jd and phd in clinical psychology

• JD/PhD Psychology

The JD/PhD Program is an in-depth, cross disciplinary path designed to expose lawyers and psychologists to the growing number of issues that involve both fields, such as competence, mental illness, and incapacity, and the field of behavioral law and economics.

• Degree Requirements
• JD/MBA (4 Year)
• JD/MBE Bioethics
• JD/MSSP Social Policy
• JD/MS Nonprofit Leadership
• JD/MSEd Education Policy
• JD/MSEd Higher Education
• JD/MA or MS Criminology
• JD/MD Doctor of Medicine
• JD/MSE Engineering
• JD/MCP City & Regional Planning
• JD/MPH Master of Public Health
• JD/AM Islamic Studies
• JD/PhD Legal Studies and Business Ethics
• JD/MA and JD/PhD Philosophy
• JD/PhD Anthropology
• JD/PhD Communications
• Certificates
• Legal Practice Skills
• Clinics & Externships
• Academic Support Program
• International Affairs
• Future of the Profession Initiative
• Legal Education Programs
• Executive Education
• Academic Calendar
• Learning Outcomes
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Program Course Overview

Financial aid.

Once admitted to both programs independently, students will be able to seek each school’s relevant financial support. Students can pay for Law School with standard methods like assets, loans, and need-based financial assistance (if qualified). The PhD program may provide tuition, fees, stipends, and health insurance support according to the Department’s requirements.

How to Apply

Students should apply contemporaneously for admission to both the Department of Psychology and the Law School, noting on both that they have applied to the other. There may be a rare case when a student who has been accepted into the PhD program may, in the first year of that course of study, apply for admission to the Law School and to the Dual Degree Program.

For more information, admitted or current JD students should contact Amanda S. Aronoff. Applicants or prospective applicants to the Law School should contact [email protected] .

Interested in other Phd joint degrees?

JD/Phd American Legal History

JD/PhD Philosophy

Law and Psychology

Jd/phd — law and psychology.

There are nearly as many intersections between law and psychology as there are areas of policy regulation. Conflict resolution and negotiation; judgment and decision-making capacity; prejudice and stereotyping; criminal responsibility; competency; assessment of evidence, including the reliability of eyewitnesses, and lie detection; hedonics; developmental psychology and educational policy; addiction and drug policy—these are just a few of the frontiers open to scholars and practitioners educated in both law and psychology.

Stanford has a rich tradition of collaboration between its psychology department and law school, with faculty members co-authoring publications, and students working together and enrolling in interdisciplinary programs. Stanford’s psychology department has long been considered the strongest in the nation, with an atypical breadth of scholarly strength that supports a wide range of student interests. Stanford is also one of the nation’s leading centers for neuroscience research , bringing together biologists, psychologists, social scientists, and policymaker-lawyers to deepen our understanding of the brain.

Students pursuing a JD/PhD in law and psychology generally go on to academic careers in law schools, psychology departments, policy jobs, and think tanks. However, issues pursued through this joint degree program are also highly relevant to legal practice. Every day, litigators and negotiators make strategic decisions based on accounts of human decision-making. Those who regulate markets make decisions based on accounts of how people process distinct sorts of information. Those who work with medical ethicists make judgments that depend on assumptions about competency or the nature of pain.

Special Requirements

Students must have completed a year of law school before entering the psychology department or have completed a year of psychology graduate school before applying to the law school.

Course Requirements

As many as 54 quarter units of approved courses may be counted toward both degrees. No more than 31 quarter units of approved courses that originate outside the law school may count toward the law degree.

The maximum number of law school credits that may be counted toward the PhD in psychology is the greater of: (i) 36 quarter units; or (ii) the maximum number of units from courses outside the department that PhD candidates in psychology are permitted to count toward the PhD under general psychology department guidelines or in the case of a particular student’s individual program.

Note to applicants:  The Knight-Hennessy Scholars program awards full funding to Stanford graduate students from all disciplines, with additional opportunities for leadership training and collaboration across fields. Joint Degree applicants are encouraged to apply to the  Knight – Hennessy Scholars Program.  Please be aware that the Knight-Hennessy Scholars applications are due in early Autumn one year prior to enrollment. View dates and deadlines: knight-hennessy.stanford.edu/dates-and-deadlines .

Janet Cooper Alexander

• Frederick I. Richman Professor of Law, Emerita

Ralph Richard Banks

• Jackson Eli Reynolds Professor of Law
• Faculty Director, Stanford Center for Racial Justice

Henry T. Greely

• Deane F. and Kate Edelman Johnson Professor of Law
• Director, Center for Law and the Biosciences
• Professor, by courtesy, Genetics
• Chair, Steering Committee of the Center for Biomedical Ethics
• Director, Stanford Program in Neuroscience and Society

Mark G. Kelman

• James C. Gaither Professor of Law

Deborah Hensler

• Judge John W. Ford Professor of Dispute Resolution

Daniel E. Ho

• William Benjamin Scott and Luna M. Scott Professor of Law
• Professor of Political Science
• Professor of Computer Science (by courtesy)
• Senior Fellow, Stanford Institute for Human-Centered Artificial Intelligence (HAI)
• Senior Fellow, Stanford Institute for Economic and Policy Research
• Director of the Regulation, Evaluation, and Governance Lab (RegLab)

Robert J. MacCoun

• James and Patricia Kowal Professor of Law
• Senior Fellow at the Freeman Spogli Institute for International Studies

Alison D. Morantz

• James and Nancy Kelso Professor of Law
• Director of SIDDLAPP
• Senior Fellow, Stanford Institute of Economic Policy Research

Robert Weisberg

• Edwin E. Huddleson, Jr. Professor of Law
• Faculty Co-Director, Stanford Criminal Justice Center

Clinical Psychology PhD Program

Founded on a scientist-practitioner model, the overall goal of the Clinical Psychology PhD Program is to graduate academic psychologists who are competent, ethical and productive in the science and practice of clinical psychology. Our program emphasizes the integration of science and clinical practice.

Directors' Message Student Admissions, Outcomes & Other Data Diversity, Equity, Inclusion & Social Justice

How to Apply

Learn more about the criteria for applying to the program as well as tuition and financial aid.

Our curriculum is structured to maximize clinical, research and ethical training for students.

Meet Our Team

Meet our current students and their faculty mentors. Each student works closely with a faculty member throughout their tenure at Northwestern. Browse the Faculty Mentor list to learn more about their research projects and see who is currently recruiting new students.

Current Students    Faculty Mentors

JD-PhD Program

Northwestern's joint JD-PhD program  is a collaboration between The Graduate School and Northwestern Law. It's designed for applicants who are interested in academic careers examining research topics that are enriched by having both JD and PhD degrees.

Visit the JD-PhD Website

Questions about the PhD program? Find out more.

Read the FAQ

How to Contact Us

To contact the PhD Program in Clinical Psychology, please email us at [email protected] .

Please DO NOT call the number below as it will go to our clinic; it is reserved for patients. Please DO NOT call any other numbers that you may find within the Feinberg School of Medicine. We will only respond to emails that are sent to the following email address: [email protected] . Please DO NOT  contact via phone or email the MD Admissions Office; they are not involved in the admissions process for the PhD program in Clinical Psychology. 

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JD/PhD Program

Highly qualified students interested in combining the study of law with graduate research and/or professional qualifications in cognate disciplines are invited to undertake concurrent degree study under the auspices of UC Irvine’s Program in Law and Graduate Studies (PLGS).

Students approved for this concurrent degree program may pursue a coordinated curriculum leading to a J.D. degree from the School of Law in conjunction with a Masters or Ph.D. degree from any of the graduate professional or research degree programs at UCI participating in the program.

The objective of the program is to promote interdisciplinary study of law while also enabling students to obtain both a J.D. and a graduate degree in less time than would be required to acquire both degrees separately. The normative time for completion of the program is four (4) years for J.D./Masters and J.D./M.B.A. and seven (7) years for J.D./Ph.D. combinations.

UC Irvine’s PLGS program is well suited to students interested in professional or academic careers focused on the interdisciplinary or multidisciplinary study of law and legal institutions, policy analysis, and/or applied research in law-related fields (for example, criminal justice and criminology, urban planning and environmental issues, discrimination, human rights, urban planning, environmental protection, and intellectual property).

Applicants must submit separate applications for admission to the School of Law (admission requirements are listed at http://www.law.uci.edu/admission/apply/ ) and to the graduate program of their choice (for example, admission requirements for graduate study in Psychological Science can be found at https://ps.soceco.uci.edu/pages/graduate-program ). Once admitted for study into both components of their program, concurrent degree students will work with the PLGS director and the director of their graduate program to develop a program of study that will permit efficient pursuit of both degrees. Ordinarily, students will commence their studies in their chosen graduate program and begin their first year of law instruction after one or more years of graduate program study. However, in some individual cases it might be advantageous to begin at the law school.

Upon completion of the first year of law instruction, students will pursue a coordinated curriculum of upper-level law study and graduate program study and research. Concurrent degree students’ law enrollments will include a required 1-unit “Graduate Legal Studies” colloquium and a 3-unit “Interdisciplinary Perspectives on Law” course.

Concurrent degree students will be eligible for financial support through their chosen graduate program while pursuing graduate degree studies, and through the law school while pursuing law studies.

Additional information is available from the PLGS Program Director’s Office (949)824-9214, or by email to [email protected].

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Coordinated JD/PhD Program

Harvard Law School and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences

The Coordinated JD/PhD Program is designed for students interested in completing interdisciplinary work at Harvard University and is founded on the belief that students’ legal studies and their arts and sciences graduate studies can be mutually enriched through this pursuit. Students completing the coordinated program receive a JD from Harvard Law School (HLS) and a PhD from the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences  (Harvard Griffin GSAS). It is expected that these students will be strong candidates for teaching posts at law schools and in arts and sciences programs, as well as for other positions in law and academia. Prospective students interested in the coordinated program may reach out to  HLS J.D. Admissions  and the  Harvard Griffin GSAS Office of Admissions  to learn more. Current and admitted students interested in the coordinated program are encouraged to contact  April Pettit , in the Office of Academic Affairs at HLS for questions about the JD program, or  Dan Volchok , Assistant Dean of Student Success at Harvard Griffin GSAS for questions about the PhD programs.

Prospective students must separately apply to and be admitted to both HLS and a Harvard Griffin GSAS PhD program in order to participate in the coordinated JD/PhD program.

• Students enrolled in HLS, but not yet admitted to Harvard Griffin GSAS, must apply to Harvard Griffin GSAS no later than the 2L year, meeting the Harvard Griffin GSAS application deadline for matriculation the following year.
• Students enrolled in Harvard Griffin GSAS, but not yet admitted to HLS, should apply to HLS no later than the G3 year, meeting the HLS application deadline for matriculation the following year.
• Please see below for details about participation in the coordinated program for Harvard Griffin GSAS students who apply and are admitted to HLS after the G3 year.

Once admitted to both schools, students must submit a proposed Plan of Study to the coordinated program no later than October 1 of the academic year following admission to both schools. Students should submit the Plan of Study to April Pettit in the Office of Academic Affairs at HLS.

Please note: Harvard Griffin GSAS students who apply to and are admitted to HLS after the G3 year at Harvard Griffin GSAS must then separately apply to the coordinated program. The application to the coordinated program should include (1) a statement detailing the way in which the student plans to integrate his or her legal studies with his or her graduate studies including how work done at HLS will inform the dissertation work and vice versa; and (2) a letter of support from the primary Harvard Griffin GSAS advisor; and (3) the Plan of Study.

The JD/PhD committee will review the applications to determine admission to the coordinated program.

Students will be registered in only one School during any given semester/term. Pursuant to ABA rules, students must  complete all requirements for the JD degree within seven years of the date they first enroll in HLS ; they may graduate from HLS before completing the PhD. Students must have satisfactorily completed at least 16 half courses in their Harvard Griffin GSAS department to receive the PhD. Students in the coordinated program will have two primary faculty advisors, one at HLS and one at Harvard Griffin GSAS, who will jointly advise students.

Students will be expected to complete the first-year program, three upper-level fall or spring semesters, and two winter terms at HLS, for a total of five fall and spring semesters and three winter terms. In lieu of the sixth HLS semester generally required of JD students, students in the coordinated program may take a semester at Harvard Griffin GSAS, completing courses or dissertation work pre-approved by HLS, and equivalent to at least 10 HLS credits. This Harvard Griffin GSAS semester may be taken only after a student has matriculated at HLS and completed their entire first year of study there. Students and their faculty advisors will determine the most appropriate sequencing for each student’s course of study, keeping in mind the HLS course, credit, and residency requirements for this program.

Course and Credit Requirements

First-year program.

The first year at HLS consists of (1) Civil Procedure, Constitutional Law, Contracts, Criminal Law, Legislation and Regulation, Property, and Torts; (2) First-year Legal Research and Writing; (3) January Experiential Term; and (4) a spring upper-level elective at HLS of a minimum of 2 and a maximum of 4 classroom credits.

Upper-Level Years

Credit and residency requirements.

Students must earn no fewer than 52 credits beyond the first year, including 36 HLS classroom credits. Classroom credits include those connected to courses, seminars and reading groups, but not writing or clinical credits. The 36 required classroom credits also include the required minimum of two credits to satisfy the Professional Responsibility Requirement and credits from the required winter terms (provided that the course chosen offers classroom credits). Of the remaining 16 required HLS credits, a maximum of ten are earned through courses or tutorials taken in Harvard Griffin GSAS and/or for dissertation writing (see below). Note that students must have their advisor’s approval before engaging in a semester of Harvard Griffin GSAS dissertation writing that is expected to count toward the HLS credit requirements . The remaining six required HLS credits may be earned in classroom, writing or clinical courses.

While at HLS, students must be enrolled in a minimum of ten total credits each semester in HLS or Harvard Griffin GSAS, with no fewer than eight of these being HLS classroom credits toward the requirement of 36 HLS classroom credits.

Winter Term Requirement

Students also must enroll in the HLS winter term two times during their upper-level years in the program. Each of the winter terms must follow a fall term enrollment or precede a spring term enrollment at HLS. Students may register for a course of two or three credits. JD/PhD students will be permitted to spend one of the winter terms in the HLS Winter Writing Program, provided they are engaged in written work for HLS credit according to the rules of that program.

Written Work Requirement

JD/PhD students must complete the JD Written Work Requirement. Students are permitted to satisfy the requirement with a portion of their dissertation, provided this work meets HLS standards for written work. However, any portion of the dissertation counted toward the JD Written Work Requirement cannot also be used as part of the 10 HLS-equivalent credits earned during a student’s Harvard Griffin GSAS semester. Further information about the J.D. Written Work Requirement and the Winter Term Writing Program is available from the HLS Registrar’s Office .

Pro Bono Requirement

JD/PhD students must complete the  HLS Pro Bono Requirement  of 50 hours of public service.

Residency Requirement

A minimum of two years of full-time study in residence is required for all PhD programs in the Harvard Griffin GSAS. During the period of registration at HLS, coordinated JD/PhD students will have “study-at-another-Harvard-school” status in Harvard Griffin GSAS.

Structure of Academic Work

Students will ordinarily be enrolled for at least four years (8 terms) in Harvard Griffin GSAS. They must complete at least 16 half courses to receive their PhD. Students may cross-register for a limited number of Harvard Griffin GSAS courses during their upper-level terms at HLS. Depending on the Harvard Griffin GSAS department, these courses may count toward the PhD. However, JD/PhD students may count a maximum of 10 credits from Harvard Griffin GSAS coursework or dissertation writing toward the JD. Therefore, students planning to spend a semester enrolled at Harvard Griffin GSAS taking courses or writing the dissertation for which they will earn 10 HLS credits may not also count cross-registered Harvard Griffin GSAS courses toward the JD.

General Examinations

In most departments, once having completed the required coursework, students must pass a general examination or other preliminary or qualifying examinations before undertaking independent research on a dissertation. Normally, when the nature of the field and previous preparation permit, students should pass these examinations by the end of the second year of full-time academic residence.

PhD Dissertation

The student’s dissertation prospectus must be approved by the department. A student who wishes to present as a dissertation a published article, series of articles, book or other document, or a manuscript that has been accepted for publication, must have the approval of the department concerned. In no case, however, may a dissertation be presented that has already been submitted toward another degree, either at Harvard or elsewhere. The Dissertation Acceptance Certificate must be signed by at least three readers approved by the student’s department, two of whom must be members of the Faculty of Arts and Sciences (FAS). FAS emeriti (including research professors) and faculty members from other schools at Harvard who hold appointments on GSAS degree committees are authorized to sign the Dissertation Acceptance Certificates as FAS members. GSAS strongly recommends that the chair of the dissertation committee be a member of FAS. The third reader may be a member of the HLS faculty.

Requirement of Satisfactory Status

Continuous registration, a satisfactory grade record, and evidence that satisfactory progress is being made toward the degree are required of all candidates for graduate degrees offered by FAS. All students in Harvard Griffin GSAS must be making satisfactory progress in order to be eligible for any type of financial aid and teaching. The following five provisions are the general definition of satisfactory progress during registration in Harvard Griffin GSAS:

• During the first two years of graduate study any student who has completed expected requirements is considered to be making satisfactory progress.
• In each of the first two years, a student must have achieved the minimum grade-point average required by the faculty, a B average. (see Harvard Griffin GSAS Policies: Grade and Examination Requirements ).
• By the end of the third year, a student must have passed general examinations or the departmental equivalent.
• By the end of the fourth year, a student must have obtained approval of a dissertation prospectus or its departmental equivalent.
• By the end of the fifth year and each subsequent year during which a student is allowed to register, they must have produced at least one acceptable chapter of the dissertation.

For more information about satisfactory progress, please see Harvard Griffin GSAS Policies .

Other Requirements

Ordinarily, programs will have a language requirement and an expectation of teaching. Students should consult with their Harvard Griffin GSAS departments for more information about these requirements.

There are a number of possible academic schedules for students pursuing both degrees. Three sequences are outlined below, but students may propose alternative sequences. In considering their courses of study, students should be aware that their financial aid packages might be affected at the school in which they defer enrollment.

Year 1: HLS Year 2: Harvard Griffin GSAS Year 3: Harvard Griffin GSAS Year 4: HLS Year 5: 1st term, HLS Year 5: 2nd term, Harvard Griffin GSAS (earning the equivalent of 10 HLS credits in dissertation work) Following year(s): Harvard Griffin GSAS until completion of dissertation

Year 1: Harvard Griffin GSAS Year 2: Harvard Griffin GSAS Year 3: HLS Year 4: Harvard Griffin GSAS Year 5: HLS Year 6: 1st term, HLS Year 6: 2nd term, Harvard Griffin GSAS (earning the equivalent of 10 HLS credits in dissertation work) Following year(s): Harvard Griffin GSAS until completion of dissertation

Year 1: HLS Year 2: HLS Year 3: Harvard Griffin GSAS Year 4: Harvard Griffin GSAS Year 5: 1st term, HLS Year 5: 2nd term, Harvard Griffin GSAS (earning the equivalent of 10 HLS credits in dissertation work) Following year(s): Harvard Griffin GSAS until completion of dissertation

Updated Plans of Study

By October 1 each year, current JD/PhD students should submit an updated Plan of Study to April Pettit, in the HLS Office of Academic Affairs.

Other Academic Information

Faculty advising.

Students in the program will have primary faculty advisors at both HLS and at Harvard Griffin GSAS. If possible, HLS faculty advisors should be selected before the completion of the 2L year. The HLS faculty advisor must sign off on any dissertation writing a student expects to use for JD credit. In some Harvard Griffin GSAS departments, the director of graduate studies serves as the faculty advisor during the first two years of study. Faculty advisors will supervise students’ academic work, advise students on their courses of study and on specific classes appropriate for their PhD work, and approve the courses of study for their students on an annual basis. If appropriate, the HLS advisor will be the third reader on the student’s dissertation committee, with at least two readers required to be members of FAS.

Leaving the JD/PhD Program

If a student fails to make adequate progress toward the PhD, the student’s faculty advisors will be permitted to withdraw the student from the program. In such cases, in order to receive the JD degree, a student will still need to meet the graduation and credit requirements for the JD degree.

Tuition and Financial Aid

Harvard law school.

Students must pay five semesters of full tuition. Students will be eligible for HLS financial aid for all semesters during which they pay tuition to HLS. For more information on Financial Aid, visit the Student Financial Services Financial Aid webpage .

Harvard Kenneth C. Griffin Graduate School of Arts and Sciences

The minimum financial requirement for the PhD is at least four terms of full tuition followed by two years of reduced tuition and a facilities fee unless the degree is completed in less than four years. The financial aid awarded upon admission to the PhD program is available during those terms in which the student is enrolled in Harvard Griffin GSAS. Students should refer to their notice of financial support provided by their department upon admission to Harvard Griffin GSAS. Students should consult with their GSAS departments for more information.

Administrative Information

The HLS Registrar’s Office, the FAS Registrar’s Office, the GSAS Assistant Dean of Student Success, the HLS Associate Director of Academic Affairs, and the appropriate financial aid officers, will coordinate on students’ registration status and updated plans of study.

Housing and Student Life

GSAS and HLS will work together to ensure that the student services offered by both Schools are available to JD/PhD students during all their years in the Coordinated Program, including career and counseling offices, financial aid offices, student centers, and alumni offices. Students in the coordinated program will have email accounts at both schools throughout the program. Disability services and visa requirements will be coordinated on a case-by-case basis by the HLS Dean of Students and Registrar and by the Harvard Griffin GSAS Assistant Dean for Student Success. Students may apply for housing through either School for the years in which they are enrolled for at least one semester/term at both Schools. In all other years, students must apply for housing to the School in which they are enrolled.

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Joint PhD/JD Program

The Psychology PhD may be completed jointly with a doctor of law (JD) from the University of Minnesota Law School.

Prospective students must apply to and be accepted by both the Psychology PhD program and the University of Minnesota Law School (either during the same admission cycle or in a different year). Admitted students work closely with the joint program’s director, Eugene Borgida ( [email protected] ), to craft an individualized plan of study. Participants typically complete the requirements for both degrees in six years (timelines and requirements vary by area of specialization ).

Joint program information

Psychology PhD alumni who completed the dual program include:

• Erik Girvan , Associate Professor, University of Oregon School of Law
• Andrea Miller , Senior Court Research Associate, National Center for State Courts
• Lauren Clatch , Post-doctoral Fellow, Center for Law and Science, Duke University Law School
• Wen Bu , Assistant Professor of Psychology, Roanoke College

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Discussion of current issues in the fields of Legal Psychology and Forensic Psychology.

Dual JD/PhD in Clinical Psych Programs

Hi everyone! This is a very specific question and I'm not sure I'll find an answer on here, but not sure where else to look! I'm searching for programs where I can get a dual JD/PhD in Clinical Psychology (preferably with a forensic emphasis), but am having difficulty finding them. The one I have found so far is Drexel. I have used the guide that is available from the APA division, but was wondering if you guys have any other resources, since it seems to be a pretty limited list.

A little background -- the reason I want to pursue both is so that I can help people with mental health/substance use problems who are entangled in the justice system on both individual and systemic levels.

Any suggestions? I would love to go out of the country, but haven't found any programs like this outside of the U.S. Also, hoping to get a rigorous education in both programs.

Thanks in advance for the advice!

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What Are Common Topics In (DClinPsy) Clinical Psychology Doctorate Interviews?

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Prepare for common interview themes, not specific questions.

While it might be tempting to try and predict exact interview questions, we caution against this approach.

Clinical psychology (DClinPsy) interviews are designed to assess your potential and suitability for the field, not to test your ability to provide “correct” answers.

Instead, focus on common topical themes that underpin many clinical psychology interview questions.

These themes include the applicant’s understanding of the NHS, their knowledge of clinical interventions and relevant research, their experience in multidisciplinary teams, and their reflections on their own personal and professional development.

By thoroughly reflecting on these themes and preparing to discuss them in the context of their own experiences, applicants can demonstrate a deeper understanding of the field and their place within it.

Common topics discussed in clinical psychology interviews include:

NHS Structure & Values

Demonstrate a nuanced understanding of the National Health Service (NHS) and its impact on clinical psychology. Be prepared to discuss current healthcare policies, service delivery challenges, and your awareness of relevant debates within the field.

Simply listing current issues is not enough.

Applicants should be prepared to discuss how these issues shape their own thinking about mental health services and the role of psychology within the NHS.

For example:

• Changes in mental health structure (interconnectedness of physical and mental well-being)
• Changes in the NHS and how they might affect the role of a clinical psychologist
• Changes in NHS funding
• The impact of privatization within the NHS
• Role of technology

This goes beyond simply listing topics like privatization. It involves articulating how these issues impact the role of a clinical psychologist.

The role of a clinical psychologist

Be prepared to discuss your understanding of the role of a clinical psychologist and how your skills and experiences align with this role.

Interviewers are not seeking candidates who have mastered every type of therapy or worked with every client group. Instead, they are interested in individuals who demonstrate potential for growth and development within the field.

Privatization

For instance, simply stating “privatization is a current issue” lacks depth.

Instead, consider discussing how the increasing privatization of mental health services might influence a clinical psychologist’s referral pathways, treatment options, and professional autonomy.

You could also explore the ethical dilemmas this trend might pose for practitioners committed to equitable access to care.

NHS funding

When discussing changes in NHS funding, avoid generic statements and focus on the practical implications for clinical psychologists.

For instance, you could discuss how funding cuts might impact service provision, waiting times, and the availability of resources for clients with specific needs.

Additionally, you could explore how these challenges might influence your role in advocating for clients’ rights and navigating ethical dilemmas related to resource allocation.

NHS policies

Familiarizing yourself with relevant NHS policies influencing clinical psychology is crucial.

This might involve understanding local delivery plans, equality and diversity initiatives, and other policy drivers shaping mental health service delivery.

• Ethics: Ethical dilemmas and scenarios are common topics in clinical psychology interviews, designed to assess your ethical reasoning and decision-making skills during patient interactions. Show respect for individual autonomy and preferences when making decisions about treatment options like medication management, where patient perspectives are paramount.
• Formulating informed opinions about the future of the NHS: Articulating a vision for how clinical psychology can contribute to a more equitable and effective NHS.
• Critiquing existing systems and policies: Demonstrating an ability to engage in critical thinking about the NHS’s strengths and weaknesses, particularly as they relate to mental health provision.
• Service issues: Be prepared to discuss current service issues and how clinical psychology can address them. This might involve demonstrating awareness of waiting times, access to services, and the need for innovative service delivery models.
• Local delivery plans: These plans outline how local NHS organizations intend to meet the needs of their population. Familiarizing oneself with these plans demonstrates an understanding of local priorities, service gaps, and opportunities for innovation within a specific geographical area.
• Increased emphasis on evidence-based practice: The NHS prioritizes interventions supported by research evidence. Candidates should be prepared to discuss their understanding of evidence-based practice and how they would ensure their clinical work aligns with current research findings.

Clinical Experience

Showcase a well-rounded understanding of clinical practice, acquired through diverse experiences that highlight your commitment to the field and readiness for the challenges of a clinical psychology doctorate program.

This allows interviewers to assess:

• How applicants have been shaped by their clinical experiences
• How they have handled difficult situations
• Experience in multidisciplinary teams
• Their ability to reflect on their experiences and demonstrate growth and learning
• Ethical considerations and your approach to risk assessment and management

What constitutes clinical experience?

Clinical experience refers to hands-on involvement in settings where you directly interact with patients facing mental health challenges. This experience should provide insights into the realities of clinical practice and demonstrate your commitment to working in a patient-facing role within the mental health field.

Clinical experience encompasses a broad spectrum of roles and settings, extending beyond the conventional pathway of assistant psychologist (AP) positions. While an AP role is valuable, it is not the sole determinant of a strong application.

Here are some examples of what constitutes relevant clinical experience:

• Support worker
• Healthcare assistant (HCA)
• Psychological wellbeing practitioner (PWP)
• Assistant psychologist (AP)
• Roles in mental health charities, such as Samaritans or Mind
• Research assistant positions: While primarily research-focused, these positions can offer valuable clinical experience if they involve direct patient contact.
• Lived experience: Having personal experience with mental health difficulties can provide unique insights. However, it’s crucial to reflect on how this experience might influence your work and to address any potential challenges in a professional manner.
• S ituation – Describe the situation you were in.
• T ask – Explain the task you had to complete.
• A ction – Describe the specific actions you took to complete the task.
• R esult – Close with the results of your efforts.

Demonstrate learning from clinical experiences

It is important to demonstrate what you’ve learned from your experiences and how they’ve shaped you as a potential clinician.

It’s not merely about listing roles but about articulating the skills and insights gained. This can include:

• Applying psychological frameworks
• Understanding different therapeutic approaches, such as CBT
• Gaining experience in risk assessment and management
• Working within multidisciplinary teams (MDTs)
• Reflecting on ethical dilemmas and professional values

When discussing clinical experiences, highlight the importance of reflection, not just description.

Instead of merely recounting what you did, focus on what you learned from challenging situations, how you navigated ethical dilemmas, and how these experiences contributed to your professional development.

For instance, you could discuss when your theoretical assumptions were challenged, how you adapted your approach, and the insights gained about your biases or limitations.

Reflective journals can strengthen interview performance

A reflective journal is highly recommended for aspiring clinical psychologists because it helps develop and demonstrate key skills and qualities valued in the field.

Regularly documenting experiences and analyzing them through a reflective lens helps aspiring psychologists learn from their encounters, both positive and challenging.

This process accelerates professional development and cultivates a mindset of continuous improvement, which is highly desirable in the field.

• While there is no one-size-fits-all approach to reflection, sources suggest exploring different reflective models, such as Gibbs’ model or Rolfe’s model , to find a framework that resonates with the individual. These models provide a structured approach to guide the reflective process and ensure comprehensiveness
• Reading reflective essays or listening to experienced clinicians discuss their practice to gain a deeper understanding of how reflection manifests in the field. Books like “ Surviving Clinical Psychology ” can provide valuable insights and examples to inspire aspiring psychologists in their own reflective writing

When asked about past experiences, challenges, or their motivations for pursuing clinical psychology, applicants with well-maintained reflective journals can draw on specific examples and demonstrate their capacity for self-awareness and growth.

Psychological Models

While not a memory test, interviewers expect applicants to be able to demonstrate an understanding of psychological models and how they can be applied to clinical practice.

• The most common model used, and therefore the easiest to practice with is CBT .
• Familiarity with risk assessment and management is also important.

While knowing specific models is important, interviewers are more interested in your ability to apply theoretical understanding to practice.

Rather than memorizing models, focus on demonstrating how you would use your knowledge to formulate a client’s difficulties, select appropriate interventions, and tailor your approach based on individual needs and preferences.

• Focus on the “why” and “how” of models: Instead of simply listing the principles of a model, applicants should be prepared to explain why they find certain models compelling, how they have used those models in their clinical work, and how their understanding of those models has evolved.
• Highlight experiences that showcase model application: Applicants should reflect on their clinical experiences and identify situations where they effectively applied psychological models. When discussing these experiences, they should clearly outline the model used, the rationale for its application, and the outcomes observed.
• Articulate a coherent approach to model selection: Applicants should be prepared to discuss the factors they consider when choosing a model, such as the client’s presenting issues, their therapeutic goals, and the evidence base for different interventions.
• Acknowledge the limitations of a purely theoretical approach: Applicants should be prepared to discuss the challenges of applying models in real-world settings and how they navigate the complexities of clinical work.

Research Knowledge & Experience

Be prepared to discuss your research background, analyze research papers, and articulate your research interests. Interviewers may also assess your understanding of research methodologies and statistical concepts.

Interviewers may ask applicants to discuss:

• Research they have conducted
• Research papers they have read
• Research ideas they have

When discussing research, highlight your ability to think critically and apply research methodologies.

Instead of simply summarizing studies, articulate what you found interesting, any methodological limitations, and how the findings might inform your clinical practice.

How can research experience benefit an interviewee?

Research experience can significantly benefit an applicant to a clinical psychology doctorate program, as it highlights key competencies desired in aspiring clinicians.

It is crucial for applicants to articulate how their research experience has shaped their clinical perspective and prepared them for the demands of a doctorate program.

Simply listing research activities is insufficient; instead, interviewees should focus on the transferable skills acquired, the insights gained, and the overall impact of these experiences on their professional development.

• Strengthens research skills: Engaging in research, whether through undergraduate projects, master’s theses, or research assistant positions, equips applicants with practical skills in research methodologies, data analysis, and interpretation. This hands-on experience enables them to confidently discuss research concepts during interviews and demonstrate their ability to apply these skills in a clinical setting.
• Demonstrates critical thinking: The ability to critically evaluate research, identify methodological strengths and weaknesses, and propose alternative approaches is highly valued in clinical psychology. Research experience provides opportunities to hone these critical thinking skills, which are essential for evidence-based practice.
• Showcases intellectual curiosity: Applicants with research experience demonstrate a genuine interest in advancing knowledge within the field. This intellectual curiosity is appealing to doctorate programs as it suggests a commitment to lifelong learning and a desire to contribute to the scientific foundations of clinical psychology.

Personal Qualities & Self-Reflection

Interviewers are particularly interested in candidates who can articulate their growth and learning from challenging situations.

They value individuals who can demonstrate self-awareness, resilience, and a commitment to continuous learning.

Clinical psychology interviews often involve questions about personal strengths and weaknesses, values, and self-care practices. It’s important to be able to articulate:

• Your motivations for pursuing clinical psychology
• How your personal qualities align with the values of the profession
• Your capacity for self-reflection and personal growth
• Reflections on their own personal and professional development
• Your strengths and weaknesses
• How you manage stress and prioritize your well-being (a crucial aspect of clinical practice)

Connecting personal qualities to clinical practice

Applicant must reflect on how their personal strengths, values, and even perceived weaknesses might influence their clinical work.

This self-awareness is seen as crucial for both effective client interaction and for navigating the challenges of a demanding profession. For instance, an applicant might be asked to reflect on how their personal experiences with diversity might shape their approach to working with a diverse clientele.

It is crucial for aspiring clinicians to critically examine how their own experiences might influence their work, ensuring they can navigate potential triggers and power dynamics appropriately.

This includes engaging in personal therapy and working towards resolving personal issues to prevent them from hindering their professional practice.

Focus on linking your personal qualities to the profession’s values and the specific competencies required of a clinical psychologist.

For example, instead of simply stating you are “empathetic,” provide a concrete example demonstrating this quality in action and how it contributes to your effectiveness as a clinician.

Self-Reflection

Success in clinical psychology interviews hinges not just on knowledge, but also on demonstrating strong self-reflection skills.

Applicants who can articulate their personal journey of growth, connect their experiences to their professional development, and demonstrate an openness to continuous learning are more likely to make a favorable impression.

Strategies for showcasing self-reflection:

Interviewees should go beyond describing what they did and articulate what they learned, how they might approach a situation differently next time, and how specific experiences shaped their professional development.

This demonstration of reflection offers interviewers insight into an applicant’s ability to learn and grow, qualities essential for clinical practice.

• The STAR Model: This model, standing for Situation, Task, Action, and Reflection, provides a structured approach to discussing experiences. It encourages concise and coherent answers that highlight reflection.
• Context, Content, Reflection: A similar framework, focusing on Context (of the experience), Content (answering the question), and Reflection, helps applicants organize their thoughts and deliver impactful responses.

Tell me about yourself

When asked “Tell me about yourself” in a clinical psychology interview, it’s crucial to provide a response that goes beyond a simple recitation of your resume.

Interviewers use this question to gain a more holistic understanding of who you are as a person and how your unique experiences and qualities have prepared you for the demanding and rewarding journey of becoming a clinical psychologist.

One helpful approach is to imagine yourself in a relaxed setting, like a pub, where a friend asks about your aspirations to become a clinical psychologist. This analogy emphasizes the importance of authenticity and ease in your response.

The interviewers want to hear your genuine voice, your passion for the field, and the experiences that have shaped your desire to pursue this career path.

Remember, the goal is to present a genuine and thoughtful representation of who you are, highlighting your unique strengths, experiences, and passion for clinical psychology.

By approaching this question with authenticity and self-awareness, you can leave a lasting impression on the interviewers and demonstrate your potential to thrive in the field.

Current Issues Impacting Clinical Practice

Interviewers assess your awareness and engagement with current issues. Therefore, it’s crucial to stay informed about relevant policies, debates, and developments within the field and demonstrate your ability to think critically about their implications for clinical practice.

Demonstrating a nuanced understanding of these current issues during clinical psychology interviews, going beyond simply listing challenges to critically analyzing their implications for practice.

Aspiring clinicians should be prepared to discuss how these issues intersect with their personal values, career aspirations, and understanding of the evolving role of clinical psychology within the NHS.

Anti-racism work and diversity

Understanding how systemic racism and lack of diversity affect mental health service provision is crucial.

This includes demonstrating an awareness of systemic barriers, a commitment to anti-racism work, and an ability to reflect on how their own identities and experiences shape their approach to clinical practice.

Diversity in this context encompasses not only race and ethnicity, but also factors such as disability, sexual orientation, and socioeconomic background.

A lack of diversity among practitioners is identified as a significant concern within the field. This lack of representation has contributed to a perception that clinical psychology is “geared to white middle-class people,” which can create additional stress for trainees from minority and marginalized groups.

Interviewees are encouraged to engage in critical self-reflection to identify their own biases and assumptions, particularly as they relate to working with diverse populations. This process of examining one’s privilege is deemed essential for ethical practice.

Anti-racism

Simply increasing diversity is not enough. Clinical psychology training programs must also prioritize anti-racism work, which involves actively dismantling racist structures and practices within the field itself. This includes critically examining:

• Curriculum content: Ensuring that training materials and case studies reflect the experiences of diverse populations.
• Teaching practices: Creating inclusive learning environments that value and incorporate diverse perspectives.
• Placement allocation: Addressing potential biases in placement assignments that may disadvantage trainees from certain backgrounds.
• Faculty and staff diversity: Increasing representation from marginalized groups among those who train and mentor future clinicians.

Climate anxiety

This trending area of concern highlights the need for clinicians to be aware of the psychological impact of climate change.

This highlights the need for clinicians to be well-informed about this issue to engage in modern discussions and address the psychological impact of climate change effectively.

Lived experience in clinical practice

Recognizing the value of lived experience in shaping mental health services is increasingly important.

Aspiring clinicians should be prepared to encounter a diverse range of experiences and perspectives from their patients, including those shaped by factors like race, culture, and personal struggles.

Growing Role of IAPT (Improving Access to Psychological Therapies)

IAPT is a national program aimed at increasing access to evidence-based psychological therapies for common mental health problems.

Understanding the role of Improving Access to Psychological Therapies (IAPT) and its potential benefits and drawbacks is relevant.

For example, you could discuss how the increasing emphasis on IAPT shapes referral pathways and treatment options.

For example, you could discuss the potential benefits of IAPT in increasing access to evidence-based treatments for common mental health difficulties while also acknowledging the model’s limitations in addressing complex mental health needs that might require more specialist interventions.

Ethical considerations and power dynamics

Interviewees are encouraged to critically examine their own biases and assumptions, recognizing how social inequalities and systemic barriers can influence mental health presentations and access to care.

This critical lens extends to questioning traditional power structures within clinical settings, advocating for greater service user involvement in treatment planning and decision-making.

Who might applicants encounter at an interview?

It is important to note that the specific composition of interview panels may vary depending on the institution and the stage of the selection process. Applicants should review the information provided by each program to understand the format of their interviews and the types of individuals they may encounter.

At an interview for a Clinical Psychology Doctorate program, applicants may encounter a variety of individuals, typically including:

• Members of the course staff: This may include professors, lecturers, or other academic staff involved in the program.
• Local psychologists: These individuals are typically practicing clinicians from the area where the training program is located. Their presence on the panel provides a perspective on the specific challenges and opportunities of working in that region.
• Service user representatives or experts by experience: Recognizing the importance of service user perspectives, many courses include individuals with lived experience of mental health services on their interview panels. These representatives offer valuable insights into the needs and experiences of the client population.
• Current trainees (often third years): In some cases, senior trainees from the program may be involved in the interview process. This allows applicants to gain insights from students who have recently navigated the program’s demands and can offer a unique perspective on the training experience.

In addition to these common panel members, some institutions may also include:

• Service users and carers: This further emphasizes the commitment to incorporating diverse perspectives into the selection process.
• Individuals involved in specific aspects of the selection process : Applicants may encounter administrative staff responsible for logistics, individuals facilitating group tasks, or those conducting research or clinical vignettes.

What should I wear to the interview?

When deciding what to wear to a Clinical Psychology Doctorate interview, it is important to present oneself professionally while remaining authentic to one’s own identity.

Ultimately, the goal is to present yourself as a capable, confident, and authentic individual who is genuinely interested in the program and the profession. Choosing attire that balances professionalism with your own personal style is key.

• Professionalism is key: Dress in a way that demonstrates respect for the interviewers and the profession, aiming for “smart casual” or slightly more formal attire.
• Comfort and authenticity: While dressing professionally, it is crucial to also feel comfortable and confident in your attire. Interviewers are interested in getting to know the real you, so choose clothing that reflects your personality and allows you to feel at ease.
• Context is important: Consider the specific context of the interview and the program to which you are applying. Researching the program’s culture and observing the attire of current clinicians or trainees might offer helpful cues.

Reflect on experiences to build interview stories

Interviewers look for candidates who can articulate what they have learned from their experiences, how they have grown, and how these experiences have shaped their understanding of the field.

Thinking about experiences in terms of context, content, and reflection can be a helpful framework.

This reflective practice not only helps structure interview answers but also allows applicants to demonstrate the capacity for self-awareness and growth that are essential qualities of a clinical psychologist.

Practice for different interview styles

Clinical psychology interviews can vary greatly in format, often including individual interviews (focused on clinical and research experience), service user panels, and group tasks. It’s beneficial to practice in settings that simulate these diverse formats.

For example, while practicing with colleagues can be helpful, seeking mock interviews with individuals outside one’s immediate circle can provide a more realistic interview experience.

This practice allows individuals to familiarize themselves with the structure and flow of different interview styles, reducing anxiety and enhancing their ability to think on their feet.

Caution against over-preparation and rote learning

While practicing responses to common questions can be helpful, striking a balance is crucial.

Excessive rehearsal can make your responses sound scripted and inauthentic.

Instead, focus on reflecting on your experiences, clarifying your motivations for pursuing clinical psychology, and developing a flexible interview approach.

British Psychological Society. (2023). Alternative handbook 2023: Postgraduate training courses in clinical psychology. https://explore.bps.org.uk/binary/bpsworks/ce5d8f58a20ecf32/fcd8f2a79b191dce9493d5d99041b36b99db8e35b67f53a786fbc5941068eb56/prelims.pdf

Hui, A. (2020, September 21). DClinPsy Applications & Interviews – Frequently Asked Questions [Video]. YouTube. https://youtu.be/HGbYxccVQgY

Murphy, D. (2019, March 24). Success in Clinical Psychology Interviews – Part 1: Preparing for interviews [Video]. YouTube. https://youtu.be/HwlEVev7TSs

Murphy, D. (2019, March 25). Success in Clinical Psychology Interviews: Part 2 – Managing the Interview Day [Video]. YouTube. https://youtu.be/09E_dkZfxyE

Where Do Clinical Psychologists, Therapists, and Counselors Work?

By rich stamos.

August 19th, 2024

Read Time Estimate: 6 minutes

The roles and settings in which clinical psychologists, therapists, and counselors operate have become increasingly diverse and dynamic. This means that if you’re considering a career path in mental health, you’ll have a lot of options as to where you practice.

If you’re wondering, “Where do clinical psychologists, therapists, and counselors work?” you’re in the right place.

Today we’re taking a look at the many environments where these professionals practice. From traditional clinics to innovative digital platforms, we explore the various landscapes for mental health professionals in 2024.

Understanding Clinical Psychology

Clinical psychology is a key area in psychology. It focuses on understanding and helping people with mental, emotional, and behavioral issues.

Psychologists, therapists, and counselors understand people’s minds and help them improve their mental health. They work with people who may have mental health problems, familial issues, or personal worries. This includes common issues like feeling very sad or worried and more serious problems.

Types of Clinical Psychologists, Therapists, and Counselors

There are different kinds of clinical psychology professionals who specialize in a variety of ways.

Some work with kids and teenagers, helping them with problems at school or home. Others focus on the challenges that individuals, couples, and families face.

Others specialize in how our mind affects our body and health and help people who are sick or trying to live a healthier life. Some mental health professionals study how the brain works and how it affects what we do. They work with people who have brain injuries or diseases that change how they think and act.

Are Therapists, Counselors, and Clinical Psychologists the Same?

In psychology and clinical psychology, there are various titles professionals can earn. They have different educational paths but often lead to similar professional opportunities. We’ll discuss two types of therapists: a licensed professional clinical counselor (LPCC) and a marriage and family therapist (MFT).

Licensed Professional Clinical Counselor (LPCC)

LPCCs are licensed professionals who focus on helping with a wide range of mental health concerns through counseling. They mainly concentrate on understanding each client’s needs and working towards making their mental health better.

The ability to diagnose and treat patients with mental illness is made possible by the “clinical” component of an LPCC.

They help people with different mental health problems, no matter the type of patient or issue they focus on. They work in private practices, non-profits, schools, and healthcare settings. It is generally a more nationally recognized degree in the United States.

Marriage and Family Therapist (MFT)

An MFT is a licensed mental health professional. They are mental health professionals, along with social workers, psychologists, psychiatrists, counselors, and nurse specialists.

MFTs diagnose and treat not just individuals, but also couples and families. They focus on the relationships of their clients along with their symptoms and problems.

MFTs typically receive extensive training in matters related to couples and families. They work in private practices, non-profits, schools, and healthcare settings. MFTs are very common in California but may not be able to practice in all states nationally.

Training and Qualifications

Becoming a clinical therapist, counselor or psychologist takes a lot of study and training. First, they have to finish a bachelor’s degree. While many elect to study psychology, others have varied academic backgrounds.

To become a licensed therapist, graduating with a master’s degree is mandatory followed by gaining, typically thousands of hours to pursue their clinical license working under other experienced, licensed clinicians. They also have to pass exams to get a license to work in their state.

For future psychologists, they have to meet the same criteria as therapists. Additionally, they need to earn their doctorate to complete all educational requirements. Finding the right graduate program is key to working in an enjoyable work environment.

Psychology is always changing and growing. So, mental health professionals must keep learning new things throughout their careers to stay up-to-date.

Traditional Work Settings

Clinical psychologists, therapists, and counselors often work in hospitals and clinics. Here, they are part of a team with doctors and nurses. They help patients understand and manage their mental health. This is especially important for patients dealing with mental health issues, long-term illnesses, or those recovering from surgery.

Clinical psychologists, therapists, and counselors in these places do many things. They check how patients are feeling mentally. They also provide psychotherapy to help support their mental health. Sometimes, they work with other doctors to plan the best care for the patient. They might also teach hospital staff about mental health.

Private Practice

Many clinical psychologists, therapists, and counselors pursue a psychology career in their own offices, called private practices.

This means they are their own boss. They create and manage their schedules and choose who they see. In private practice , therapists, counselors, and psychologists see people with different psychological concerns and problems.

This can include people feeling depressed or anxious, addressing stressors and traumas, relationship challenges, or going through big life changes. They are trained in a variety of methods of psychotherapy and may provide individual, couple, family, and group therapy.

Besides seeing clients, they also do things like setting appointments and taking care of business tasks. Private practice allows therapists, counselors, and psychologists to be more flexible and independent.

Academic and Research Institutions

Some clinical psychologists, therapists, and counselors work in colleges or research settings. Here, they have a few roles. They can be faculty members, helping students learn about psychology. They also do research, which means they study and try to find new information about how our minds work. This research can help us understand mental health better.

Sometimes, they also talk with college students to help them with their problems. Working in these places lets psychologists, therapists, and counselors teach, learn, and help others in different ways. Each place has its own kind of work and challenges. In hospitals and clinics, they are part of a healthcare team. In private practice, they have more control over their work.

In colleges and research, they teach and learn new things. All these places show how clinical psychologists, therapists, and counselors help people in different ways. Their work is important and makes a big difference in the health and happiness of others.

Emerging and Non-Traditional Roles

Many roles for psychologists, counselors, and therapists were less developed in previous years.

For example, clinical psychology professionals are now working more in businesses and industry. In these places, they provide consultation and clinical services that focus on keeping businesses, organizations, and employees mentally healthy.

They may create programs to help workers handle stress and stay happy at work. Psychologists, counselors, and therapists in industry and the corporate world and provide their clinical psychology and mental health expertise to foster a more productive and mentally healthy organization and to advise on how to make a better workplace.

They help with things like solving problems between people and building strong teams. Their work helps both the employees and the company. When employers take care of their employees’ mental health, the employees feel better and perform their jobs better.

Technology and Telepsychology

Technology has changed how clinical psychologists, counselors, and therapists work. Now, they can help people over the internet. This is called telepsychology. It’s really helpful for people who can’t go to an office. With telepsychology, more people can get help.

They also help create apps and online tools for mental health. This shows how clinical psychologists, counselors, and therapists are using new ways to reach and help more people.

Community Settings

Clinical psychologists, counselors, and therapists also work in communities, helping groups of people. They work in places like non-profit organizations, government programs, and community centers. Their job here is to look after the mental health of the whole community.

They make programs to help with issues like addiction, poverty, or big community problems. These mental health professionals work with all kinds of people and help them in ways that respect their culture and needs.

They also sometimes work to change policies or rules to improve mental health care for everyone. By working in communities, they can make a big difference in the lives of many people.

Clinical psychologists, counselors, and therapists are finding new ways to work and help people. In the corporate sector, they help employees stay mentally healthy. With technology, they can reach people who are far away or can’t easily get help. And in communities, they work to improve the mental health of whole groups of people.

Psychologist Job Duties

Clinical psychologists, counselors, and therapists have important jobs, no matter where they work. Their years of advanced training and experience allow them to understand their mental health problems and figure out the best way to help.

They use different ways to assess and treat these problems through many forms of psychotherapy and intervention methods. Their patients might have many kinds of issues, from feeling a little worried to having very serious mental health problems.

Psychologists, counselors, and therapists help them understand their thoughts and feelings. They also teach them how to deal with tough situations. This part of their job is about helping people develop, feel better, and live happier lives.

Administrative and Supervisory Roles

In many places, clinical psychologists, counselors, and therapists also hold leadership and administrative work. This means they might lead or manage a clinic or be in charge of other staff.

In their leadership roles, they provide education and develop clinic programs. They also train and guide new psychologists, counselors, or therapists. This helps the new people learn and get better at their jobs.

Psychologists, counselors, and therapists handle business matters like money and scheduling. These tasks are important for keeping their practice going well.

Educational and Advocacy Roles

Clinical psychologists, counselors, and therapists often teach others about mental health. They might give talks, run workshops, or write about mental health issues.

This helps people learn more about mental health and can make them feel more comfortable getting help.

They might talk to leaders or be part of groups that try to make things better for people with mental health problems. These parts of their job help more people understand and value mental health.

Research and Development

Some clinical psychologists, counselors, and therapists focus on research. Their psychology practice involves studying different things about how our minds work.

This could include finding out what kind of therapy works best or understanding why people feel certain ways. They share their findings by writing reports or speaking at meetings.

Their research helps make the field of psychology better. It gives us new information that can be used to help people in the future. This job is about learning new things and sharing them with others.

Collaboration and Interdisciplinary Work

Working with other professionals is also part of a clinical psychologist’s, counselor’s, and therapist’s job. This is especially true in hospitals or health centers. They team up with doctors, nurses, and social workers.

Together, they look at both the physical and mental health of patients. This teamwork makes sure patients get the best care.

They also work with schools, courts, and community groups. This helps them reach more people who need mental health support.

Crisis Intervention and Management

Sometimes, these mental health professionals help in emergencies. This could be after a natural disaster, an accident, or a big public health problem. They give quick help to people who are very upset or in shock.

They teach them how to handle these tough experiences. This job requires psychologists, counselors, and therapists to think fast and be ready to help in stressful situations. It’s a hard part of their job, but it’s very important for helping people in tough times.

Clinical psychologists, counselors, and therapists help people with their mental health, run clinics, teach about mental health, do research, work with other professionals, and help in emergencies. Their work is about more than just talking to patients.

They help in many ways, making a big difference in the lives of individuals and communities.

Navigating a Career in Clinical Psychology

When clinical psychologists, counselors, and therapists decide where to work, they think about what they like and what kind of life they want. Some might choose to work in a hospital because they like being part of a big team.

Others might prefer having their own office in private practice. This way, they can make their own rules and decide how to run things.

There are also jobs in schools, research centers, or even in companies.

Each place offers different experiences. For example, working in a school means helping kids and teens. Working in a company might involve helping employees stay mentally healthy. They need to pick a place that fits their interests and goals.

Challenges and Rewards

Being a clinical psychologist, counselor, or therapist can be tough but also very rewarding. One challenge is dealing with the emotional part of the job.

Hearing about people’s problems and trying to help them can be hard. Psychologists, counselors, and therapists need to take care of their own mental health too. But there are many good things about this job.

Helping people and seeing them get better is very fulfilling. Mental health professionals also enjoy learning new things about how our minds work.

The job is always changing, which keeps it interesting. They feel proud knowing they make a real difference in people’s lives.

Future Outlook and Opportunities

The future looks good for clinical psychologists, counselors, and therapists. More people understand how important mental health is now. So more people are looking for help with their mental health.

This means there will be more, well-compensated jobs. New areas like online therapy are growing fast. This can be a great chance for psychologists, counselors, and therapists to work in new ways.

Keeping up with changes and new ideas in psychology and therapy is important. This helps them be ready for new opportunities. The field of psychology and therapy is always moving forward.

A career in clinical psychology and therapy is full of choices, challenges, and chances to do good. Psychologists, counselors, and therapists decide where they want to work based on what they like. They face tough parts of the job but also get to see the good they do .

The field is growing, with new areas to explore. For those who care about mental health and are curious about human beings, this career can be very rewarding.

Where Do Clinical Psychologists, Counselors, & Therapists Work?

The answer to the question “Where do clinical psychologists, counselors, and therapists work?” has a lot of answers. From hospitals to digital platforms, these professionals adapt to various environments, impacting mental health in profound ways.

Their job is more than just a profession, it’s a calling; a vocation; and a dedication to bettering lives through clinical psychology and psychotherapy.

At Notre Dame de Namur University, our Master of Science in Clinical Psychology program can provide you with the tools you need to move forward in this challenging but rewarding field. Reach out today to  find out more !

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Notre Dame de Namur University 1500 Ralston Avenue Belmont, CA 94002 (650) 508-3500

Department of Psychology

Prospective Graduate Students

We offer an outstanding research-oriented Ph.D. program in the following areas:

• Behavioral Neuroscience
• Cognition and Cognitive Neuroscience
• Developmental Psychology
• Social/Personality Psychology

We also offer specialized training in the following subfields of study:

• Quantitative Psychology
• Health and Well-Being Psychology
• Diversity and Inequality Psychology

Our graduates secure positions in academic institutions, research institutes, government health and social service agencies, and corporate research and consulting companies.

Please note that we do not offer a terminal master’s degree, nor do we provide training in Clinical, Counseling, Educational, or School Psychology. Applicants interested in Educational or School Psychology should consult the  Graduate School of Education .

Currently, our students are admitted for the Fall quarter only. The Application Portal opens in early September for the following fall quarter. The deadline to submit your application and all supporting documents for the Psychology Graduate Program is December 1st.

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Admission Steps

Professional/clinical psychology - psyd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Prerequisites

Additional standards for non-native english speakers, additional standards for international applicants.

For the 2025-2026 academic year

See 2023-2024 requirements instead

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Final submission deadline: December 2, 2024

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.

Program GPA requirement: The minimum undergraduate GPA for admission consideration for this program is a cumulative 3.0 on a 4.0 scale. Please visit for more details on the program specifc GPA requirement.

Applicants WITHOUT a psychology background (major or minor), must meet the department's psychology prerequisite prior to matriculation.  The psychology prerequisite can be met either through psychology coursework or by obtaining a score of at least 660 or higher on the psychology subject GRE exam. Applicants should state how they plan to meet the psychology prerequisite in their application. For the psychology coursework prerequisite, applicants must complete four (4) psychology courses earning a 'B' or better in these classes from a regionally accredited institution. Applicants offered admission should be aware that all psychology classes must be completed before registration in September.

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

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

Essay instructions.

Please respond to both essay prompts below and upload one PDF document, which should include your two essay responses, to your online application. The word limit for each essay is 500 words. Please number or label your essays. • We do not require a personal statement. • Both essay responses are required. **Note: Please read the essay prompts carefully and be sure to align your response with what is requested in the prompts.** Essay 1 Describe someone you know, other than a parent or guardian, about whom you have strong ambivalent or conflicting feelings. Describe the person in such a way that they “come alive” for the reader. How do you understand your reactions to this person? How might your personal history influence how you react? Essay 2 What life experiences and personal motives have most influenced your decision to pursue graduate study in psychology in GSPP’s PsyD Program? *This question is about your personal motives and requires a degree of self-disclosure. *Avoid writing about the wish to help others or about how you want to contribute to society. *There is no need to list your credentials or professional experience (this is already on your CV/resume which will be read).

Résumé Instructions

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

Faculty review completed applications December through early February.  We will notify applicants via email with an admissions status update sometime in late January/early February.  If invited to interview, interviews will be held online in late February. For more information about the programs that the Graduate School of Professional Psychology (GSPP) offers, please refer to GSPP's admissions webpage.  If you have any questions or concerns regarding admission requirements, deadlines, and late application materials, please contact [email protected] or call (303) 871-3736.

Start the Application

Online Application

Financial Aid Information

Start your application.

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.

PhD Admission FAQ - Under Construction

Please review commonly asked admissions questions while we update our website.

Kabardino Balkarian State University Russia 2024-25: Fees, Ranking, Courses, Admission etc.

Kabardino Balkarian State University was known as KBSU Russia. It was founded in the year 1957. The University is situated at Nalchik, Kabardino-Balkaria, Russia and is one of the largest universities in the North Caucasus to Pursue MBBS in Russia. Kabardino Balkarian State University Russia is a comprehensive university offering a wide range of undergraduate, graduate and postgraduate programs in various fields. The University is Approved by the National Medical Commission of India and the World Health Organization.

Presently, 15,000 students are studying here. Every year, thousands of students enrol in different courses. Moreover, this is an institute offering international education as well. It is quite interesting to note that the students coming for MBBS in Russia at this university get an environment they did not expect.

[Page Index]

College summary.

Before we complete the college summary, let us look at the essential details of Kabardino Balkarian State University Russia .

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Affiliation and Recognition

These are the renowned bodies that’ve given a reputation to the Ural State Medical University Russia.

• NMC (National Medical Commission of India).
• WHO (World Health Organization).
• Ministry of Science & Higher Education of the Russian Federation.

The faculties at Kabardino Balkarian State University Russia differ from one department to another, encompassing various disciplines and specialities.

Courses Offered

Kabardino Balkarian State University Russia Courses offer quality medical programs under highly qualified faculty and state-of-the-art infrastructure. KBSU Russia is famous for its undergraduate medical programs if you want more details about the MBBS course .

Why Study MBBS at Kabardino Balkarian State University Russia?

• Kabardino Balkarian State Medical University offers all students a multicultural and multiethnic environment.
• The Kabardino Balkarian State Medical University has the perfect environment to study.
• KBSU Russia has well-experienced staff members who are there to help students anytime.
• There is no need to qualify for the International English Language Testing System (IELTS) or Test of English as a Foreign Language (TOEFL) for MBBS admission at Kabardino Balkarian State Medical University.
• The Kabardino Balkarian State University medical students are awarded globally accepted degrees.

Advantages of MBBS in Russia

Admission Procedure

To get admission to Kabardino Balkarian State University in 2024, Indian students must qualify for the National Eligibility Entrance Exam (NEET).

To secure admission at Kabardino Balkarian State University, prospective students should adhere to the following steps:

• Complete the college’s admission form accurately, ensuring all information is provided correctly.
• Submit essential documents, including scanned copies of 10th and 12th-grade mark sheets, a NEET scorecard, a medical certificate copy, and a passport copy.
• Upon submission, applicants can expect to receive an invitation letter from the college within 10-15 days.
• Once in possession of the invitation letter, students are required to pay the tuition fee using online banking methods.
• Using the original payment receipt and university invitation letter, students can commence the student visa application process, which typically takes around 10 days to process.

Eligibility Criteria

In this section, students can check the Kabardino Balkarian State University eligibility criteria for Russia.

Graphical Representation of Eligibility Criteria

Documents Required

Before admission to Kabardino Balkarian State University Russia, please carry all these related documents.

• Passport (Minimum 18 months validity).
• 10th Certificate & Mark sheet.
• 12th Certificate & Mark sheet.
• Birth Certificate.
• 10 passport-size Photographs
• Official Invitation letter from the Medical University of Russia.
• Authorization of all documents from the Ministry of External Affairs, New Delhi.
• Legalization of all documents from the Russian Embassy.
• Bank receipt of 1st Year of Kabardino Balkarian State University Tuition fees (required for some Universities).
• HIV test documents.

Fee Structure 2024-25

In this section, all the MBBS Students get information about the Kabardino-Balkarian State University MBBS Fees for Indian Students. Check all the relevant queries regarding fees following this page:  Low fees for MBBS Colleges in Russia .

Ranking 2024-25

According to Unirank, the Kabardino Balkarian State University University ranking in Russia and all over the world:

Why take a look at the university ranking?

Looking at university ranking one can easily gather some important insights about the university, therefore ranking of the university becomes an important factor for students. Here is some of the details one can infer by looking at the university’s ranking.

• Kabardino Balkarian State University’s ranking and its world ranking help students assess the university’s academic standing both nationally and globally.
• By looking at Kabardino Balkarian State University world ranking one can guess the quality of education offered at the university.
• The university’s world ranking also indicates that the college has got recognition worldwide. Therefore a good global ranking can enhance the value of their degree on the international job market.
• By looking at Kabardino Balkarian State University ranking, researchers can identify if the university is capable of bringing collaboration in their field.
• The university ranking also reveals metrics related to staff and student life within the campus, university campus environment and resources available.

About Nalchik City

• Nalchik is the capital city of the Kabardino-Balkarian Republic, Russia, situated at an altitude of 550 meters.
• Nalchik is a balneological and mountain climatotherapy resort with several sanatoriums.
• It also serves as an industrial centre of the republic (non-ferrous metallurgy, light industry, construction materials manufacturing, machine building).
• Nalchik has a hot-summer humid continental climate with hot summers and no dry season.

Temperature

Contact Details

Kabardino Balkarian State University Russia Address: Ulitsa Chernyshevskogo, 173, Nalchik, Kabardino-Balkarian Republic, Russia, 360004 Contact Number : +91 7827-804-741

Frequently Asked Questions (FAQs)

Can i practise medicine in india.

Yes, you can practice in your country after completing your course. You need to clear the NEXT exam for practising medicine in India.

Where is Kabardino Balkarian State University located?

Kabardino Balkarian State Medical University Address is Ulitsa Chernyshevskogo, 173, Nalchik, Kabardino-Balkarian Republic, Russia, 360004.

Can poor Indian students study abroad?

Of course, there is no rich and poor when it comes to education; it is all about knowledge. Several scholarships are open to students, and the government of India also provides a scholarship option for academically intelligent students.

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About Rahul Kumar

Hi, I'm Rahul Kumar, with a year of expertise in MBBS and Ayush courses. I have detailed knowledge of various colleges' fee structures, cutoffs, and intake procedures. If you're looking for insights or assistance in pursuing MBBS or BAMS courses, feel free to comment below—I'm here to help!

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High I am Dinesh. I want yo take admission in mbbs for abroad . And I want to know about best college and in median budget. Please gelp me by choosing the best college for me in median range

Ofcourse, we are here to assist you in finding the best MBBS colleges abroad within your budget. Call now at +91 88596 37232.

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Abroad MBBS Update 2024 : Admission Dates, Top College, Fees, Location, Scholarship etc.

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