Health & Rehabilitation Gateway Regional School District Graterford PA Department of Corrections Growing Tree Psychological Services Growth Opportunity Center Horsham Clinic Institute for Advanced Psychological Training Kessler Institute for Rehabilitation Lawrence Township Public School Lower Moreland Township School District Malvern Institute Willow Grove Merakey (formerly Northwestern Human Services) Mid-Atlantic Behavioral Health Neurodevelopmental Assessment and Consulting, LLC University of Pennsylvania Perelman School of Medicine, Neuropsychiatry Program Lifespan Neuropsychology Rehabilitation Services North Arlington Public Schools Odyssey Charter School Onward Behavioral Health Parkland School District Penndel Mental Health Center Pennsbury School District PMHCC, Inc. Behavioral Health Forensic Evaluation Center Preferred Behavioral Health Psychological Services Clinic of Chestnut Hill College Radnor Township School District Rider University Rose Tree Media School District Rutgers-Camden Student Health Services Specialized Counseling Associates Upper Moreland Township School District Vineland Counseling Services

Each student must complete a dissertation, which may consist of an original empirical research study, an extensive critical review and integration of the literature on a topic in the field, or a detailed clinical analysis of a series of cases representing a particular problem or diagnosis. The student must successfully defend the dissertation before a committee of faculty members.

The Dissertation Process.

• Statistical Applications (Year III). This course reviews the basic methods of statistical analysis for quantitative data and introduces the student to computer software used for data analysis.
• Dissertation Mentoring I, II, III. Starting with the summer semester of Year II, students begin a course sequence that is designed to assist them in determining a dissertation topic and developing the dissertation proposal.
• Dissertation Advising I: Proposal Development Phase I. Following the third semester of Dissertation Mentoring, students meet individually with the Dissertation Chair to complete a full draft of the formal dissertation proposal and related requirements.
• Dissertation Advising II: Proposal Development Phase II.  Following completion of the proposal draft and review by the Dissertation Committee, students meet individually with the Dissertation Chair to incorporate feedback from the Committee and to complete the formal dissertation proposal.
• Dissertation Advising III:  Proposal Development Phase III. Following completion of the proposal, students meet individually with the Dissertation Chair to complete and submit the IRB application and related requirements, and to secure IRB approval to conduct the dissertation research.
• Dissertation Advising: Continuation.  Students continue and complete the dissertation project under the guidance of the Dissertation Chair, in collaboration with committee members.

In the early stages of the dissertation process, the Year III students present their proposed topics in a poster session.

November 2019 Poster Session Videos

• All application materials are listed on the online application ( https://admissions.chc.edu/apply ). These include transcripts, three recommendations, a 5-page essay, CV or resume, and graduate syllabi if advanced standing is sought.  Graduates of CHC are not required to submit a CHC transcript.
• A printable version of the PsyD Recommendation Form may be emailed to  [email protected] if your references prefer to submit via email:  Psy.D. Recommendation Form .  Letters of recommendation should be from core faculty members and/or clinical supervisors who are familiar with the applicant’s skills and potential. At least one letter from a doctoral level instructor and/or core faculty member must pertain to the applicant’s academic performance and potential. At least one letter should pertain to the applicant’s clinical performance and/or potential. For applicants seeking advanced standing, one of the letters of recommendation must be an evaluation from a practicum supervisor or a supervisor at a work placement in a mental health setting.
• Official transcripts can be delivered to  [email protected] , or hard copies delivered to Doctor of Psychology Program, Chestnut Hill College, 9601 Germantown Avenue, Philadelphia, PA   19118.
• Applications for Year I admission (applicants with a bachelor’s level-degree) are considered on a rolling basis beginning mid-fall and continuing until the cohort is complete (usually mid-March). Applications for admission with Advanced Standing (applicants with a master’s level-degree in clinical/counseling psychology or a closely related field who completed foundational coursework) are due by January 15 in order to allow for syllabi review. The Early Consideration deadline for both Year I and Year II application is December 1.

Personal Essay

In an essay of approximately 1200 words (5 double-spaced pages), please address each of the following topics:

• What unique qualifications do you believe make you suited to a career in professional psychology?
• How does the Psy.D. Program at Chestnut Hill College fit with your professional goals? Please be as specific as possible. Discuss the match between your interests and those of the doctoral faculty (see  faculty biographies )
• One of the objectives of the Psy.D. Program is to foster “an understanding and appreciation of cultural factors relevant to the delivery of psychological services to a diverse client population.” Please discuss your background and interest in the topics of diversity and serving diverse populations, specifically addressing how you can contribute to the Psy.D. Program’s commitment to training students who will be competent to provide services to an increasingly diverse population of potential clients. (The Program adopts APA’s definition of “diversity,” which includes but is not limited to the following characteristics: age, disabilities, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socio-economic status.)

Essays will be evaluated both for content and for writing style.

Personal Interview

A personal interview with members of the faculty is required. Invitation to the personal interview is extended to selected applicants after review of the submitted materials. At the interview applicants will be required to disclose any past criminal history. In some cases an applicant may be required to undergo a criminal background check.

Transfer Credits

A catalog course description and syllabus are required for any course for which the applicant wishes to request transfer credits. These materials must be submitted with the application if the applicant wishes to be considered for admission directly to Year II. Syllabi and course descriptions are not necessary for graduate courses completed at Chestnut Hill College. See the policy on Transfer Credits (below) for more information.

Applicants currently enrolled in other doctoral programs:

The program will consider applications from those who currently attend or previously attended another doctoral program. In such cases, the applicant must submit a letter from the Chair of the program indicating that the student either is in good standing or left the program in good standing. A full application packet is required.

Eligibility to Apply to Year II with Advanced Standing

To be eligible to apply to enter the program in Year II with Advanced Standing, applicants must meet all of the following requirements:

Master’s degree in Clinical or Counseling Psychology or a closely related field.

• Completion of a supervised master’s level field placement lasting at least three semesters for a total of 700 hours.
• Three 3-credit graduate-level courses that cover theories and techniques of psychotherapy, all completed with a grade of B or higher. Course syllabi must be submitted with the application. These courses are considered pre-requisites for Year II doctoral courses and are not counted towards the credit requirements for the Psy.D. degree.
• One 3-credit graduate-level course in group therapy equivalent to PSYG 717 Group Therapy.
• One 3-credit graduate-level course in multicultural issues in psychotherapy equivalent to PSYG 716 Culture and Gender in Psychotherapy
• One 3-credit graduate-level course in Human Development equivalent to PSYG 704.
• Two 3-credit graduate courses in Couple and Family Therapy where a systemic focus is the treatment approach.
• One 3-credit graduate-level course in Psychopathology equivalent to PSYG 703.
• One 3-credit graduate-level course in Research Design equivalent to PSYG 712
• One 3-credit graduate-level course in Ethics that covers the ethical standards of the American Psychological Association and that is equivalent to PSYG 713

Applicants who do not meet all of the above criteria are not eligible for admission with Advanced Standing but may apply to enter at Year I.  Where applicable, consideration is given to admit applicants with advanced standing who may need no more than three courses prior to the start of the Year III course sequence.

Transfer Credit Policy

A catalog course description and syllabus is required for any course for which transfer credit is requested. Courses must be substantially similar in content and coverage to the corresponding course at Chestnut Hill College. Similarity is assessed by the faculty by comparing the syllabus to the syllabus of the course taught at Chestnut Hill College.

To be considered for transfer credit, the course grade must be “B” or above. Online courses will be considered on a case-by-case basis. Only three-credit graduate-level courses for which letter grades were assigned are eligible for transfer. Pass/Fail courses are not eligible for transfer. Courses must have been completed within seven (7) years of application to be eligible for transfer.

The program will accept up to 24 transfer credits for foundational and elective courses at the master’s level for students who are admitted to Year II and up to 12 transfer credits for students who are admitted to Year I. See the list below for courses eligible for transfer credit.

For the following courses, transfer credit will be granted only if the student passes the corresponding Competency Examination (80% exam grade):

• PSYG 703 Psychopathology  (exam requirement waived if course was completed with a grade of A or A-)
• PSYG 704 Development Across the Lifespan  (exam requirement waived if course was completed with a grade of A or A-)
• PSYG 712 Research Design and Methodology  (exam requirement waived if course was completed with a grade of A or A- . or   if the applicant completed a single course in Research Design with a grade of B or higher and also completed a master’s thesis.)
• PSYG 713 Legal and Ethical Issues in Psychotherapy  (exam requirement waived if course was completed with a grade of A or A-)

The following courses are eligible for transfer credit without competency examination:

• The Role of Culture and Gender in Counseling and Psychotherapy
• Group Therapy
• A Systemic Approach to the Problems of Adolescents
• Couple and Family Therapy (Systemic Focus)

The program will also consider transferring up to 18 credits for courses at the 800 level and above if (1) the course was taken in another APA-accredited doctoral program in clinical psychology and (2) the course was completed within seven years of enrollment at CHC. Transfer credit will not be given for internship. In order to transfer credits from practica, the applicant must submit a written evaluation by the practicum supervisor as well as a detailed accounting of the activities performed and the number of hours spent in each activity.  This material will be evaluated and a decision made by the Chair/ Director of Clinical Training and other members of the department.

Procedure for Evaluating Course Equivalence 

• Student submits a syllabus, catalog description, and official transcript showing the grade for the course for which transfer credit is requested. Course syllabi from the semester the courses were completed must be submitted with the application. Courses will not be considered for transfer if a syllabus is not provided.
• This information is reviewed by the Chair or a designated member of the department faculty who has experience in the area covered by the course.
• The faculty member compares the syllabus and catalog description to the syllabus and catalog description of the corresponding course at Chestnut Hill College. If there is “substantial similarity,” which is defined by coverage overlap of 80% or more, and if the official transcript grade was B or above, the course is eligible for transfer credit. If either one of these criteria is not met, the course is not eligible for transfer credit.
• If it is not clear if the criteria for “substantial similarity” are met, then the reviewer will request that the student submit additional information, such as copies of the course texts or other readings, or copies of graded assignments, tests, or papers. In some instances the student may be required to obtain a written statement from the instructor of the course that explains in detail how the required content was covered in the course.
• Transfer Credit Challenge Examinations are administered for grades of B or B+ on a case-by-case basis. These examinations are administered in May and June at a date to be announced. They are typically 2-3 hours in length. Applicants have one opportunity to pass each Competency Examination at at least 80%. Applicants who do not pass the Competency Examination on the first attempt will not be granted transfer credit for that course and must complete the course at Chestnut Hill College within their first year of enrollment.

See  Financial Services  or the  Graduate Catalog  for procedures to apply for financial aid.

Assistantships

The Psy.D. program awards a limited number of assistantships to qualified students. Assistantships are awarded based on need, student qualifications, previous achievement, and potential. There are several types of doctoral assistantships. Office and/or research assistantships are open to students at all levels. Teaching assistantships are open to students in Year II and beyond who have already earned master’s degrees.

Each assistantship covers tuition for one 3-credit course per semester and requires 120 work hours per semester.  Partial assistantships (6 hours per week of service in exchange for one-half the tuition of one course) may also be awarded. For continuing students, a minimum GPA of 3.75 is required to be awarded an assistantship. Incoming students are awarded assistantships based on admissions criteria and application materials. Assistantships are renewable; continuation is dependent on the successful completion of the first semester of the assistantship and maintenance of a GPA of 3.75. Office or research assistants work in a variety of offices throughout the campus, including the Department of Professional Psychology. Teaching assistants work with instructors in the undergraduate psychology classes. Most positions require all daytime hours. For information on applying for an assistantship, contact Monique Melmed (215- 753-3652);  [email protected] ).

Directed Teaching

Advanced (Year III and beyond) doctoral students are eligible to participate in Directed Teaching. These students teach an undergraduate or graduate course under the supervision of a faculty member in exchange for a stipend and one credit of Directed Teaching. An announcement regarding Directed Teaching opportunities and application procedures is posted on Blackboard during the semester preceding the semester in which the teaching would occur. Students are not eligible for Directed Teaching if concerns have been identified on a Global Review conducted within a year prior to the application for Directed Teaching.

Do you give credit for my master’s degree?

Yes.  The program may accept up to 24 transfer credits for foundational courses for students who are admitted to Year II. The program will accept a maximum of 12 transfer credits for foundational courses for students who are admitted to Year I.

Is your program APA accredited?

The Psy.D. Program in Clinical Psychology is accredited by the American Psychological Association (APA). For general information about APA accreditation or specific information on the accreditation status of Chestnut Hill College, please contact:

Office of Program Consultation and Accreditation (OPCA) American Psychological Association 750 First Street, NE Washington, DC 20002 Phone:  202.336.5979 Fax:  202.336.5978 E-mail:  [email protected]

Web:  http://www.apa.org/ed/accreditation

Will I be eligible for licensure when I complete the program?

Yes. Graduating with a Psy.D. from Chestnut Hill College qualifies the graduate to take the Examination for Professional Practice of Psychology (EPPP) for licensure as a psychologist.  Each state sets its own licensure requirements. Many states require post-doctoral supervised experience before granting approval to take the licensure exam. Licensing information specific to each state is available at  https://www.apaservices.org/practice/ce/state/state-info .

Can I begin your program in January or May? Can I take doctoral courses as a non-matriculating student?

No. All students begin in late August and only matriculated doctoral students may register for doctoral classes.

Can I design my own doctoral program?

You will have the option of choosing the generalist curriculum or a concentration in Couple and Family Therapy or Psychological Assessment and, of course, your dissertation is based on your own particular interests. Otherwise, you must stay with the doctoral schedule exactly as outlined.

What kind of a time commitment is required by this program?

Students entering the program with a bachelor’s degree should plan on a very rigorous full-time commitment for at least the first three years. This schedule is not compatible with a full-time work-load. Students entering with a master’s degree who have already completed all the foundational courses should plan on at least twenty-three hours of work per week during Year II of the program. Courses are scheduled between 12 noon and 10:00 p.m. on Tuesdays and Wednesdays. Year I and some Year II students will also have a course on Fridays in the fall and spring terms. Additional daytime hours are required for practicum and internship.  The doctoral program is very rigorous.

I have a master’s degree in a field completely unrelated to psychology. Can I apply directly to the doctoral program?

Yes. You may apply to the Psy.D. program and follow the M.S./Psy.D. track, similar to those entering with a bachelor’s degree, if you have completed at least 12 undergraduate or graduate credits in psychology, including General Psychology, Abnormal Psychology, Statistics, and one other psychology course. There are no exceptions to this minimum requirement. If you have not taken a sufficient number of psychology courses, you may apply to the  M.S. Program in Clinical and Counseling Psychology  and then apply to the Psy.D. program after you complete the master’s degree.

Corrie Jackson, Ph.D.

Chair, center for professional psychology associate professor of psychology.

• Program(s): Doctor of Psychology in Clinical Psychology (PsyD) , Clinical and Counseling Psychology
• 215-248-7068
• [email protected]

Devin Hussong, Psy.D.

Assistant professor of psychology.

• Program(s): Clinical and Counseling Psychology
• 215-248-7162
• [email protected]

Kevin McCarthy, Ph.D.

Associate professor of psychology executive director, center for concussion education and research.

• 215-248-7115
• [email protected]

Bindu Methikalam, Ph.D.

Director of clinical training for psyd program associate professor of psychology.

• Program(s): Clinical and Counseling Psychology , Doctor of Psychology in Clinical Psychology (PsyD)
• 215-248-7070
• [email protected]

Lindsay Phillips, Psy.D., ABPP

Associate professor of psychology.

• [email protected]

Cheryll Rothery, PsyD, ABPP

Professor of psychology.

• Program(s): Doctor of Psychology in Clinical Psychology (PsyD)
• 215-248-7023
• [email protected]

Scott Browning, Ph.D., ABPP

Professor emeritus of psychology.

• 215-248-7149
• [email protected]

Claudia García-Leeds, Ph.D.

Associate professor of psychology co-director of master's program in clinical and counseling psychology, main campus.

• 215-242-7747
• [email protected]

Jade Logan, Ph.D., ABPP

Assistant professor of psychology director, chestnut hill college doctoral internship consortium.

• 215-242-7702
• [email protected]

Joseph A. Micucci, Ph.D., ABPP

• [email protected]

Nicole Monteiro, Ph.D.

• 215-242-7767
• [email protected]

Rachel Saks, PsyD

• 215-248-7160
• [email protected]

Leslie Parkes Shralow, Ph.D.

Assistant professor of psychology co-director, master's program in clinical and counseling psychology, main campus.

• 215-248-7024
• [email protected]

Take the Next Step

School Psychology PhD Program of Study

Doctoral program course sequence.

Program Handbook (PDF)

Students in our APA-accredited PhD program complete a minimum of 117 graduate credits. Students who enter the program directly from the baccalaureate degree earn a master's of education (M.Ed.) in education en route to completing the doctoral program requirements. Students who enter the program with previously earned graduate credits may apply up to 12 of those credits toward the doctoral plan of study. Students are not required to retake courses that apply to the doctoral plan of study in school psychology; rather, courses and credits in excess of the 12 that are transferred in are waived from the doctoral plan of study and replacement courses are selected in areas mutually agreed upon by the student and advisor. In these instances, students often elect to take additional course work in areas of psychology and neuroscience, and measurement and statistics. Typically, students are awarded their PhD degree after 5 or 6 years of graduate work – 3 or 4 years of coursework (including practicum requirements), 1-year full-time doctoral internship, and dissertation work (which usually bridges the 4 years on campus and the year of internship).

**In addition to the courses listed above, students are required to take EDUC 687M (research credits) during any semester in which they participate in a research project (e.g. faculty research, dissertation support) or participate in regularly scheduled faculty research team meetings.

Accreditation

Questions about our APA-accreditation 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 apaacred [at] apa [dot] org (apaacred[at]apa[dot]org) www.apa.org/ed/accreditation

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Admission Steps

School psychology - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Priority deadline: December 2, 2024

Final submission deadline: June 16, 2025

International submission deadline: May 5, 2025

Priority deadline: Applications will be considered after the Priority deadline provided space is available.

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

Other Required Materials

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Two (2) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

Please upload a letter of application (limit 3 pages, double-spaced, 12-pt. font). In your letter: (a) discuss your future professional goals; (b) describe how the School Psychology program at the University of Denver, specifically, will contribute to and advance your goals; (c) discuss how your goals will advance diversity, equity, inclusion, and accessibility in school psychology; and (d) discuss your research interests and specific alignment with faculty who share similar interests.

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional requirements for this program:

Applicants may be contacted to schedule a virtual admissions interview.

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Financial Aid Information

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Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.

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You can apply to our graduate programs at https://apply.psychology.unt.edu .

The Department of Psychology holds only one Graduate admissions cycle each year. Applications will open on March 5th, 2024 and close on December 1, 2024 for the Fall 2025 semester. There are no Spring admissions.

We are hosting two virtual open house sessions for prospective applicants to our 3 PhD programs, see more details here !

Tips for Applying

Saving vs. Submitting: The save/submit button is only a save button until the application portal closes on December 1. You can still edit your application until the portal closes on the deadline. The information and documents attached to your application when the portal closes are what will be downloaded and reviewed as your application file.

Submitting Letters of Recommendation : If your recommenders are having trouble submitting their letters directly to the application portal, please have them email their letters to [email protected] .

GRE Scores: The Counseling Psychology PhD program required GRE scores for Fall 2024 admissions and Behavioral Science and Clinical Psychology did not require GRE scores. GRE requirements will be updated before the Fall 2025 admissions cycle.

Transcripts: Official transcripts should be sent to UNT's Toulouse Graduate Admissions office. Unofficial copies should also be uploaded to the department application for program faculty to review. For any questions about transcripts, please contact [email protected] .

TO BE CONSIDERED FOR ADMISSION, ALL APPPLICATIONS AND SUPPORTING DOCUMENTATION MUST BE RECEIVED BEFORE THE ADMISSIONS CYCLE END DATE.

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• Seattle Pacific University
• Graduate Programs​

Master of Art (MA) — Industrial-Organizational Psychology

2 years to complete

$852/per credit

STEM approved

• Schedule informational appointment

Upcoming deadline: Dec. 15, 2021

Next start: Sept. 2022

Application deadline: 1/15/2025

Become an industrial-organizational psychologist and change the world of work

This MA in Industrial-Organizational Psychology program gives you a strong theoretical foundation to meet real-world challenges, conduct research, and gain field-practicum experiences. As a scholar-leader, you will design and deliver interventions in this STEM-approved I-O psychology master’s program to develop leaders in the workplace.

Discover how you can make this graduate program in I-O Psychology fit with your professional goals.

MA program distinctives

The Master of Art in Industrial-Organizational Psychology program is designed with a focus on the science and rigor associated with quality degrees in this field along with an equal emphasis on the practice of industrial-organizational psychology. This program will prepare you to:

• Develop a strong theoretical foundation for meeting real-world challenges through program curriculum.
• Design and develop interventions, conduct research, and develop leaders through field-practicum experiences.
• Achieve  your individual vocational and professional goals when you tailor the program’s wide variety of electives .

The curriculum for this program has been structured according to the guidelines for graduate training in industrial-organizational psychology published by the Society for Industrial and Organizational Psychology (SIOP), a division of the American Psychological Association .

Master’s program

The MA is a 66-credit program (56 credits required, plus 10 elective credits) and is designed to be taken over a two-year/seven-quarter or three-year/11-quarter sequence.

As a full-time student, you will typically take eight credits a quarter (two classes) in the first year and eight to 11 credits in the second year. You may take any of the approved graduate courses to fulfill your elective requirements.

In your final year of the program, you will complete a final master’s project and portfolio as part of your coursework.

The SPU I-O program is committed to diversity, equity and inclusion; and equipping our students to become practitioners and researchers who will make a difference in organizations where they serve. Consequently, the SPU I-O faculty and staff stand with and affirm our LGBTQIA+ students, alumni, staff, and faculty, who are central and critical to our campus community. The SPU I-O Program is a place where we value every student for who they are and how they can use their gifts to live with compassion in the world.

Doctoral program

The doctoral program is a 168-unit program (134 credits of required coursework and 34 credits of electives) and is designed to be taken over four years/16 quarters, with an integrated research and dissertation sequence. As a full-time doctoral student, you will take 8–14 credits each quarter.

Outside of the required coursework, you may complete electives from a variety of disciplines (Marriage and Family Therapy, Clinical Psychology, Business Administration, Theology, and Education).

The doctoral program begins in autumn. You will complete a master’s level final project and portfolio in the second year and be awarded a master’s degree upon completion of the equivalent MA requirements.

By the summer of year three, as a doctoral student, you are working full time on your dissertation. The fourth year in the program includes full-time dissertation work and professional placement credits. View this sample four-year course sequence for the program.

Four pillars

The curriculum for the Industrial-Organizational Psychology master’s program satisfies the suggested areas of competence for graduates in industrial-organizational psychology, ensuring that you are fulfilling not only the expectations for master’s-level education, but also fulfilling the expectations of experts working in the field.

The four pillars of Seattle Pacific University’s Industrial-Organizational Psychology program:

• You gain the knowledge and skills to make evidence-based decisions in organizations, and learn to conduct, evaluate, and measure research. Knowledge of core theoretical models and their application is the foundation for our training.
• You learn to demonstrate awareness of self and others, as well as discernment, responsibility, and self-regulation. You’ll take responsibility for your own contributions, both good and bad. And you won’t just focus on your strengths, but also learn to offer and receive grace.
• You learn to apply research, self-knowledge, and character to real-time work with organizations. You gain the foundation to learn and lead at the next level, applying evidence-based theory and strategies to the change efforts of organizations you’ll serve.
• You learn to work with and present to real-world clients, even as you come to understand how your own strengths and weaknesses impact your ability to bring about individual, team, and organizational transformation.

Considering a PhD in Industrial-Organizational Psychology?

The doctoral program begins in autumn. Students accepted into that program will complete a master’s level final project and portfolio in the second year and be awarded a master’s degree upon completion of the equivalent MA requirements and as they continue with the additional two years for SPU’s  doctorate in Industrial-Organizational Psychology .

Helen Chung

Assistant Professor of Industrial-Organizational Psychology PhD, Seattle Pacific University

Joey​ Collins

Assistant Professor of Industrial-Organizational Psychology PsyD, Biola University

Jorge Lumbreras

Assistant Professor of Industrial-Organizational Psychology; Director of IOP Research PhD, University of Georgia

Paul​ R. Yost

Chair and Associate Professor of Industrial-Organizational Psychology; Director of IOP Applied Learning and Development PhD, University of Maryland

Adjunct Faculty

Deanna Haney-Loehlein

Industrial-Organizational Psychology; Adjunct Faculty PhD, Seattle Pacific University

Jessica Loving

Industrial-Organizational Psychology; Adjunct Faculty MA, Seattle Pacific University

Emily Pelosi

Kristen (Voetmann) Thornton

Norman Tonina

Industrial-Organizational Psychology; Adjunct Faculty MA, Antioch University Seattle

Will Stover

Industrial-Organizational Psychology Program Manager

2023–24 tuition and fees

Average 8–11 credits per quarter.

application fee; one-time matriculation fee

to complete

In addition to direct instructional costs, Seattle Pacific University’s Industrial-Organizational Psychology tuition covers academic and student support services. Other benefits include use of athletic facilities (e.g., gym, locker room, and fitness rooms), and the SPU Library.

Scholarships and financial aid

Scholarship and other financial aid is available to newly admitted and continuing students in the School of Psychology, Family, and Community. For more information, visit Graduate Students Resources in Student Financial Services.

Resources available to graduate students to offset costs may include:

• Student loans. Includes amounts that exceed tuition and provide for living expenses.
• Graduate research fellowships. Department and grant-funded research and administrative assistant positions are offered to a limited number of graduate students each year. Selection is based on established criteria within each graduate department.
• Graduate teaching assistantships. Department-funded teaching assistantships are offered to a limited number of graduate students each year. Selection is based on established criteria and course need within each graduate department.
• Department scholarship and awards. Selection is based on established criteria within each department. May not be distributed every year.

Student employment

For part-time student employment opportunities on or off campus, explore these options:

• Student Employment website
• Falcon Connect

Application

Applying to the Master of Art Industrial-Organizational Psychology Program

To be considered for admission into the Industrial-Organizational Psychology (MA) program, you must  apply online . Find the help you need with the admissions process from  Graduate Admissions . 

Admissions checklist requirements:

• Industrial-Organizational Psychology (MA) program

If you are an international student,  see below on this page and refer to  International Graduate Students information  about additional admission requirements, as well. 

Master’s degree admission requirements

For admission to this master’s degree program, the following are required:

• Online application and $50 processing fee
• The degree must be from a regionally accredited institution, with a minimum grade-point average of 3.0 in all undergraduate work.
• Completion of at least one business, math, or social science statistics course from a regionally accredited institution.
• Completion of at least two courses in psychology, from a regionally accredited institution. One course in business, political science, or sociology (completed at a regionally accredited institution) may be substituted for one of the two required psychology courses.
• Official transcript(s) from any college or university that granted you a degree or degrees, and from any institution attended since that time.
• We consider applications holistically, weighing academic preparedness, interpersonal skills, and research skills. If submitted, GRE scores will be considered as an additional item to all other application materials.
• The recommended overall GRE score is a 295 (or 950 on the older version of the test) on the verbal and quantitative sections.
• Demonstrating your writing and grammatical skills
• Addressing your career objectives, personal qualifications, experience, and other insights as deemed appropriate by you
• The rationale for seeking the degree and choosing to attend Seattle Pacific
• Three letters with (1) one from a person who has experienced you in a professional setting (i.e., a current or former employer); (2) one academic reference from a former professor or instructor; and (3) a personal recommendation (not a family member).

Admission process

The Admissions Committee of the Industrial-Organizational Psychology program will conduct a preliminary screening process.

• Finalists will be invited to come to campus for personal interviews.
• Admission to the master’s program depends upon recommendation by the I-O faculty and approval from the I-O chair.

The entire process is usually completed within twelve weeks after the final deadline date for applications.

Transfer of credit

If you have taken graduate coursework at a regionally accredited institution, you may be allowed to transfer up to 12 quarter credits.

You must provide applicable transcripts and/or syllabi. Each course must be at least three graduate quarter credits, equivalent to courses taught in the Organizational Psychology program at Seattle Pacific University and completed within seven years of admission. A minimum grade of “B” will be needed for transferred work. Any transfer-credit petitions should be submitted only after formal admission to the master’s program.

International students

In addition to the SPU general and the Industrial-Organizational Psychology program’s additional admission requirements listed above , international students must also submit:

• An official confidential affidavit of financial support covering the first year of intended enrollment. Without this document, SPU cannot issue an I-20 immigration form.
• Students holding undergraduate or graduate degrees from colleges, universities and/or seminaries located outside the U.S. are expected to have their transcripts evaluated by a professional credential agency. Such an evaluation is required before an application for admission to SPFC can be granted and before any graduate credits taken elsewhere can be applied to a SPFC degree.
• If you earned an undergraduate degree in a country other than the United States, or your degree is in progress, an official course-by-course credential evaluation must be submitted from a  NACES member-recognized credential service. Acceptable credential services include, but are not limited to,  World Education Services (WES) and  Foundation for International Services (FIS).
• In addition to the evaluation report, we also require official transcripts and diplomas to be submitted, in English. International applicants are responsible for all costs associated with this service.
•   English language proficiency: If you do not speak English as your first language, you must also submit scores on the Test of English as a Foreign Language (TOEFL). A minimum score of 600 on the TOEFL paper or 250 on the TOEFL-CBT, or 100 on the TOEFL-iBT is required. ACE scores will not be accepted.

Program videos

4 PROGRAM PILLARS

Practice, Research, Character, You

Career Opportunities

The Master of Arts (MA) in Industrial-Organizational Psychology program  seeks to develop scholars, professional practitioners, and leaders who will actively engage the community and businesses around them, improving organizations and developing people as part of their jobs.

Master’s degree graduates receive a theoretical foundation for addressing a broad range of behavioral issues in the workplace.

• They are professionals in the human resources, organizational development, and training fields.
• They are also organizational leaders who have earned a graduate education that relates directly to their practice as leaders.

What careers  can open up for you once you have your Master’s degree in Industrial-Organizational Psychology?

• Management analyst
• Human resources manager
• Research analyst
• Employee relations manager
• Instructional designer
• Project manager
• Behavior analyst
• Market researcher
• Technology consultant

Doctoral degree graduates become scholars possessing the necessary tools, theoretical knowledge, and analytical skills to launch their academic or consulting careers.

• They are practitioners managing change, applying scientific methodologies, and improving the organizations around them.
• And they are leaders guiding organizations, motivating and building teams, and developing future leaders.
• This degree prepares graduates to take on higher-level academic, consulting, and leadership positions.

Supporting the careers of our Industrial-Organizational Psychology students and alumni is a high priority for the School of Psychology, Family, and Community. We have a rich community of current students and graduates. Here are some of their stories:

Dr. Joey Collins’ Research Vertical Team recently researched, tested, and practiced Coach Motivation (CM) to present at SIOP 2020. Watch the 21-minute conference presentation from Dr. Collins .

From the Collins Research Vertical Team: Predicting Coaching Effectiveness for Managers as Coaches. See the video summary .

Relationships, Accountability, Development (R.A.D.) Managers: Managerial Coaching Behaviors and Work-related Attributes. See the video summary .

• Career planning. Using strategy tools such as scenario planning, doctoral students Lauren and Jamie worked alongside Dr. Paul Yost to create a career scenario planning document for I-O Psychology students and alumni. Students found themselves feeling hopeful at the end of the career scenario planning workshop.
• Leadership Matters. Dr. Joey Collins and his RVT (research vertical team) share posts regularly on their “Leadership Matters Blog.” Check out recent posts .
• Recent dissertation abstracts from I-O PhD students.

Learn more about the program.

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Main navigation, undergraduate major.

Psychology involves the scientific study of behavior and mental processes. Because of this focus, psychology is relevant to many other areas of study both inside and outside of the social and behavioral sciences. The Psychology program at USF’s St. Petersburg campus provides access to world-class faculty who study psychological issues across the lifespan, including infant-family mental health and co-parenting; severe behavior disorders; the impact of pediatric illness on psychosocial functioning during childhood and adolescence; parent-teen relationships; sexual and reproductive health among youth; depression; social perception and judgment; and cognitive functioning in older adults. 

DEGREE OPTIONS 

The College of Arts and Sciences offers a B.A. in Psychology, with individual concentrations in Advanced Research Experience in Psychology or Diversity on the St. Petersburg campus. 

View more information about options on the USF Tampa and Sarasota-Manatee campuses .

PSYCHOLOGY AT USF ST. Petersburg 

This bachelor of arts program offers students a well-rounded liberal arts and science education. The program provides excellent training for students who wish to pursue graduate work in such disciplines as clinical, cognitive, social, developmental, counseling, management, medicine, law and health sciences. The undergraduate major emphasizes the breadth of psychology, while allowing the student opportunities to select electives to pursue in depth research of a particular field. 

USF’s St. Petersburg campus is home to the Family Study Center and the following research labs: REACH Youth Center , Motivated Attention and Perception Lab , the iCARE Lab , the Parent-Adolescent Relationships Lab and the Social Judgment Lab. Motivated students are encouraged to participate in research conducted in these labs. 

Graduates have gone on to pursue additional graduate training and doctoral degrees in psychology, and have obtained positions at nonprofits and governmental agencies such as the Juvenile Welfare Board, Big Brothers Big Sisters and the Department of Health. 

REQUIREMENTS FOR THE MAJOR IN PSYCHOLOGY 

Always refer to the Undergraduate Catalog for degree requirements. Students will normally begin progress toward the major by taking at least one course from the major core, as these often serve as prerequisites for the electives. Students are urged to consult with the Psychology advisor to create the most beneficial set of courses. 

For questions about this program, contact an Academic Advisor .

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A&T Expands Graduate Degree Programs Amid Unprecedented Growth

By Hope Baptiste / 09/03/2024 Academic Affairs

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EAST GREENSBORO, N.C. (Sept. 3, 2024) – North Carolina Agricultural and Technical State University has added five new graduate degree programs to its curriculum — three of which gained approval in a single academic year. The university now offers nearly 50 graduate programs across nine colleges and two schools.

 The university welcome the first cohorts of students this fall to its M.S. and Ph.D. programs in criminal justice , as well as its Doctor of Nursing Practice (DNP) program. The doctoral program in criminal justice is the only one of its kind in North Carolina.

N.C. A&T is also launching a Ph.D. program in applied psychology, which is awaiting accreditation by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) , an institutional accreditor for quality assurance in higher education; and an M.S. in physician assistant studies, which is awaiting specialized accreditation. These programs hope to enroll students beginning Fall 2025.

“Data show that the greatest need for advanced-degree training is centered in healthcare and STEM-related fields,” said Clay Gloster Jr., Ph.D., P.E., vice provost for Graduate Research and dean of The Graduate College. “These new programs will help address those critical needs in the workforce and expand opportunities in law and criminal justice, as well.

“As the nation’s most affordable doctoral research university , A&T is making exceptional graduate education accessible and strengthening its position as a top research and doctorate producing institution."

Housed in the Department of Criminal Justice within A&T’s College of Arts, Humanities and Social Sciences , the criminal justice master’s and doctoral programs provide exceptional graduate education and training in criminal justice with four areas of specialization: investigative science, digital forensics, research methodology and social justice. The Ph.D. is the college’s first doctoral program.

The two programs emphasize an interdisciplinary approach to academics, research, professional development and leadership. The curriculum and training build on the department’s partnership with local and regional law enforcement agencies. The master’s program is available on campus and online, while the Ph.D. program is offered on campus only.

A&T’s School of Nursing , housed within the John R. and Kathy R. Hairston College of Health and Human Sciences, offers the entry option for the BSN, the traditional four-year BSN, the accelerated one-year BSN for graduates with a bachelor’s degree and the RN-BSN completion for registered nurses.

The new DNP prepares BSN and master trained nurses for advanced clinical practice and leadership. Delivered in a hybrid format, the DNP curriculum integrates emerging technology as well as health equity and social justice components to strategically address healthcare challenges. The overall goal is to increase minority students' representation in advanced nursing practice and leadership.

The program bridges workforce gaps in two critical areas: Psychiatry/Mental Health Nurse Practitioner (PMHNP) providers and Nursing Leadership. More importantly, the program equips future nursing leaders with emerging healthcare technology skills (e.g. telehealth, artificial intelligence, sensors and virtual reality) and competencies to address health equity and social justice.

 “North Carolina A&T’s longstanding commitment to academic excellence ensures future generations of practitioners, public servants and change-makers are well prepared to make positive, lasting impacts in our communities and beyond,” said Tonya Smith-Jackson, Ph.D., provost and executive vice chancellor for Academic Affairs. “These programs further bolster our place among the nation’s leading doctoral research universities and give our students the tools, training and support they need to learn, thrive and succeed.”

These new degree programs punctuate A&T’s phenomenal growth over the past decade. While final enrollment figures are not yet available,  the university has enrolled  more than 14,000 students for academic year 2024-25, eclipsing its enrollment of 13,885 for academic year 2023-24 . The university continues to invest in infrastructure, resources, support services and student success efforts to sustain and enhance its excellence as it grows.

Media Contact Information: [email protected]

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