princeton university clinical psychology phd

Health Professions Advising

Information session on applying to clinical/counseling psychology graduate programs: how to present a strong and competitive application.

Wednesday, April 12th | 12:15 to 1:15 | PSH 411

We will review and discuss:

• Application Timelines
• Finding the Right Programs
• Gaining Research Experiences
• Writing CVs and Personal Statements

View Flyer     RSVP to mspokas@

Introduction to Psychology

Professor/instructor.

The study of human nature from the viewpoint of psychological science. Topics range from the biological bases of human perception, thought and action to the social-psychological determinants of individual and group behavior. This course can be used to satisfy the science and technology with laboratory general education requirement. Two lectures, one laboratory.

Psychopathology

Survey of different types of psychological disorders and different models of explanation. Students will come to understand the conflicting viewpoints and treatment approaches that characterize the clinical field, and will understand what is presently known and unknown about psychopathology. Two lectures, one preceptorial.

The Brain: A User's Guide

A survey of brain and mind, emphasizing issues related to human behavior. Topics include: psychoactive drugs, aging and Alzheimer's disease, reengineering the brain, learning and memory, sleep-waking and biological rhythms, and major mental diseases. Two lectures, one preceptorial.

Foundations of Psychological Thought

An exploration of original texts in the history of ideas about the workings of the human mind starting in Antiquity and leading to the development of the empirical discipline of psychology in the 19th century and some of its modern trends. Subsequent developments, including the child study movement, are explored though 20th century writings, culminating with Sartre's philosophical psychology and sources in Eastern thought to put the Western trajectory in perspective. Two lectures, one preceptorial.

The Psychology of Moral Behavior

A survey of the psychological, situational, and cultural determinants of moral thought and action. Topics will include the development of moral reasoning abilities, moral education, the relation between morality and rationality, altruism, and moral transgressions. Precepts will examine methods used in the psychological study of moral behavior. Two lectures, one preceptorial.

Human Identity in the Age of Neuroscience and Information Technology

A central challenge for modern society is to construct individual and group identity in the face of technologies that come ever closer to understanding the mechanisms of thought and feeling. We live in a time when cognitive neuroscience is poised to trace the executive functions of the mind to the workings of the brain, and computer science is coming closer to replicating those functions. This course offers a multidisciplinary introduction to the scientific and social issues that underlie the potential cultural impact of advances in self-understanding. Faculty from a wide range of departments provide lectures. Two lectures, one preceptorial.

Language, Mind, and Brain

This course examines the complex mental and neurological processes that underlie linguistic knowledge and behavior. It will be concerned with the precise description and measurement of language activity, with its governing principles, and with available indices for the associated neural computations and their location in the brain. Seminar.

The Psychology and Philosophy of Rationality

The human capacity for rationality is fundamental; however there is ample evidence for irrationality in human affairs--including notions such as hysteria, addiction, lack of self-control, wishful thinking, and self-deception. This course considers both errors and achievements, providing an introduction to a wide array of topics, such as logic, probability, decision theory, relativism, and psychopathology. It provides a background for further study of subjects such as logic, philosophy of mind, cognitive psychology, cognitive science, the psychology of judgment and choice, and the psychology of thinking. One two-hour lecture, one preceptorial.

Quantitative Methods

Science searches for patterns in data. Quantitative methods are tools for finding and evaluating these patterns. This course introduces foundational concepts in quantitative methods, including data visualization and common statistical tests used in psychological research. Two lectures, one laboratory.

Social Psychology

This course examines the scientific study of the way ordinary people think about, feel, and behave in social situations and how they influence, and are influenced by, others around them. We will first examine how people think and feel about others and about themselves; then we explore how they induce others to conform, to comply, to obey, and occasionally to see the world differently. Later, we examine how groups influence individuals and how individuals influence groups, how members of different groups relate to one another, and the seeds of attraction, altruism, and aggression. Two lectures, one preceptorial.

Developmental Psychology

Babies, who look like helpless blobs, are capable of impressive feats of learning. 3-year-olds, who can't cross the street alone, know an astounding amount of information about their environments. We will focus on landmark studies that elucidate how children's biology, cognition, language, and social experiences interact to set the stage for what we do and who we are. Is the baby's world a 'blooming, buzzing confusion', or do babies enter the world prepared to make sense of their environments? How can we understand the collaboration between nature and nurture during development? Two lectures, one preceptorial.

Cognitive Psychology

The course will survey discoveries and progress made over the past 50 years of research, from classic experimental findings and fundamental theoretical principles to the cutting edge of research that lies increasingly at the interface of psychology with neuroscience (neural mechanisms underlying cognitive processes), computer science (artificial intelligence and machine learning), and mathematics (formal models of complex processes). Topics will include perception, attention, memory, decision making, reasoning, problem solving, language, and cognitive control. Two lectures, one laboratory.

Personality

A survey of major approaches to the study of personality, including psychodynamic, social learning, and trait-theory approaches. The focus will be on the assumptions made by each approach, relevant techniques for collecting and analyzing data, and theoretical and practical implications. Two lectures, one preceptorial.

Fundamentals of Neuroscience

This is a survey course in neurobiology which takes a mechanistic and reductionist perspective to cover important topics in the field, including the physiological basis of neural excitability, sensory and motor processing, learning and memory, and neuropsychiatric diseases.

Introduction to Cognitive Neuroscience

Cognitive neuroscience is a young and exciting field with many questions yet to be answered. This course surveys current knowledge about the neural basis of perception, cognition and action and will comprehensively cover topics such as high-level vision, attention, memory, language, decision making, as well as their typical and atypical development. Precepts will discuss the assigned research articles, pertaining to topics covered in class with an emphasis on developing critical reading skills of scientific literature. Two 90-minute lectures, one precept

Linguistics and Language Acquisition

What does it mean to know a language? Is it something we learn or something the brain "grows?" What aspects of language are innate? Is parents' speech important in language learning? An examination of the properties of child language through the lens of current linguistic theory. Two 90-minute classes.

Memory and Cognition

This course is an integrative treatment of memory in humans and animals. We explore working memory (our ability to actively maintain thoughts in the face of distraction), episodic memory (our ability to remember previously experienced events), and semantic memory (our ability to learn and remember the meanings of stimuli). In studying how the brain gives rise to different kinds of memory, we consider evidence from behavioral experiments, neuroscientific experiments (neuroimaging, electrophysiology, and lesion studies), and computational models. Two lectures, one preceptorial. Prerequisite: 255 or 259, or instructor's permission.

Educational Psychology

Principles of psychology relevant to the theory and practice of education. Through selected readings, discussion, and classroom observations, students study theories of development, learning, cognition (including literacy), and motivation, as well as individual and group differences in these areas; assessment; and the social psychology of the classroom. The course focuses on how learning by children and adolescents at the elementary, middle, and secondary school levels is influenced by their own characteristics and experiences and the various contexts in which they learn: family, school, community and culture. One three-hour seminar.

Psychology of Language

The cognitive processes underlying the use and understanding of language, and in learning to speak. Topics include speech production and perception, grammar and meaning, knowledge and words, and pragmatic aspects of language. Two lectures, one preceptorial.

Psychology of Thinking

The study of human problem solving, reasoning, and decision making. Phenomena of interest include thinking in everyday situations and contexts as well as in more specialized areas, such as logic, mathematics, and the sciences. Two lectures, one preceptorial. Prerequisite: 255 or instructor's permission.

Rationality and Human Reasoning

An examination of the fundamental theories of belief and decision, from both the normative and descriptive perspectives. Utility, logic, probability, and abduction will be considered, with additional topics drawn from computability theory and from collective choice. Two lectures, one preceptorial.

Interpersonal Perception

Considers how one infers the motives, dispositions, and abilities of other persons. Next examines how these inferential processes are used to draw inferences about oneself. Students will design an original experiment (with consultation). Two lectures, one preceptorial. Prerequisite: 252 or instructor's permission.

Research Methods in Social Psychology

An examination of the various methods by which social psychologists conduct research, including laboratory and field experiments, quasi-experiments, survey research, and naturalistic observation. Over the course of the semester, students will design and conduct social psychological research using these methods. Although valuable for all psychology majors, this course will be particularly useful for those who anticipate completing a senior thesis based on empirical research. Prerequisites: 251 or permission of instructor. One three-hour seminar.

Childhood Psychopathology

An examination of the major forms of childhood psychopathology. Causal roles played by individual factors, traumatic events, the family, school, and community as well as the prevention and treatment of childhood disorders will also be examined. One three-hour seminar. Prerequisites: 207 and 254. Offered in alternate years.

Psychotherapy Theories and Skills: Connecting the Clinic, Lab, and Everyday Life

This course will review key psychotherapeutic skills from dominant therapeutic modalities. We will learn about the theoretical and empirical backing for each skill and then practice applying them to achieve goals in our own lives. Students will gain knowledge of the science and practice of psychotherapy as well as concrete skills in applying therapeutic techniques in their own lives. Lecture and one preceptorial.

Department of Psychology

Administration & staff, administration.

Administrative Staff

Graduate School

Fields of Study

The Graduate School at Princeton University awards more than 300 advanced degrees annually across 45 departments and programs. Our degree programs are housed within four divisions: humanities, natural sciences, social sciences, and engineering. As part of the graduate experience, the University also offers certificates, interdepartmental programs, and established joint-degree offerings that cross disciplinary boundaries.  Learn more about our program offerings .

Princeton University Library

Dr. ufuoma c. abiola named inaugural executive head and associate university librarian for diversity, equity, and inclusion at princeton university library.

With Abiola’s expertise and leadership, Jarvis and the staff of PUL look forward to strategically supporting PUL’s DEI statement and North Star statements ; and to expanding and building on the PUL Racial Equity Action Plan, which includes numerous initiatives for fostering a culture of inclusiveness for both Library staff and Library users.

”While the Library has made some progress towards making our culture, services, and collections inclusive,” said Jarvis, “we have much more to accomplish. With Dr. Abiola’s counsel, I am confident that we will be able to evolve into a place–both digitally and physically–that welcomes all and represents diverse voices.”

Abiola most recently served as the inaugural Executive Director for DEI at Columbia Business School (CBS), where she provided school-wide strategic vision, leadership, and direction for all DEI initiatives involving students, faculty, staff, alumni, and the community at CBS. She is also an Adjunct Assistant Professor at the University of Pennsylvania (Penn) Graduate School of Education (GSE) and the Penn School of Arts and Sciences. Previously, she was the Senior Director for Academic Advising and Career Development at Parsons School of Design, The New School; and the Associate Director of Academic Affairs and Advising at The Wharton School, Penn.

“I am delighted to join the Princeton University community to strengthen and advance the diversity, equity, and inclusion initiatives at Princeton University Library. I look forward to bringing my expertise and collaborative and transformational leadership style to create meaningful partnerships with my colleagues that will positively impact DEI at PUL,” said Abiola.

As an award-winning scholar-practitioner, Abiola is a strong, proven DEI thought leader.  She is the recipient of the prestigious 2022 Penn GSE Educator of the Year Award. Her dissertation, which explores colorism and Black Ivy League undergraduates, won a 2019 NASPA - Student Affairs Administrators in Higher Education: Melvene D. Hardee Dissertation of the Year Award, and won a 2018 Dissertation of the Year Award from the American Association of Blacks in Higher Education (AABHE). Abiola’s research interests involve DEI, skin tone bias/colorism, college student affairs, and increasing underrepresented students’ persistence and success at higher education institutions. She has published numerous scholarly works, presented at many national conferences, and received multiple institutional and national awards.

Abiola completed an Ed.D. in Higher Education at Penn, where she also earned an M.S.Ed. in Higher Education along with the Certificate in College and University Teaching; Graduate Certificate in Gender, Sexuality, and Women's Studies; and the Graduate Certificate in Africana Studies. She also received an M.A. in Clinical Psychology with the Graduate Certificate in Clinical Child and Family Studies from Roosevelt University; and earned a B.A. in Psychology with a minor in African and African Diaspora Studies from Boston College.

Written by  Office of Library Communications

Media contact:  Barbara Valenza, Director of Library Communications

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Human Diversity Lab

Kristina Olson is a professor of psychology at Princeton University and the director of the Human Diversity Lab. She received her B.A. in Psychology and African and African-American Studies from Washington University in 2003 and her Ph.D. from Harvard University in 2008. Before joining the faculty of Princeton, she was a professor at Yale University and then the University of Washington. She studies early social cognitive development and directs the TransYouth Project. She was the recipient of the 2018 Alan T. Waterman Award from the National Science Foundation, the 2016 Janet Taylor Spence Award for Transformational Early Career Contributions from the Association for Psychological Science, was a 2018 MacArthur Fellow, and was awarded the 2015 Davida Teller Distinguished Faculty Mentor Award. Outside of the lab, Kristina enjoys making and eating delicious food and is a prolific reader.

View CV   |   [email protected]

Postdocs and Data Scientists

Rachel received her PhD in social psychology at NYU and, before that, earned her BA in psychology and gender studies from Northwestern University. In graduate school, Rachel studied the development of social categorization, with a focus on how children and adults represent gender categories. As a postdoctoral research fellow, Rachel is excited to examine the consequences of gender categorization in adolescence — and, specifically, the link between gender-linked socialization and mental health -- and adopt a more applied focus to her work. In addition to research, Rachel has a love of food, comedy, and long conversations.

Natalie received her B.A. in psychology from Barnard College and her Ph.D. in social psychology from Yale University. In graduate school, Natalie explored misgendering, appearance-related stereotypes, and psychological consequences of femininity threats. As a postdoctoral research associate, she is excited to continue conducting research on gender, bodies, and identity (in)validation by examining the effects of medical transition on body image and mental health in transgender adolescents. When she’s not working, Natalie enjoys solving crossword puzzles, spending time with loved ones, and crafting.

Natalie received her psychology B.A. from Georgetown University and completed her cognitive and social psychology Ph.D. at Northwestern University. In graduate school, she studied mental representations of social categories and social networks, with a particular focus on how lay theories influence social cognition. As a member of the HuDL at Princeton, she’s looking forward to continuing this work, including a developmental perspective and incorporating computational techniques. Outside of work, she enjoys hiking, woodworking, and travelling.

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Graduate Students

Chelsey is a Ph.D. student at Princeton University in social psychology and the joint degree program in social policy. Her research interests are in prejudice reduction, intergroup contact, reentry and recidivism, institutional signals of social norms, and field experimentation. Chelsey earned her B.S. in Psychology from Yale University in 2017, and she is a recipient of the National Science Foundation Graduate Research Fellowship (NSF-GRFP). In her free time, Chelsey likes playing tennis, watching horror films, and spending time with friends.

Born in China and raised in eastern Massachusetts, Stats previously studied psychology and violin at Oberlin College & Conservatory and the University of Washington, and has conducted research at Oberlin, Stanford, Harvard, and UW. At Princeton, they are a graduate student in psychology and social policy exploring the development, perceptions, and implications of gender diversity. Outside the lab, you might find them playing violin, exploring nature, or snacking voraciously.

[email protected]  |   statwood.co

Benny is a student working with Kristina Olson and Casey Lew-Williams at Princeton University. He previously served as a lab manager for Dr. Michael Frank in the Stanford Language and Cognition Lab. Benny is interested in children's social categories: how they vary, how they're learned, and how we should measure them. In his free time, Benny is a classical clarinet player and enjoys attempting to recreate his grandmother’s legendary cuisine.

View CV   |   [email protected]  

Aditi is a graduate student in the Human Diversity Lab. They earned their B.S. in Psychology at Yale in 2020, and previously worked as a lab manager for Dr. Liane Young at the Boston College Morality Lab. They are interested in the sociocultural factors that influence the development and expression of trans and non-binary people’s gender identities. In their free time, Aditi enjoys rock climbing, hiking, and watching campy TV shows.

Project Coordinator & Research Staff

Rachel Horton graduated from the University of Washington where she earned her B.S. in psychology. As a research coordinator Rachel assists in helping collect data and overseeing the projects going on in lab. In her free time, Rachel likes spending time with her family and going on camping trips.

[email protected]  

Grey graduated from Princeton University where they received their B.S. in psychology and a minor in creative writing. As a lab manager they help with participant recruitment, data collection, lab organization, and the management of undergraduate research assistants as well as other lab tasks. In their free time Grey enjoys live music, writing, hiking with friends, and cooking. 

[email protected]

Thesis Students

Our current thesis students include:

Akhila is a senior in the Psychology department with intended certificates in Neuroscience, Gender & Sexuality Studies, and Environmental Studies. On campus, Akhila works closely with the Carl A Fields Center as a coordinator for their mentorship program, Forbes College as a peer academic advisor, and the Seed Farm as a research assistant. Akhila hopes to work in adolescent medicine when she's older! Outside of school, Akhila loves reading, going to big bodies of water, and celebrating with friends!

Rhim is a senior majoring in psychology or neuroscience with a certificate in computer science. In the lab, Rhim is a research assistant that helps build and run experiments. Outside of the lab and academics, Rhim loves making art, reading comics, and tech theater. She can often be seen across campus with her headphones on constantly listening to music/podcasts/audiobooks.

Zoë is a junior at Princeton University pursuing an intended concentration in psychology. She is an Outdoor Action leader and volunteer at Contact Princeton. She enjoys going for hikes, doing theater, and knitting. 

Haley is a junior in the Psychology Department, planning on getting a certificate in Gender & Sexuality Studies. She is interested in the roles that gender and sexuality play in the ways we perceive and interact with the world. Additionally, she is interested in evaluating the gender dynamics within the LGBT community and the way queer identities intersect with feminism. She is a member of the Princeton Pride Alliance, the Princeton Psychology Society, and the Scholars Institute Fellows Program. In her free time, she enjoys reading, watching cheesy rom-coms, and knitting. 

Sara is a junior concentrating in psychology on the pre-medical track. Her research interests relate to how state legislation and healthcare access affect the mental health of transgender youth. On campus, Sara is a coxswain for the Princeton Women's Openweight Rowing Team, a member of the Varsity Student Athlete Advisory Committee (VSAAC), and a Barista for the Princeton Coffee Club.

Siniru is a junior in the psychology department. She is interested in researching how race, ethnicity, SES, etc. affects LGBTQ+ children/adolescents' social interactions and social identity. On campus,she is on Princeton's Women's Track and Field team where she throws shot put and discus. She also works as a student building supervisor for Dillon Gym/Campus Rec. She likes reading manga, watching anime, and spending quality time with friends. 

Research Assistants

We are fortunate to have an amazing team of undergraduate research assistants.

Our current Princeton University research assistants include:

Ben is a rising senior at Princeton studying philosophy and cognitive science. He is interested in topics in the philosophies of mind, language, and artificial intelligence. The relationships among concepts of ‘rationality,’ perception, and embodiment are also of interest. Ben hopes to attend medical school after graduating, and he is very excited to join the Human Diversity Lab for the summer of 2023. Outside of school, Ben enjoys biking, writing, cooking (more accurately, eating), and playing cards.

Mya is a freshman intent on studying Public and International Affairs, History and the Practice of Diplomacy and Gender and Sexuality Studies at Princeton University. She is fascinated by bias in both our systems of logic and justice as well as by the interactions between public policy and sociocultural norms, particularly as they pertain to the intersection of discriminatory violence, sexuality, social justice, and the law. She writes for the Princeton Legal Journal and The Daily Princetonian and is a competitive debater and judge on Princeton’s intercollegiate debate team. On campus, she is a member of Princeton’s Lightweight Women’s Rowing Team, and in her free time, you will find her composing documentary poetry or love poems.

Riley is a rising junior studying Psychology, with a minor in Humanistic Studies and an intended certificate in Cognitive Science. She is interested in how we can utilize social psychology to create policy and legal changes, and how social factors can influence and inform situations. She is a competitive member for the Princeton Mock Trial Team, the Princeton Women's Club Soccer Team, and she also writes for the Princeton Legal Journal. In her free time, Riley loves to read, journal, and run. 

RC is a rising junior majoring in Comparative Literature with minors in Translation and Global Health Policy. He is interested in the psychology of language, particularly among individuals with neurodevelopmental or neurodegenerative disorders, and he hopes to attend medical school following graduation. On campus, RC is a member of The Daily Princetonian and Princeton’s National Alzheimer’s Buddies chapter; he also dances with KoKo Pops and BodyHype. In his free time, you will likely find him at one of the many dance studios across campus or at East Pyne Library reading or writing poetry.

Here is a list of our former grad students and postdocs and where they are now:

• Alex Shaw  (former grad student, now faculty at University of Chicago)
• Alia Martin  (former grad student, now faculty at Victoria University of Wellington)
• Kristi Leimgruber  (former grad student, now a behavioral scientist at BetterUp)
• Vivian Li (former grad student, now at Procter & Gamble)
• Anna Newheiser Reiman  (former postdoc, now faculty at SUNY-Albany)
• Sara Haga (former grad student/postdoc, now post doc at University of Lisbon)
• Allison Skinner  (former post doc, now on faculty at University of Georgia )
• James Rae  (former grad student, now a researcher at Apple)
• Arianne Eason  (former grad student,  now faculty at UC-Berkeley)
• Anne A. Fast  (former grad student, now faculty at Western Washington University)
• Elizabeth Enright (former grad student, now a researcher at Bold Insight)
• Selin Gülgöz  (former post doc, now on faculty at the Fordham University)
• Eric Gomez (former graduate student, UX Researcher at Google)
• Jen Rubin  (former post doc, now Researcher at Foundry 10)
• Tabea Hässler  (former visiting post doc, now senior researcher at the University of Zurich)
• Léïla Eisner (former visiting graduate student)
• Dominic Gibson (former post doc, now Researcher at Foundry 10)
• Adriana Germano (former grad student, now faculty at Yale University)
• Lily Durwood (former grad student, now a clinical instructor at NYU School of Medicine)
• Jessica Glazier (former grad student, now post doc at Northeastern University)
• Bryn Bandt-Law (former collaborating graduate student, pursuing PhD at the University of Washington)
• Ashley Jordan (former post-doc, now an assistant professor at University of Wisconsin - Madison) 

Former Research Assistants in the Field

These students include:

• Adam Hoffman (current faculty at Cornell University)
• Hannah Schacter (current faculty at Wayne State University)
• Allycen Kurup (Purdue, Psychological Sciences)
• Arianne Eason (assistant professor at UC-Berkeley)
• Zoe Liberman (current faculty at University of California – Santa Barbara, Developmental Psychology)
• Christian Hoyos (University of Chicago, Cognitive Psychology)
• Kelly Reina (Arizona State University, Evolutionary Anthropology)
• Brian Spitzer (NYU, Developmental Psychology)
• Chonghui “Gabriella” Ji (University of Montana, Clinical Psychology)
• Zuoyu “Zoey” Lu (Pennsylvania State University, Human Development and Family Studies)
• Vanessa Calderon  (USC, Clinical Science)
• Deja Edwards (Emory University, Masters in public health)
• Kayla Lewis (Marquette University, PhD student)
• Nandana Rao (University of Washington, Institute for Public Health Genetics, PhD student)
• Daniel Alonso (Fordham University, PhD student)

[*if you are a lab alumnus and should be listed here, email Kristina*]

PhD in Clinical Psychology

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Connie Veazey, PhD

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].

School of Psychology News

The latest news, announcements, and special events from Fielding’s School of Psychology.

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 |

Fielding University Press’ Struggling with Infertility Explores Devasting Effects of Infertility

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

AWC-SB Honors Four Leaders in Education at Fielding Graduate University Sponsored Women of Achievement 2024 Awards Luncheon

By Fielding News | 2024-05-09T08:50:53-07:00 May 9th, 2024 |

Why Choose Fielding for Your Psychology Degree?

A conventional APA-accredited doctoral program delivered in an unconventional way

Join Over 7,500 Fielding Alumni Located Around The World!

Change the world. Start with yours.™

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Phone: 1-800-340-1099 Admissions: 805-898-4026

Email: [email protected]

Web: Fielding.edu/apply-now

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Clinical Psychology Programs

• Clinical Psychology Accreditation

UTulsa’s Clinical psychology graduate programs equip aspiring psychologists with the knowledge and skills necessary to tackle complex clinical problems.

Offering master’s and doctoral degrees, UTulsa’s Clinical Psychology Department trains students to do exactly what psychologists in modern society do: ethically apply knowledge of psychology along with skills to handle challenging clinical cases. Formal coursework covers core areas such as psychology, research methods, personality, psychopathology, principles of psychological assessment and intervention, and professional issues in clinical psychology. The program is based upon the scientist-practitioner model: Psychological practice is the application of the theory, methods, and results of scientific psychology to clinical problems.

TOP 100 PRIVATE RESEARCH INSTITUTION

5:1 student-faculty ratio, 30+ years fully accredited, 90% graduate placement rates.

UTulsa promotes breadth over narrowness in developing students’ knowledge of the science of psychology Joanne Davis, Ph.D. Graduate Adviser

Professional Opportunities

• Students gain experience through practicums in UTulsa’s behavioral health community health centers, prisons, hospitals, and private practice groups.
• Job opportunities include roles in agencies, organizations, health care, consulting, and academia. Alumni employers include Stanford University, Harvard University, U.S. Army, Cedars-Sinai, and many others.

Funding Opportunities

Graduate assistantships covering tuition and a monthly stipend are available. The following fellowships are also available:

• The Ben Graf Henneke Graduate Research Fellowship — full tuition, a monthly stipend, and funded study abroad opportunities for master’s students
• The Dissertation Completion Fellowship, Foster Brooks Parriott Fellowship, Summer Fellowships, and Graduate Assistantships, and Merit Based Scholarship — up to 21 hours of tuition and a monthly stipend for doctoral students in their final year

Admission Information

• Must hold a baccalaureate degree from an accredited university
• Strong GRE general test scores required
• Minimum TOEFL, IELTS, Duolingo, or PET scores are required for international students
• Applications are due Dec. 1.

Faculty recruiting

Perinatal Psychobiology Laboratory

INSPIRE Lab

Trauma Research Assessment Prevention & Treatment

Joanne Davis, Ph.D.,  is looking for students who are interested in the experience of trauma and treatment of PTSD, insomnia, and nightmares Davis’ lab also studies the prevalence, impact, and prevention of interpersonal violence in general and within the LGBTQIA+ population. Competitive applicants will have some background knowledge and research experience in trauma studies. Students from various underrepresented backgrounds are encouraged to apply.

Treatment and Assessment Center for Traumatic Stress

Elena Newman, Ph.D., is searching for students interested in Journalism and Trauma.  Competitive applicants will have experience in research (abstracts, papers presented at national meetings, publications), have excellent writing skills, and a strong background working with data. Students from various underrepresented backgrounds are encouraged to apply.

Nicki Aubuchon-Endsley, Ph.D., LP, is interviewing students for the 2024-25 incoming cohort. Competitive applicants should have research experience with some exposure to clinical, health, or developmental psychology research preferred, as well as experience working with women and/or infants. Applicants should also have strong writing, statistical, and interpersonal/communication skills. Ideally, candidates will also have experience directly working with data, presenting posters and/or papers at conferences, or authorship or co-authorship on publications. Students from underrepresented backgrounds are encouraged to apply.

The Integrative Psychopathology and Personality Research (INSPIRE) Lab

Takakuni Suzuki, Ph.D., is planning to review applications for the Fall 2025 incoming class. His research broadly investigates the transdiagnostic dimensional nature of psychopathology and individual differences, with emphases in personality disorders and schizophrenia-spectrum disorders. His research utilizes a multi-method approach (e.g., questionnaires, electroencephalogram, and ecological momentary assessment) and advanced statistical analyses (e.g., factor analyses, structural equation modeling, item-response theory, Bayesian analyses). Competitive applicants will have strong written and verbal communication skills; neuroscience and/or clinical research experience; and/or statistical analyses and programming skills. Applicants from underrepresented backgrounds are encouraged to apply.

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Undergraduate Announcement 2024 - 2025

Cognitive science, general information, program offerings:, program offerings.

Cognitive Science is the interdisciplinary study of the mind, brain and intelligent systems, drawing predominantly on research from psychology, philosophy, computer science, linguistics, neuroscience and anthropology. The interdisciplinary character of cognitive science is reflected in its reliance on many levels of analysis and its employment of a variety of methodologies appropriate to each level. The goal of cognitive science is to integrate the insights from multiple disciplines and modes of research into a unified scientific account of minds — be they human or non-human, natural or artificial — and their place in nature and society.

Research in cognitive science includes, but is not limited to, work on perception, learning, reasoning, concepts, language, development, memory, consciousness and decision-making, all through an interdisciplinary lens. For instance, drawing upon psychology, philosophy, computer science and neuroscience, one ambition of cognitive science is to understand just how mental computations are realized in the brain, and how such neural realizations can ground the conscious, deliberate activity of thought and decision-making. Another interdisciplinary ambition is to investigate just how far mental processes of reasoning and language can be duplicated in complex computational structures that could be instantiated in machines. These are two examples among many — the field of cognitive science is dynamic and expanding, making it an ideal home for inquisitive minds that want to understand themselves and the other cognitive systems around them, be they human, non-human animal, or machine. The minor is open to undergraduates concentrating in any department.  

Goals for Student Learning

Students who complete the program are expected to achieve the following learning goals: develop an ability to recognize and apply cognitive science concepts and methodologies across diverse kinds of minds and across levels of analysis; develop an ability to evaluate evidence and arguments regarding claims about diverse kinds of minds, including minds in social, cultural and technological contexts.

Admission to the Program

The program is open to undergraduates majoring in any department. Students should meet with the director or program manager, usually during sophomore year, to apply to the program and plan a course of study. Applicants will be accepted based on interest and a coherent, tentative academic plan.

Program of Study

Students are required to take five courses in cognitive science, at least three of which must be at the 300 level or above. At least one of the five courses must be from the following list of required CogSci Minor Courses (students should consult the Program in Cognitive Science website for the most up-to-date list):

PHI 207 Introduction to Philosophy of Cognitive Science (also CGS 207) 

PHI 322 Philosophy of the Cognitive Sciences (also CGS 322)

PSY 254 Developmental Psychology (also CGS 254) 

PSY 255 Cognitive Psychology (also CGS 255)

PSY 306 Memory and Cognition (also NEU 306) 

PSY 309 Psychology of Language (also LIN 309) 

PSY 315 Cognitive Science of Human Values

PSY 333 Unlocking the Science of Human Nature (also CHV 300)

PSY 360 Computational Models of Cognition (also COS 360) 

PSY 454 Probabilistic Model of Cognition

MUS 248 Music Cognition (also PSY 248)

The other four courses may be drawn from the list of required minor courses or from other academic units, provided that they meet the following requirements:

• Courses must be taken in at least three different academic units (this refers to a course's primary course listing, not to additional cross-listings);
• At most, students may count one course with the same primary course listing as their major, and at most two courses may be counted toward the minor that are also counted toward the student's major. 

The Program in Cognitive Science sponsors a lunchtime talk series with speakers from the Princeton cognitive science community, as well as from outside Princeton. Students are strongly encouraged to attend these talks. The program also offers funding opportunities to support students interested in pursuing research in cognitive science. Information about these opportunities is available on the website for the Program in Cognitive Science.

• Tania Lombrozo

Executive Committee

• Adam N. Elga, Philosophy
• Adele E. Goldberg, Psychology
• Sarah-Jane Leslie, Philosophy
• Casey Lew-Williams, Psychology
• Tania Lombrozo, Psychology
• Elizabeth H. Margulis, Music
• Karthik Narasimhan, Computer Science
• Kenneth A. Norman, Psychology

Associated Faculty

• Parastoo Abtahi, Computer Science
• Sanjeev Arora, Computer Science
• Lara M. Buchak, Philosophy
• Danqi Chen, Computer Science
• Jonathan D. Cohen, Psychology
• Alin I. Coman, Psychology
• Molly J. Crockett, Psychology
• Nathaniel D. Daw, Princeton Neuroscience Inst
• Benjamin Eysenbach, Computer Science
• Agustin Fuentes, Anthropology
• Elizabeth Gould, Psychology
• Tom Griffiths, Psychology
• Elizabeth Harman, Philosophy
• Uri Hasson, Psychology
• Grace E. Helton, Philosophy
• Mark Johnston, Philosophy
• Sanjeev R. Kulkarni, Dean of the Faculty
• Andrés Monroy-Hernández, Computer Science
• Yael Niv, Psychology
• Kristina R. Olson, Psychology
• Elizabeth L. Paluck, Psychology
• Gideon A. Rosen, Philosophy
• Carolyn M. Rouse, Anthropology
• Olga Russakovsky, Computer Science
• Beth Semel, Anthropology
• Eldar Shafir, Psychology
• Stacey A. Sinclair, Psychology
• Una Stojnic, Philosophy
• Diana I. Tamir, Psychology
• Natalia Vélez, Psychology
• Samuel S. Wang, Princeton Neuroscience Inst

Sits with Committee

• Christiane D. Fellbaum
• Victoria McGeer

For a full list of faculty members and fellows please visit the department or program website.

LIN 201 - Introduction to Language and Linguistics (also CGS 205) Fall/Spring EC

Phi 315 - philosophy of mind (also cgs 315/chv 315) spring ec, phi 322 - philosophy of the cognitive sciences (also cgs 322) not offered this year ec, phi 352 - philosophy of bias: psychology, epistemology, and ethics of stereotypes (also cgs 352) spring ec, psy 254 - developmental psychology (also cgs 254) fall ec, psy 255 - cognitive psychology (also cgs 255) spring sen.