phd programs for developmental psychology

Graduate programs in developmental psychology

Div. 7’s goal in making this information available is to assist prospective graduate students in identifying those programs which are best suited to their pursuit of research and applied professional work related to human development.

Those who are interested in pursuing graduate work in developmental psychology and related disciplines are encouraged to explore the following programs for further information. Each university site provides details about the training that is offered, degrees and specializations, faculty, and other valuable data to assist a prospective student in deciding whether to apply to the program for graduate study. Programs are organized by geographic location within the United States and Canada and then listed alphabetically by university name. If you will be searching a number of programs, it may be helpful to bookmark this page. The websites you are examining will not contain a returning link.

A listing on this page does not indicate endorsement by APA’s Div. 7.

To add a program to this page, please contact the webmaster, Dana Hartman .

United States of America

Auburn university.

• Human Development and Family Studies

University of Alabama–Birmingham

• Lifespan Developmental Psychology

University of Alabama–Tuscaloosa

• Developmental Science

Arizona State University

• Dept. of Psychology, Developmental Psychology

California State University-Los Angeles

• Dept. of Psychology

California State University Northridge

• Child and Adolescent Development

California State University-Sacramento

California state university-stanislaus.

• Child Development

Stanford University

• Developmental Psychology

University of California–Berkeley

University of california–davis.

• Dept. of Human and Community Development, Human Development Graduate Group

University of California–Irvine

• Dept. of Psychology and Social Behavior, Developmental Psychology

University of California–Los Angeles

University of california–merced.

• Psychological Sciences, Developmental

University of California–Riverside

University of california–santa cruz, university of southern california, san francisco state university, university of denver, university of connecticut.

• Dept. of Psychological Science, Developmental Psychology
• Human Development & Family Studies, College of Liberal Arts & Sciences

Yale University

University of delaware.

• College of Education and Human Development

Florida Atlantic University

Florida international university.

• Dept. of Psychology, Life Span Developmental Science

University of Florida

University of miami.

• Dept. of Psychology, Applied Developmental Psychology

Emory University

Georgia state university, university of georgia.

• Dept. of Human Development and Family Science

Loyola University Chicago

University of chicago, university of illinois-urbana champaign.

• Psychology, Developmental

Illinois State University

Indiana university–bloomington.

• Human Development

Purdue University

University of notre dame.

• Department of Psychology: Developmental

University of Iowa

University of louisville.

• Dept. of Psychological & Brain Sciences

Johns Hopkins University

• Psychological and Brain Sciences, Cognitive and Developmental Psychology

University of Maryland–Baltimore County

University of maryland–college park.

• Dept. of Human Development

Boston University

• Psychological and Brain Sciences

Clark University

Harvard university.

• Graduate School of Education, Human Development & Psychology

Suffolk University

• Applied Developmental Psychology

Tufts University

• Eliot-Pearson Department of Child Study and Human Development

University of Massachusetts–Amherst

• Dept. of Psychology, Developmental Science

University of Michigan

• Dept. of Psychology Developmental Psychology

University of Minnesota

• Institute of Child Development

University of Missouri–Columbia

• Dept. of Psychological Sciences, Developmental Psychology

University of Nebraska–Lincoln

• Child, Youth and Family Studies

University of Nebraska–Omaha

University of nevada–las vegas, rutgers university–new brunswick, city university of new york–graduate center, columbia university.

• Dept. of Human Development, Developmental Psychology

Cornell University

Fordham university, new york university.

• Dept. of Psychology, Developmental Concentration

University of Rochester

• Clinical & Social Sciences in Psychology, Developmental Psychology

Duke University

• Psychology and Neuroscience, Developmental Psychology

North Carolina State University

University of north carolina–chapel hill.

• Dept. of Psychology, Program in Developmental Psychology New link: https://devpsych.unc.edu

University of North Carolina–Greensboro

North dakota state university.

• Human Development and Family Science

Kent State University

• Clinical Child Psychology

Miami University

Ohio state university.

• Psychological and Brain Sciences, Developmental

University of Akron

• Psychology, Adult Development and Aging

Oklahoma State University

• Dept. of Psychology Development

Oregon State University

Portland state university, university of oregon, carnegie mellon university, pennsylvania state university, temple university.

• Dept. of Psychology, Developmental Program

University of Pennsylvania

University of pittsburgh, university of rhode island, vanderbilt university, texas a&m university.

• Educational Psychology, with emphasis in Developmental Sciences

Texas Tech University

University of houston, university of texas–austin.

• Dept. of Human Ecology, Human Development and Family Science

University of Texas–Dallas

• School of Behavioral and Brain Sciences

University of Utah

Utah state university, university of vermont.

• Dept. of Psychological Science

George Mason University

Liberty university.

• Masters in Developmental Psychology
• Online PhD in Developmental Psychology

University of Virginia

• Education-Applied Developmental Science

Virginia Commonwealth University

• Dept. of Psychology, Developmental Division/General-Experimental

Virginia Tech

University of washington.

• Developmental Program
• Applied Child and Adolescent Psychology

Georgetown University

The catholic university of america, west virginia university.

• Dept. of Psychology, Life-Span Developmental Program

University of Wyoming

University of alberta.

• Psychology, Developmental Science

University of Victoria

• Dept. of Psychology, Lifespan Development Program

University of Toronto

• Department of Applied Psychology Human Development

University of Western Ontario

Mcgill university.

• Dept. of Educational and Counselling Psychology

College of Education and Human Development

Institute of Child Development

Doctoral programs

Our developmental psychology PhD program is world-renowned and consistently ranked as the #1 developmental psychology graduate program in the nation. We offer two tracks tailored to your interests and you’ll be part of a community that will support your development as an academic and researcher.

Developmental psychology Developmental psychology

Blend research and clinical practice. Study with award-winning faculty at the #1 ranked developmental psychology graduate program in the nation.

Connect with Pitt Education

PhD in Applied Developmental Psychology

The PhD in Applied Developmental Psychology (ADP) trains students to become world-class research scientists studying human development.

Our ADP faculty and students engage in applied research using a variety of methods and approaches, including in-depth observation, longitudinal modeling, and experimental designs.  ​

This 90-credit program can be completed in approximately five years. Students have the opportunity to learn and grow as researchers through the close mentoring relationships developed with our faculty.

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

Full-time or Part-Time

5 years on average

Enrollment Term

Admissions Deadline

Admissions Requirements

No GRE Exam is required

Program Overview

Our PhD program in Applied Developmental Psychology prepares you for research careers answering meaningful practice and policy questions relevant to improving the lives of children, youth, and families.

You will study the following subjects in depth:

• The influence of individual, interpersonal, and contextual factors on learning and well-being outcomes for children and youth in school and out-of-school settings
• How human development and context interact to generate dynamic patterns of child and youth behavior
• The effectiveness of interventions to promote learning and wellbeing outcomes for children and youth

"I attended Pitt for all of my education. As a doctoral student, I've enjoyed instructing classes and conducting research both independently and collaboratively." Ashley Shafer - Pitt Alumni

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Prerequisites

There are no specific prerequisite requirements. However, prior research and/or professional experience working with children and families in community or school settings is preferred.

Our most successful students have a few post-baccalaureate years of child- and youth-serving work experience to develop first-hand knowledge of child development in context.

Students complete coursework in a diverse set of topics to learn academic writing skills, real-world applied research design, data analytic tools that match the complexities of the context under study, and authentic assessment strategies.

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Degree Requirements

The degree requirements can be found in our PhD in Applied Developmental Psychology Handbook (PDF)

Career Pathways

Our graduates go on to have successful research careers in a variety of settings including institutions of higher education and research centers.

Program Faculty

Program Coordinator

Brian Galla

Heather Bachman

Kevin Crowley

Deanna A. Ibrahim

Shannon Wanless

Program News

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Developmental Psychology (PhD)

Program description.

The PhD program in Developmental Psychology emphasizes intersections among biology, culture, and context in developmental processes across areas of social, cognitive, language, and emotional development. Students apply a variety of methods (e.g., experimental, quasi-experimental, survey, observational, semi-structured interviews) to the study of individual and environmental influences on the development of infants, preschoolers, children, and adolescents at multiple, nested levels. Students take classes in developmental content areas and analytic methods and research, and advanced seminars on theories of change and theories of culture.

Students engage in community and/or laboratory-based research for the entire length of their studies under the supervision of primary and secondary faculty mentors. Research is conducted in laboratories at New York University and the homes, daycares, schools, hospitals, neighborhoods, and community settings of the multi-ethnic and richly diverse city of New York. Additionally, international research is a cornerstone of the program, with faculty and students engaged in studying developmental processes and contextual influences across countries such as China, India, South Africa, Korea, and Peru, and with affiliated global faculty at NYU Shanghai and NYU Abu Dhabi campuses.

Admission to graduate programs in the Steinhardt School of Culture, Education, and Human Development requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

See  NYU Steinhardt's Graduate Admissions website  for additional information on school-wide admission. Some programs may require additional components for admissions.

See How to Apply for admission requirements and instructions specific to this program.

Program Requirements

Students holding a master's degree or graduate credits in developmental psychology or related field complete 39-48 credits; the total required credits are determined on admission based on alignment of previous coursework with program curriculum. Students admitted with a BA/BS must complete 51 credits.

Credits dependent on previous graduate work; determined by admission.

Students admitted with a master's degree complete 6 credits.

Taken for 0 credits.

Other Program Requirements

Students are expected to participate in a ctive research involvement and attendance at weekly research colloquia, and complete candidacy exams, a dissertation proposal, and  a data-based dissertation and oral defense.

Sample Plan of Study

APSY-GE 3020 Research Practicum in Developmental Psychology is taken 3 times for credit, and 3 times for 0 credit.

APSY-GE 3023 The Developmental Psychology Seminar: Current Topics in Developmental Science is taken for 0 credits.

Learning Outcomes

Upon successful completion of the program, graduates will:

• Demonstrate ethical skills, social skills of engagement, and organizational and time management skills as a professional in the field of Developmental Psychology through diligence, responsibility, effective time management and completion of projects, and interactions with peers, advisors, scientists, community stakeholders, and leaders in the field.
• Demonstrate research expertise in an area of study and advance the field of Developmental Psychology through dissemination of research findings in scholarly publications and at national and international conferences.
• Demonstrate expertise using multiple research tools, methods, designs, and analytic approaches for addressing issues around developmental change in context.

STEM OPT Benefits for International Students

Nyu policies, steinhardt academic policies.

If you’re an international student, you may be able to work in the United States after graduation for an extended period of time. Most students studying on F-1 visas will be eligible for 12 months of Optional Practical Training (OPT) off-campus work authorization. F-1 students in this program may also be eligible for the STEM (Science, Technology, Engineering, or Mathematics) OPT extension, allowing you to extend your time in the United States to pursue degree-related work experience for a total of 36 months or 3 years. For more information on who can apply for this extension visit NYU’s Office of Global Services: STEM OPT .

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found the  Steinhardt academic policies page . 

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Phd, developmental psychology.

The 39- to 51-credit PhD in Developmental Psychology provides you with the training in developmental theories and research skills required to advance scientific understandings of development in context. Training emphasizes the intersection of biology, culture, and context across domains of social, cognitive, language, and emotional development. You will apply a variety of methods (e.g., physiological, experimental, observational, and interviews) to study individual and environmental influences on development, preparing them to conquer a career in research settings such as academia, foundations, think tanks, industry, and interventions and programs that serve children and families. 

Core Course Sequence

The curriculum for the PhD program in Developmental Psychology provides you with opportunities to take courses in developmental theory and research, gain strong training in research methods, and acquire professional development skills necessary for building and being part of a broader scientific community. The course curriculum includes coverage of developmental content areas, research methods, research practicum, and participation in colloquia. The program of study provides you with opportunities to gain expertise in a programmatic research area and to acquire the skills for professional growth and development. 

Sample Electives

You will have the opportunity to take several electives in research methods and multivariate analysis, equipping them with the skills needed to engage in rigorous developmental science and contribute to the field. Electives include topics such as cross-cultural research methods, case study and ethnographic inquiry, methods for analysis of change, and supervised and unsupervised machine learning. 

Culminating Experience

The PhD in Developmental Psychology culminates in a doctoral dissertation that combines the theoretical and empirical contributions/findings you generated during your research in the program over your years of doctoral study. You will submit a three-paper dissertation, which includes at least two empirical data-based original studies (the third paper is often a conceptual or theoretical paper such as a synthesis and extension of the literature on a topic of expertise), a brief overview, and conclusions. After passing the methods comprehensive exam, successfully defending the comprehensive paper, and filing a doctoral candidacy form, students turn to incorporate the knowledge and skills they gained throughout the program into the preparation and completion of the dissertation.

Curricular Requirements

Program requirements.

Students holding a master's degree or graduate credits in developmental psychology or related field complete 39-48 credits; the total required credits are determined on admission based on alignment of previous coursework with program curriculum. Students admitted with a BA/BS must complete 51 credits.

Credits dependent on previous graduate work; determined by admission.

Students admitted with a master's degree complete 6 credits.

Taken for 0 credits.

Other Program Requirements

Students are expected to participate in a ctive research involvement and attendance at weekly research colloquia, and complete candidacy exams, a dissertation proposal, and  a data-based dissertation and oral defense.

Sample Plan of Study

APSY-GE 3020 Research Practicum in Developmental Psychology is taken 3 times for credit, and 3 times for 0 credit.

APSY-GE 3023 The Developmental Psychology Seminar: Current Topics in Developmental Science is taken for 0 credits.

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Advance your personal and professional journey – apply to join our community of students.

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Psychology Graduate Program

• Psychology Department

Welcome to the Psychology PhD program at Harvard University!

Our work is united in the focus on the science of mental life, yet highly interdisciplinary.

The Psychology Department is organized into four research areas: 

• Clinical Science/ Experimental Psychopathology  
• Developmental Psychology  
• Social Psychology
• Cognition, Brain, and Behavior (CBB)

Students enrolled in the PhD program may follow one of two tracks: Clinical Science or the Common Curriculum, which includes Social Psychology, Developmental Psychology, and Cognition, Brain, and Behavior (CBB). Students may only be considered for Clinical Science during the graduate school application process, and may not transfer in at a later date.

Click here to view our current graduate student profiles. 

Clinical Student Admissions, Outcomes, and Other Data, as required by the American Psychological Association, can be found here . 

Developmental psychology

Psychology phd specialization.

Uncover risk and resilience developmental processes from infancy to older adulthood with ASU's doctoral program in psychology, specializing in developmental psychology.

How to apply

PhD program details

Specialization description

Degree awarded: psychology, phd.

Developmental psychology is one of six degree specializations offered through ASU's PhD program in psychology. Students work alongside renowned faculty to understand development, researching topics like:

• The role of curiosity in learning
• Bilingual language development
• Relations among stress, sleep and mental health
• The development of romantic relationships
• Genetic risk for alcohol and drug use
• Translational research on psychosocial health
• Mental and physical health across the lifespan

This specialization combines basic science with community-based interventions, utilizing modern analysis methods to study behaviors, emotions, cognition and the underlying genetic and biological mechanisms.

The Department of Psychology fosters a collaborative learning environment, encouraging students to engage in a unique core curriculum and hands-on research that spans all areas of psychology. This comprehensive approach ensures graduates are well-equipped to make a meaningful impact in people's lives.

Important dates

• September 1: Fall 2025 application opens.
• December 5: Fall 2025 application deadline.

Students must submit ASU’s graduate application and the Department of Psychology’s Slideroom application to be considered for admission.

More about applying

Faculty and research labs

Study with expert, student-focused professors who are leaders in developmental psychology.

Dr. Viridiana Benitez

Learning and development lab.

The Learning and Development lab focuses on understanding how cognition and experience shape word learning across development. Using behavioral experiments and observational methods, they work with infants, children and adults from monolingual and bilingual backgrounds. They aim to identify the factors that promote learning for children growing up in diverse language environments.

Explore the lab

View faculty profile

Recruiting new students for fall 2025

Dr. Leah Doane

Adolescent stress and emotion lab.

The Adolescent Stress and Emotion Lab studies how daily experiences affect physical and mental health. Using developmental psychology and biopsychosocial frameworks, they collect self-reports and measures hormones and sleep quality in real-life settings through ecological momentary assessment.

Dr. William Fabricius

Theory of mind and father and divorce labs.

The Theory of Mind and Father and Divorce Labs explore how children develop their understanding of the mental and physical worlds. They also study how father-child relationships impact children's long-term physical health, influencing social policy for divorced fathers and children.

Explore the labs

Dr. Thao Ha

@heart: healthy experiences across relationships and transitions lab.

Experiencing romantic relationships and feeling love for the first time is a profound experience for adolescents. The @HEART Lab investigates how adolescents learn to navigate romantic relationships and how these early relationship experiences contribute to their future wellbeing and relationships. They focus on technology’s transformative role (the good and bad) in romantic relationships, such as digital communication, social media, virtual and augmented reality, and artificial intelligence (AI).

Dr. Frank Infurna

Lifespan development lab.

The Lifespan Development Lab studies resilience to adversity, predictors of healthy aging and developmental processes in midlife. The lab investigates these phenomena through the application of contemporary longitudinal methodology to longitudinal panel surveys from across the World, intensive longitudinal designs and RCTs.

Dr. Kathryn Lemery-Chalfant

Child emotion center.

The Child Emotion Center studies how early biological and environmental factors influence children's mental and physical health. Using twin studies and measures like genetics, physiology and behavior, they investigate person-environment transactions across development to identify pathways to resilience and inform prevention programs. 

Dr. Candace Lewis

Bear: brain, epigenetics, and altered states research lab.

The BEAR Lab explores how our experiences impact our biology, focusing on epigenetic regulation of genes involved in brain development. They aim to understand how experiences shape cognition, mood and behavior, and how stress, trauma or connection affect mental health. They also study how psychedelics can positively influence mental health.

Dr. Kelsey Lucca

Emerging minds lab.

The Emerging Minds Lab investigates cognitive development and curiosity-driven learning in children aged 5 months to 9 years. Using behavioral experiments, naturalistic observations and looking-based paradigms, they study social cognition, communication and the influence of social and cultural factors on children.

Dr. Marisol Perez

Birhd: body image research and health disparities.

The BIRHD Lab explores the genetic, biological, psychophysiological, cultural and environmental factors influencing body image and eating behavior, focusing on their development toward unhealthy lifestyles. They continually translate their basic science research into clinical applications to improve health and quality of life across the lifespan.

Dr. Armando Piña

Courage lab.

The Courage Lab studies the development of anxiety in children and adolescents, using basic science approaches and creating interventions to test theoretical mechanisms of change. They aim to understand how courage, fear, and anxiety shape young lives, enhancing youth and family wellbeing through rigorous, practical research.

Dr. Jinni Su

Genes, environment, and youth development lab.

The Genes, Environment, and Youth Development Lab studies how genetic and environmental factors influence substance use and related behavioral and emotional health outcomes in adolescents and young adults from diverse racial and ethnic backgrounds.

Arizona Twin Project

Led by principal investigators Drs. Kathryn Lemery-Chalfant , Leah Doane , and Mary Davis , the Arizona Twin Project is a longitudinal study exploring gene-environment interplay in mental and physical health development from infancy to adolescence. It spans individual to sociocultural levels, focusing on sleep, pain, stress, health and academic competence. The diverse sample represents Arizona, providing insights into cultural influences on child outcomes.

Courses and electives

Introductory, skill and depth courses (30 credits).

Introductory courses.  Students are required to take at least one theory course and at least one developmental methods course. 

Skill courses. Four required courses that integrate quantitative methodologies into students' work.

Depth courses. A minimum of four courses — with at least two from developmental faculty — that make meaningful contributions to students' developmental psychology training.

Electives (6 credits)

Elective breadth courses. Students are required to take at least two graduate-level courses from other areas within the department or at ASU. These courses are designed to expand students' perspectives and can cover topics like:

Social psychology

• Cognitive science
• Biological bases of human behavior
• ... and more! 

Professional development (6 credits)

Professional development. All students must take at least two courses aimed at enhancing professional growth. A class on professional issues in psychology is required. Additional course options may include:

• Supervised teaching
• Grant writing
• Professional writing and reviewing
• .. and more! 

Research and dissertation (42 credits)

Research seminar and research hours.  Students enroll in milestone courses where they complete independent study and meet regularly with a faculty member to discuss assignments and conduct research.

Dissertation.  Supervised research including literature review, research, data collection and analysis, and writing.

Graduate students in the developmental psychology training are expected to complete 84 credit hours, half of which are research and conference. Courses cover theory, methods, advanced statistics, professional development, general psychology breadth courses and depth developmental psychology courses.

Student Handbook

What career is calling you?

Our graduates work with individuals of all ages in diverse settings, including nonprofits, government agencies, schools, technology and start-ups. Here are a few examples of careers with a doctoral degree in developmental psychology:

Data scientist

Director of practice and validation

Management fellow

Product specialist

Research analyst

Research and evaluation program specialist

Research psychologist

UX researcher

ASU emphasized an interdisciplinary approach to research, encouraging a broader understanding of various fields. For my comprehensive exams, I explored not only psychology but also public health, sociology and other disciplines to gain a well-rounded perspective on the needs of the community. My work at the Executive Office of the President, particularly in health care and veteran-related policies, has required me to draw from diverse schools of thought. This experience has helped me bridge the gap between science and policy, extending my expertise beyond psychology.

Hyejung Park Policy Analyst for Health, Executive Office of the President PhD in psychology (developmental psychology), 2022. MA in psychology, 2019.

The developmental psychology specialization trains the next generation of leaders in both academic and applied settings. We invite talented individuals to join and contribute to our dynamic ASU community.

Get in touch

• For questions about the specialization, email the developmental psychology area head, Dr. Frank Infurna, directly at [email protected] . 

Other specialized areas of study

Behavioral neuroscience and comparative psychology, clinical psychology, cognititve science, quantitive research methods.

Developmental Psychology

Information about the Developmental Psychology Graduate Major

Developmental Psychology at UCLA

The Developmental Psychology Graduate Program at UCLA is research intensive. Our research examines human development from infancy to young adulthood using a variety of laboratory and naturalistic techniques. The goal of the program is to produce independent scholars, and incoming students are expected to become research-active quickly upon beginning the program.

Support for student research is excellent. Students have access to the most advanced methods (including MRI, EEG/ERP, genetic, physiological, microbiome, eye-tracking, school-based research, and cross-cultural field work in multiple countries) and resources for research in affective and cognitive neuroscience, neuroscience of emotional and physical health, perceptual and cognitive development, language acquisition, family processes, peer influence and relationships, the study of culture and development, and developmental disorders.

Developmental Faculty

Bridget Callaghan Adriana Galván Scott Johnson Jaana Juvonen Catherine Sandhofer Jennifer Silvers James Stigler

Faculty with Developmental Appointments Andrew Fuligni Psychiatry

Lucina Uddin Psychiatry

Our research, training, and coursework are united by core themes:

Cognition, Perception, and Language

• Scott Johnson
• Catherine Sandhofer
• James Stigler

Faculty in this area research the development of perception, language, and cognition, as well as how cognitive development is constructed through attention, perception, and language.

Culture, Education, Learning, and Social Development

• Jaana Juvonen

Research in this area aims to understand learning and social development in their cultural contexts, whether in formal or informal settings, including the impact of technology media, cultural values, and social change on learning and development.

Emotion, Stress, and Risk Taking

• Bridget Callaghan
• Andrew Fuligni
• Adriana Galván
• Jennifer Silvers

Faculty in this area study motivation, reward processes, emotional learning, emotion regulation and risk taking behavior across development. Faculty also examine the phenomenology of chronic and acute stress exposure during key periods of developmental change.

Identity, Family, and Peers

Neurodevelopment and neurobiological bases of development.

The faculty in this area study the neural building blocks of development using a variety of methods aimed at characterizing brain structure and function.

The PhD Program

The PhD program is heavily focused on research. Students begin working with a faculty advisor during their first quarter at UCLA. Coursework is comprised of two courses in statistics, one additional methodology course, three developmental courses, and three additional courses. Students also participate in developmental forums and seminars on teaching.  Most students graduate in year 5 or 6. For a list of Required Courses please see the  Psychology Handbook .

Developmental Psychology PhD

Doctor of philosophy in developmental psychology.

The 75-point doctoral degree prepares students for faculty positions in colleges, graduate schools of education, and universities, and for positions as research associates in research laboratories, biomedical schools,foundations, public policy, and arts and sciences, as well as policy research firms, governmental agencies, and NPOs. Throughout their program, doctoral candidates work in a close apprentice relationship with a faculty advisor of their choice. The Ph.D. degree requires completion of 75 points with an empirical research dissertation.

The aim of instruction at the doctoral level is to produce a psychologist who can make a sound and innovative research contribution to the study of human development, who is concerned with the relationship between development and education, and who is equipped to teach about such matters.Students acquire the conceptual background and methodological skills necessary for faculty positions in colleges and universities or for positions as associates and consultants in research laboratories, biomedical schools, and other applied settings.

While consultation between student and faculty advisor is considered to be the best way to decide which steps should be taken towards these goals, there are specific requirements for all students in Developmental Psychology that serve to define the character of the program and to ensure that all students have a common experience and acquire a common level of expertise in dealing with the core issues in the field.

The courses offered through the program provide content in the research and theoretical literature relating to all phases of the psychology of human development. All age groups are covered, from infancy through childhood, adolescence to adulthood, and later life. Coursework in developmental psychology can be supplemented by courses in the other psychology programs at Teachers College as well as by courses in the social sciences,linguistics, and other fields offered at Teachers College and the graduate faculty of Columbia University (including the Columbia University College of Physicians and Surgeons).The doctoral program is focused primarily on training in the conduct of empirical (e.g., experimental, observational, and interview)research. Other types of research (theoretical, descriptive, and historical) may be undertaken in special circumstances of student and advisor competence.

Developmental Psychology Ph.D. Requirements 24-25

Admission Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Summer, Fall
• Enrollment Formats: Full-Time

Application Deadlines

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

Application Requirements

For admission-related inquiries, please contact [email protected] .

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

Courses and Requirements  

Core Courses: 

Students are generally advised to take the following four courses in developmental psychology in their first year of doctoral studies.

• HUDK 5040 Developmental and psychopathology: Atypical contexts 
• HUDK 6520 Seminar on lifespan development 
• HUDK 5023 Cognitive Development
• HUD 4120  Methods of Empirical Research OR ORLJ  5040  Research methods in social psychology I 

Statistics Sequence: 

The following four statistics courses are required, and students are advised to begin enrollment during the first semester of study. HUDM 4122 may be waived for students who have taken appropriate coursework in statistics at the undergraduate/graduate level or who have passed an equivalency examination. Please contact HUD Staff at [email protected]   for more information. 

• HUDM 4122   Probability and statistical inference 
• HUDM 5122   Applied regression analysis OR EDPA5002 - Data Analysis for Policy Decision Making
• HUDM 5123   Linear models and experimental Design OR EDPE6023 - Advanced Causal Methods 
• HUDM 6122   Multivariate analysis 

Once this sequence is finished, students may find it helpful to take one or more of the following courses, which provide instruction on more advanced topics:  

• HUDM 6030   Multilevel and longitudinal data analysis
• HUDM 6055   Latent structure analysis 
• ​​HUDM 5133 Casual Inference Program Evaluation

Breadth Requirement:  

All doctoral students must take at least one course for a minimum of 3 points in each of the following four areas listed below. The courses must be other than courses required as part of the degree program core. Students should consult with their advisors about whether specific courses meet program requirements.  Examples of suitable courses are included below.Students may also consult the TC course catalog for other examples. Note that courses used to fill the Breadth/Foundation course requirements may not be used to fulfill requirements in another area. 

Biological Basis of Behavior:

BBS   5068 Brain & behavior I and BBS 5069 Brain and behavior II (total 3 points)

MSTC 5000 Neurocognitive Models of Information Processing

BBSN 5007 Neuroscience Applications to Education

Cognitive Basis of Behavior:

CCPX 5020 Cognition, emotion, and culture

HBSK 5096 Psychology of memory

HUDK 4015 Psychology of thinking

HUDK 4029 Human cognition and learning

HUDK 5024 Language development

HUDK 5025 Spatial thinking

HUDK 5030 Visual explanations

HUDK 5090 Psychology of language and reading

Social Cultural Factors & Individual Differences:

BBSN 5152  Neuroscience, Ethics and the Law

BBSN 5193  Neuroscience of Adversity

HBSK 5031 Family as context for child development

HUDK 5029 Personality development and socialization across the lifespan

HUDK 5121 Children's social and emotional development in context

HUDK 5125 Cross cultural psychology

HUDK 6036 Child and family policy I

ORLJ  5017  Small group intervention: Theory and method

ORLJ  5106  Psychological aspects of organizations

ORLJ  5540  Proseminar in social and organizational psychology

Measurement:  

HUDM 5059   Psychological measurement 

HUDM 6051   Psychometric theory

HUDM 6055   Latent structure analysis   

Proseminar Requirement: 

Doctoral Students are required to enroll in proseminar during the fall and spring of their first year. The course is taken for 3 credits per semester, totaling 6 credits for the year. This course covers various topics integral to the doctoral experience and is a great way for students to present their work amongst peers and gain feedback. 

HUD 6500 Doctoral Proseminar (2 semesters)

Out-of-Department Requirement:  

Doctoral students must take at least three courses outside the Department. 

Course Assistantship Requirement:   

Doctoral students must be a course assistant for two master's-level courses, which may include HUDK 5324, the Master's Practica. For more information, please visit the Department of Human Development located in Grace Dodge Hall, room 453.

Certification Papers:  

The two advanced requirements that are met prior to presenting a dissertation proposal are an original theoretical paper and an original empirical research paper in the student's area of specialization. For more information, please visit the Department of Human Development located in Grace Dodge Hall, room 453. 

Certification Examination: 

As part of their certification requirements, all students must take a three-hour examination in research methods. 

Post-Certification Requirement:

Ph.D. candidates must take a minimum of 15 additional points after meeting certification requirements, including the points enrolled during the semester in which certification occurs.   

Dissertation Seminar: 

For a dissertation proposal to be approved, the student must enroll in Dissertation Seminar (HUDK 7501). Dissertation Seminar is typically taken for one semester--the semester in which the student wishes to finish the dissertation proposal and have it approved. It can be taken for a maximum of two semesters. If the proposal is not approved in the first semester, the student must register for a second semester. After the approval of the proposal or the completion of the second semester, whichever comes first, the student proceeds automatically into registration for Dissertation Advisement. 

Dissertation Proposal Hearing:

When the student and the advisor have agreed on a proposal for dissertation research, a proposal hearing will be scheduled. 

Advanced Seminar: 

After completing the collection of data, the student will request that an Advanced Seminar be scheduled. The purpose of the Advanced Seminar is for the committee to review data and their analysis before the final Dissertation Defense. 

Dissertation Defense:

Requirements for the scheduling of the dissertation defense and composition of the dissertation committee can be found in the requirements bulletin for the Degree of Doctor of Philosophy (obtainable from the Office of Doctoral Studies). 

M.Phil. Degree:

The M. Phil is an en passant degree awarded to those nearing the completion of the Ph.D. degree. The student contacts the Office of Doctoral Studies to file for the award of the degree. 

To receive the M. Phil., the student must satisfactorily complete the following requirements: 

File an approved "Program Plan of Study" with the Office of Doctoral Studies 

Complete at least six courses with evaluative grades under Teachers College registration

Pass the Certification Examination 

Complete an approved empirical research paper 

Complete an approved theoretical research paper 

Complete all 75 points of coursework required for the degree. 

Please note: Students must submit a copy of their Program Plan of Study and both research papers to the Department of Human Development for record keeping purposes. 

Transfer Credit:    

Relevant graduate courses with earned grades of B or higher taken in other accredited graduate schools to a maximum of 30 points, or 45 points if completed in another Faculty of Columbia University, may be accepted toward the minimum point requirement for the Ph.D. degree. For more information, please contact the Transfer Credit Coordinator in the Registrar's Office. 

Satisfactory Progress: 

Students are expected to make satisfactory progress toward the completion of degree requirements. If satisfactory progress is not maintained, a student may be dismissed from the program. Where there are concerns about satisfactory progress, students will be informed by the program faculty.

• View Other Degrees

Program Director : Dr. Kimberly Noble

Contact Person: Jonathan Chastain

Phone: (212) 678-4190

Email: hud1@tc.columbia.edu

Developmental Psychology

Developmental Psychology is a research-oriented graduate program focused on development throughout life and its applications. Faculty are prominent in their fields, skilled at mentoring students and professionally active, involving their students in exciting and cutting-edge research programs.

Research topics include issues in developmental neuroscience in typical and atypical populations, symbolic representation in infants and children, children's psychological understanding and theory of mind, memory development (e.g., trauma and memory development, eyewitness testimony, metamemory), language development, emotional processes (e.g., emotion regulation, emotion understanding), social development (e.g., parent-child attachment, self esteem, conscience and moral development, prosocial behavior), public policy and child development (e.g., divorce, child maltreatment, welfare), and more. 

The wide range of faculty expertise facilitates research in many different areas of study, emphasizing close faculty-student collaboration, and interdisciplinary research is encouraged. Faculty conduct experimental and longitudinal research, as well as research in field settings. Basic and applied research is encouraged. State-of-the-art instruction in quantitative methods for developmental scientists is also provided. Additional training opportunities are available through the multidisciplinary Human Development Graduate Group and faculty in the Department of Human and Community Development and the MIND (Medical Investigation of Neurodevelopmental Disorders) Institute.

Related content:  Developmental Psychology

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• PhD in Psychology
• Developmental Psychology

Developmental Psychology Doctor of Philosophy in Psychology

Advance your knowledge with an online PhD in Psychology with a specialization in Developmental Psychology from Capella University. This program is designed to give a deep understanding of how people grow and change across the lifespan.

Learn ways to encourage well-being and psychological health as a teacher, researcher, or policy and care advocate.

Relevant, real-world learning

Your psychology coursework allows you to conduct research in consultation with Capella faculty.

Complementary coursework approach

Get direct, intensive experience with virtual residencies that enhance your online coursework and help you complete your program successfully.

Scholar-practitioner faculty

Learn the latest in theory and practice from experienced doctoral faculty actively engaged in their professions.

Apply today with no application fee.

At a glance

• 7 Core courses
• 7 Specialization courses
• 3 Virtual residencies
• 4 Dissertation courses
• 84 Total quarter credits (24 Max transfer)

Reduce your tuition by $5,000

Enroll in a qualified program and apply for a $5K Capella Progress Reward, a scholarship to help fund your doctoral degree. Eligibility rules and exclusions apply. Connect with us for details.

Courses and skills

Explore developmental psychology courses.

• This program requires a total of 84 quarter credits
• You’ll need to complete seven core courses, seven specialization courses, three virtual residency courses and four dissertation courses

View all courses in catalog

What you'll learn

Students in the PhD in Psychology, Developmental Psychology specialization acquire a broad base of knowledge associated with lifespan development, policy, and advocacy. Core coursework provides a foundation of the science of psychology, and specialization coursework provides depth within the discipline of developmental psychology. This specialization is not designed or intended to meet licensure requirements for any licensed profession.

This specialization was designed to help you gain the following skills related to this field:

• Apply critical thinking skills in response to challenges in developmental psychology
• Apply scientifically established principles and knowledge from the study of human development and policy development in relation to individuals and society
• Evaluate developmental processes and theories related to meeting the needs of individuals and diverse populations
• Promote ethical standards and guidelines in professional interactions
• Communicate professionally in the discipline of developmental psychology

Review the Capella career exploration guide to learn more about this program and career opportunities.

Tuition and learning format

How much does the phd in psychology cost.

The total cost of your degree will depend on academic performance, transfer credits, scholarships and other factors. See GuidedPath cost information below.

A structured learning format with an active peer community and faculty guidance. We’ll set the schedule, you meet the deadlines.

• Based on the quarter system; 1-3 courses per 10-week quarter
• 1 semester credit = 1.5 quarter credits
• Weekly assignments and courseroom discussions
• Pay for what you take, price varies by courseload or term

$555  per credit,  72  coursework credits, 24  max transfer credits

Learn more about GuidedPath »

Tuition breakdown

Program phases.

$555 Per quarter credit

72 coursework credits

Per quarter credit

Dissertation

$2,780 Per quarter

Per quarter

Resource kit fee

$175 Per quarter

Coursework phase only; includes eBooks, textbooks, interactive media, software, course packs, articles, and other instructional materials

Application fee

$0 no application fee

no application fee

Tuition and program length are unique to you

Your total tuition and program length depend on a variety of factors, including:

• Academic performance
• Complexity of your dissertation
• Number of quarters spent working on practicum
• Prior coursework
• Scholarships and finances
• Unexpected life events
• Employer and/or military benefits

About cost scenarios

The cost scenarios below are examples based on general program pricing and 2024–25 Capella tuition rates and assume the average number of transfer credits a student brings into the program. Pacing and pricing information is current as of Jan. 1, 2024. These rates are the same nationwide and may change depending on factors affecting program length and price. You are responsible for paying your own travel costs related to residencies, including plane, hotel, and food expenses.

To discuss whether the specialization you’re interested in has additional factors that may affect program cost and length, contact a Capella enrollment counselor.

Cost Scenarios

*Eligibility rules and exclusions apply. Connect with us for details.

Get the details

Connect with an enrollment counselor to further discuss the cost of the program and explore your eligibility for scholarships and discounts.

Scholarships and savings

Are there scholarships available for doctoral degrees.

Your education is an investment in your future. There are more ways to save  than you might think.

$5K toward your doctorate

Apply for a $5K scholarship Capella Progress Reward, a scholarship to help fund your doctoral degree. Eligibility rules and exclusions apply. Connect with us for details .

Employer & association discounts

If your employer or organization is a Capella network partner, you may be eligible for a discount. Ask your employer what offers are available.

10% military discount 

Capella offers a tuition discount to active-duty service members, guard and reserve members, veterans, their spouses* and dependents. *Starting in July, spouses of veterans can now benefit from a 10% discount on eligible certificates, master’s and doctoral programs and a 15% discount on eligible bachelor’s programs.

Accredited and recognized

Capella is accredited by the higher learning commission..

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

How to apply

What are the phd in psychology admission requirements.

Applicants must provide the following information for  admission  to Capella programs and specializations:

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

GRE and GMAT are not required for admission.

International student requirements

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

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

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

Learn more about  international student admissions .

Faculty and support

What support does capella offer online students.

Our programs are designed to meet the unique needs of doctoral students. We’ve structured the experience in manageable pieces that build on one another to help you earn your doctorate. You’ll have support from faculty, staff and online resources along the way.

Doctoral faculty

Work with faculty members who have years of experience and specialize in their areas of expertise throughout each phase of your program, including literature review and implementation planning.

Enrollment counselors

These specialists can provide details about your chosen doctoral program. They help you understand the differences among specializations and help you identify which is the best fit for you. They can also help you with the admissions process.

Academic coaches

Through quarterly appointments and as-needed counseling sessions, these specialists introduce you to Capella and help you tailor your program to your personal goals and experiences.

Articles and resources

Expand your perspective on academic and career topics with articles and resources from Capella University.

5 ways a doctoral degree may strengthen your career

Discover how earning your degree can help develop your professional skills.

What’s it like to be a doctoral student?

What does it take to earn a doctoral degree? Learn more about the experience and explore each step of the journey.

Helping Professions Program Guide

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

Career exploration

What can you do with a phd in psychology, developmental psychology.

Your education can help you reach your professional and personal goals. Here are some of the jobs and employment settings to consider with a doctoral degree in developmental psychology.

Related job titles to explore*

• Adjunct psychology instructor
• Assistant/associate/full professor
• Child and adolescent case manager
• Child development director
• Children’s director
• Director of child and family services
• Director of family life
• Early childhood professional

Employment settings to explore

• Child care services
• Civic and social organizations
• Colleges, universities and professional schools
• Community colleges
• Educational support services
• Elementary and secondary schools
• Individual and family services
• Services for the elderly and persons with disabilities

*These are examples intended to serve as a general guide. Some positions may prefer or even require previous experience, licensure, certifications, and/or other designations along with a degree. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title, a promotion, salary increase, or other career outcome. We encourage you to research requirements for your job target and career goals. Educational and professional requirements for faculty positions vary widely by employer. Understanding your target employers’ particular requirements is key in deciding on a doctoral program.

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PhD in Psychology – Developmental Psychology Shape the Future of Psychology

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Explore Human Development with Liberty’s Online PhD in Psychology

Liberty University’s Doctor of Philosophy (PhD) in Psychology – Developmental Psychology provides an in-depth study of human growth and development that can help give you advanced insight into human psychology. Through rigorous research training that can prepare you for a career in academia and research, Liberty’s online PhD in Psychology is ideal for students who want to bring new knowledge of human behavior to the field and find new ways to help people heal, grow, and thrive.

Our PhD in Psychology is designed to equip you to evaluate research and to understand the truth about human behavior from a biblical worldview. Our mission is to Train Champions for Christ , and we fulfill this mission by training professionals to use science and biblical values to understand the full breadth of human experience. Our unique, biblically-based approach to this field can help prepare you to make a positive impact on those around you.

With Liberty’s PhD in Psychology, you will have the option of attending on-campus intensives that allow you to meet faculty and other students while you develop your professional and research skills. Unlike many other online doctoral programs in psychology, our students can be a part of an online and on-campus community.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s Online PhD in Psychology?

Our online PhD in Psychology can be completed 100% online, providing the flexibility you need to complete your doctorate around your busy schedule. This program also provides a community of psychology professionals and the ability to take optional on-campus intensive courses to allow you to connect in person with your peers and professors.

Liberty integrates a biblical worldview foundation into this program’s in-depth study of developmental psychology. This perspective in your research and practical training in psychology can help you develop professional and academic excellence without compromising an ethical appreciation for human life.

With our online PhD in Psychology, you can learn effective clinical techniques, advanced behavioral theory, and develop your research and writing expertise. You can benefit from a thorough study of human thought and behavior while developing your own research to further the field’s body of knowledge in developmental psychology.

Earning a PhD in Psychology online with Liberty means that you will be trained to engage with research and psychological practice critically and biblically. If you want to pursue a deeper understanding of human growth and development while respecting the inherent value of human life, Liberty’s PhD in Psychology – Developmental Psychology is the program you need.

What Will You Study in Our Doctorate in Psychology – Developmental Psychology?

Liberty’s online PhD in Psychology is designed to build on your previous study and experience in human psychology. Our in-depth course of study can help develop you into a researcher and psychologist who demonstrates ethical and academic excellence while integrating biblical values into your practice.

Through this program, you will:

• Learn how an appreciation of biblical values enhances psychological practice by putting human value at the forefront of technique and theory.
• Develop a grounded critical approach to psychological research and theory while integrating a biblical worldview into approaches to current issues in psychology.
• Master psychological research and writing techniques that can establish your work in the study of human behavior.
• Complete dissertation research through your program with mentorship from your professors.

Our goal is to help you become a thought leader on a variety of topics related to the human experience. With the specialization in developmental psychology, you will investigate specialized approaches to developmental issues in child psychology, develop an approach to treating adults with childhood trauma, and establish expertise in developmental growth studies.

You can enter the world of psychological research while practicing and offering insights based on biblical foundations of truth that can help patients heal and thrive.

Potential Career Opportunities

• Collegiate professor
• Independent consultant
• Organizational mentor/consultant
• Researcher/Writer

Featured Courses

• PSYC 700 – Foundations of Doctoral Study in Psychology
• PSYC 710 – Psychological Research and Biblical Worldview
• PSYC 775 – Teaching of Psychology
• PSYC 830 – Child and Adolescent Development in the Digital Age

Degree Information

• This program falls under the School of Behavioral Sciences .
• View the Graduate Behavioral Sciences Course Guides (login required) .

Degree Completion Plan

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Liberty’s Doctorate in Psychology

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Contact information for 2 recommenders is required (approved recommenders are the student’s former college professors or supervisors).
• Statement of Purpose is required (1,000-1,500 words, double spaced).
• Departmental approval is required.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

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Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

Is liberty accredited.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges ( SACSCOC ).

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Department of Educational Psychology

School Psychology

Doctoral program.

The Ph.D. program in school psychology adheres to the scientist-practitioner model of graduate education in health service psychology. The training is designed to prepare students for the practice of health service psychology based on the scientific method, and to promote the commitment to a career of research directed toward the advancement of the science of psychology.   

Given this mission, the aims are to prepare psychologists who are knowledgeable and competent in:

• Research with relevance to psychology and the specialty area of school psychology
• The practice of health service psychology
• The specialty area of school psychology

These aims facilitate preparation of health service psychologists who will practice in schools or other educationally related settings that will meet the professional employment demands for: psychologists in psychoeducational research; mental health research specialists in child psychology; psychologists in child treatment agencies, hospitals, and private practice; and professionals in higher education committed to preparing educators and clinicians in psychoeducational services.   

Program Handbook Neag School's Ph.D. Programs

Consumer Information Disclosures (Title 4, Department of Education; 34 CFR 668.43): It has not yet been determined if the degree requirements of this program meet the educational requirements for licensure in every US state and territory.

Academics & Curriculum

Although the School Psychology Ph.D. program is designed to be at least four academic years of full-time study, students typically take 4-5 years from the baccalaureate degree to complete all doctoral requirements. This involves a total of at least 100 semester hours of coursework, including 15 hours of dissertation research, and a 1,500-hour internship that meets the requirements for school psychology.

In addition to the sequence required of all doctoral students, each student will complete an Advanced Integrated Concentration (AIC), which includes a minimum of 9 additional credits (i.e., 3 courses). As noted, the aims of the program’s doctoral training are to prepare psychologists who are knowledgeable and competent in research, practice of health service psychology, and the specialty area of school psychology. At the doctoral-level, students acquire discipline-specific knowledge and refine skills across a range of profession-wide competencies (e.g., assessment, prevention/intervention, consultation). Throughout their doctoral program, students work closely with faculty in designing their complete program of study that reflects their particular interests within health service psychology and the specialty area of school psychology. As such, doctoral students are expected to develop an Advanced Integrated Concentration (AIC) that reflects their particular interests and intended area of specialization.

Sample Plan of Study

Year 1, fall semester.

• EPSY 5605 – Quantitative Methods (in person)
• EPSY 5403 – Intellectual Assessment
• EPSY 5420 – Roles & Functions of School Psychologists
• EPSY 6494 – Practicum 1 (3 credits)

Year 1, Spring Semester

• EPSY 5404 – Social Emotional Behavioral Assessment
• EPSY 5425 – Academic Assessment
• EPSY 5430 – Child Psychopathology

Year 2, Fall Semester

• EPSY 5405 – Applied Behavior Analysis
• EPSY 5408 – Ethics
• EPSY 5450– Issues of Cultural Diversity
• EPSY 5406 – Consultation
• EPSY 6494 – Practicum 2 (3 credits)
• *Optional: EPSY 5195 Introduction to R (1 credit)

Year 3, Fall Semester

• Doc Sem: Res in School Psych
• PSYC 5140 – Foundations of Neuropsychology
• AIC course**
• EPSY 6494 – Doctoral Practicum 2 (3 credits)

Year 3, Spring Semester

• 1-9 credits (must take a total of 15 dissertation credits)
• EPSY 6601 – Meth and Tech of Educ Res
• PSYC 5460 Social Development OR PSY 5570 – Current Topics in Social Psychology OR PSY 6750 – The Social Psychology of Stigma
• (Courses offered every other year – take 1 in either 3rd or 4th)

Year 4, Fall Semester

• EPSY 5318 – Human Development over the Lifespan
• AIC Course**

Year 4, Spring Semester

Year 5, fall semester.

• EPSY 6491 – Doctoral Internship in School Psychology (6 credits)

Year 5, Spring Semester

*Students unfamiliar with the the statistical software R are encouraged to take the Intro to R course prior to regression.

**Note: Students can choose the semesters in which they will select courses to fulfill their requirements for the Area of Integrated Concentration (AIC) which requires a minimum of 9 credit hours. It is typically recommended that the AIC credits be completed in the third and fourth years.

***To be competitive for APPIC internships, students are encouraged to take EPSY 6494 (2 credits) in the summer after year 3 and/or 4.

Application Deadline

The school psychology program admits students once a year for entry in the following fall semester. The application deadline is December 1.

Accreditation

The program is accredited by the American Psychological Association (American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington, DC 20002-4242) and as such complies with the guidelines and principles for accreditation of programs in health service psychology as outlined by the American Psychological Association.

The practica sequence was developed in accordance with APA and NASP guidelines that require planned supervised experiences that include direct service and formally scheduled supervision. The primary focus of the practicum is to adequately prepare students for their internships. The practica experiences are designed to have a direct relationship to the objectives of the practicum as outlined in the Practicum Syllabus. Further, the practicum experiences are provided under conditions of appropriate supervision and are distinct from and occur prior to the internship.

The practicum is designed to provide students with planned, supervised experiences of directed observations and participation in educational settings with emphasis on empirically supported practices. In addition, the practicum is designed to ensure the student has sufficient supervised experiences to provide an early exposure and identification with the professional practice of school psychology. The field experiences are coordinated with coursework to allow students ample opportunity to combine their theoretical and practical knowledge in a supervised situation. Students are required to spend time in the public schools and may spend additional time in other approved school-related agencies or clinics.

Practicum experiences in a school or related educational setting are a required component of program completion and graduation. Students pursuing the doctoral degree who enter the program with a bachelor’s degree are required to earn a minimum of 800 practicum/advanced practicum hours across their first four consecutive years. Students pursuing a doctoral degree who enter the program with a specialist-level degree in school psychology are required to earn a minimum of 250 practicum/advanced practicum hours. Students are required to complete practicum rotations in elementary and middle/high school settings, as well as a diverse setting.

The internship in school psychology complies with APA and NASP standards. The internship settings are selected on the basis of their appropriateness relative to the specific training objectives of the program and with sensitivity to the student's professional background and goals. The field-based internship supervisors for doctoral interns are licensed psychologists. The internship is designed to enhance the development of competencies and professionalism and to be the culminating experience of the student's program. As such, the internship allows the student to participate in educational settings and the opportunity to integrate coursework, research, theory, and practical experiences in a supervised, applied setting.

The internship occurs on a full-time basis over a period of one academic year, or on a half-time basis over a period of two consecutive years. This amounts to at least 1,500 clock hours of supervised experiences relevant to the practice of school psychology of which a minimum of 600 hours must be in a school setting. Doctoral students with prior, appropriately supervised, experience in school settings are not necessarily required to complete their 1,500-hour internships in schools. These students may be placed in other supervised settings that are both appropriate to the professional practice of school psychology and compliment the student's professional interests and goals.

Examinations

General examination.

Students must pass the doctoral program’s comprehensive examination as part of their graduation requirements. Students are evaluated on their ability to integrate and apply their doctoral studies to the exam questions, responses to professional issues, and ability to function as school psychologists. Students will not receive approval to seek a doctoral-level internship or to defend their dissertation until they have passed the comprehensive examination. The general examination is designed to align with the APA standards of accreditation for health service psychology, specifically as relevant to (a) category 2 of discipline-specific knowledge in advanced integrative knowledge and (b) profession-wide competencies. The Comprehensive Examination Committee (CEC) will develop two questions to provide you with an opportunity to demonstrate your expertise and integration of professional wide competencies. The comprehensive exam is meant to be an assessment of student knowledge and understanding of school psychology research and practice.

Final Examination/Dissertation Defense

Guidelines for the final examination follow the rules as specified by the University. After being admitted to candidacy for the Ph.D. degree, and completing the dissertation, the final oral examination or dissertation defense is conducted. The content of the final examination is primarily related to the student’s dissertation. At least five faculty members, including all of the student’s advisory committee, must participate in the final examination. However, the decision regarding the student’s performance rests solely with the advisory committee.

Organizations & Resources

Student association of school psychology.

UConn SASP Mission Statement: The Student Association of School Psychology at the University of Connecticut‘s Neag School of Education (UConn SASP) is a student organization within the School Psychology Program that aims to maintain collaboration with the program, increase professional development activities, and promote social justice and equity.

Email: [email protected]

National & Regional Organization Resources

NASP Practice Model

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Cognitive Psychology Concentration

• PSYC100 Research Requirement
• Neuroscience 4+1 (B.S./M.S.)
• Behavioral Neuroscience Requirements
• Clinical Science Requirements
• Cognitive Psychology Requirements
• Social Psychology Requirements
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Welcome to Cognitive Psychology

Welcome to the cognitive psychology graduate program, offered by the Department of Psychological & Brain Sciences at the University of Delaware. Our primary goal is to train a new generation of theoretically focused scientists to understand the mind and brain.

Our apprenticeship program is designed to rapidly engage new students. During their first semesters, students begin conducting research and consulting with their advisors to select courses that complement their research interests. Throughout the year students choose among a number of colloquia offered by the Department of Psychological and Brain Sciences. Readings are drawn from a variety of areas (courses, cognitive area seminar, independent reading) that help them​ to prepare for the qualifying exam. ​

We provide exciting opportunities for training in research with a number of different populations (including brain-damaged adults, infants, and children) and a range of state-of-the-art techniques. The  Center for Biomedical and Brain Imaging  houses a 3T Siemens Prisma scanner, and we provide extensive training in neuroimaging, including fMRI, DTI, MVPA, and other analysis techniques. We also provide training in EEG, brain stimulation (TMS), eye tracking, computational modeling, and behavioral experiments.

UD's  Early Learning Center  provides on-campus opportunities for research on cognitive development. We encourage collaborative, interdisciplinary research, so our students can obtain the kind of broad training that is required in today’s research environment.

Along with methodological expertise, students develop a strong theoretical foundation in understanding cognitive processes. Students develop these skills via formal coursework in statistics, methods, and special topics in cognition.

Our students will also receive training in teaching, provided in the form of teaching assistantships and courses on best practices in teaching. 

Nature and goals of the program

This apprenticeship program in cognitive psychology for University of Delaware graduate students is designed to rapidly engage new students in research. Students begin conducting research their first semester. The number of  required  courses/seminars is minimal allowing the student in consultation with his/her advisor to select whatever additional courses would be most valuable to that student’s research interests. For breadth in the field, our students attend a weekly cognitive area seminar at which faculty and graduate students present their research and discuss current topics in the field. Throughout the year students can choose among a number of colloquia offered by the Department of Psychological and Brain Sciences. In addition, during their first two years, students’ readings are drawn from a variety of areas (courses, cognitive area seminar, independent reading) that will help them​ to prepare for the qualifying exam. ​

Collaborations

Our labs tackle core aspects of information-processing, such as scene representation, body representation, language, attention, emotion, learning, and categorization. Many of our faculty have expertise in spatial cognition: how we think about, navigate and perceive the world around us. Given that our faculty have complementary strengths, we strongly encourage bridge-building between labs.

Cognitive students collaborate freely with researchers not only from the Department of Psychological and Brain Sciences, but also from Linguistics, Education, and Philosophy. Developmental research is enhanced by strong ties to the Early Learning Center and the Cognitive Science Program in Linguistics. Neuropsychological and brain stimulation research is enhanced by collaborations with the Delaware Rehabilitation Institute and faculty in the College of Health Sciences.

Our faculty also have active collaborations with labs at Johns Hopkins University, the University of Nebraska-Lincoln, the University of Nevada-Reno, and the University of Pennsylvania.

Research with faculty mentors

Psychological and Brain Sciences faculty have been awarded APA and APS Fellowships and have been appointed as editors or editorial board members of journals such as Attention, Perception & Psychophysics, Child Development, Journal of Experimental Psychology: General, Psychological Science, Psychology and Aging, and Psychonomic Bulletin & Review. Faculty research has been featured in The New York Times, The Economist, The Guardian, Parents Magazine, CNN, and Discovery Channel.

Our faculty are currently funded by the National Science Foundation and the National Institutes of Health. ​This includes grants using functional neuroimaging to understand dyslexia, robotics to assess visuoproprioceptive integration in brain-damaged individuals, and a new NSF grant to create a post-baccalaureate BRIDGE program in data science and psychology for underrepresented students.​​​

Program Requirements >

Work with our faculty.

Visit each researcher's bio page, linked below, for information on research interests and current funding.

Faculty accepting graduate students for 2025–2026:

• Adrian Gilmore
• Alon Hafri​​
• ​​ Keith Schneider
• Tim Vickery
• ​Maryam Vaziri-Pashkam​

View more research labs

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Meet a Developmental Faculty: Dr. Sami Yousif

By scooper1

MEET A DEVELOPMENTAL FACULTY

“As is true for many students, I originally pursued a psychology major in college thinking that I would be interested in some kind of clinical psychology. But, after taking two cognitive psychology classes in my first year and learning about spatial cognition, it was clear that that was the path I was meant to go down.” ~Dr. Sami Yousif

1 . Tell us a little bit about yourself.

I grew up in rural Alabama. Afterward, I attended college at Emory University in Atlanta, Georgia, where I studied Psychology (and, briefly, business). There, I worked in what was formerly known as the “Spatial Cognition Lab” under the supervision of Dr. Stella Lourenco. I then went on to graduate school at Yale, where I ultimately worked primarily with Frank Keil. I then completed a two-year stint as a MindCORE Postdoctoral Fellow at the University of Pennsylvania, where I collaborated with Dr. Elizabeth Brannon, Dr. Russell Epstein, and Dr. Anna Papafragou. My primary research interest throughout that time has been various aspects of spatial representation, but I’ve also studied a wide range of other topics, from number representation to event representation to social consensus.

2. Can you share one fun and interesting fact about yourself? Hobbies? I’m not sure there’s anything especially interesting about me. I was once very invested in rock climbing, though I’ve had trouble keeping up with that hobby the past few years. I play the piano — these days, mostly to soothe my infant son.

3. What initially sparked your interest in studying psychology? I took AP Psychology as a high school student and realized that psychology offered a way of answering questions that I desperately wanted to know the answers to. As is true for many students, I originally pursued a psychology major in college thinking that I would be interested in some kind of clinical psychology. But, after taking two cognitive psychology classes in my first year and learning about spatial cognition, it was clear that that was the path I was meant to go down. Conveniently, there was a lab that studied exactly the sorts of things I cared about. Everything else has fallen into place naturally since then.

4. What are some research projects that you’re currently working on? At any given time, I’m working on dozens of projects at once. But, the two broad topics that have most captured my attention recently concern topological spatial representation and perceptual adaptation .

5. What are you most excited about heading into the new academic year? As of this writing, I’ve just joined the faculty here at UNC. I’m excited to be a part of a new community. I am probably most looking forward to working with students to get my lab up and running.

Department of Psychology

Graduate Program Offerings

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 .

Please visit our  Graduate Admissions page  and our  Graduate Coursework page  for additional details about our program.

M.A. Graduate Program in Psychological Sciences and Human Development

Introduction.

The Graduate Field of Psychological Sciences and Human Development (PSYHD)  includes faculty members from departments across the university including Psychology, Neurobiology and Behavior, Communication, and Philosophy.  The dominant strengths of the PSYHD Field lie in four broadly defined areas: Cognition , Development ,  Neuroscience , and Social and Personality . The goal of the Field is to educate students to become researchers, scholars, and teachers who will contribute to the future of psychology as a scientific discipline in academic or other research-oriented settings.

Our program prepares students for research and teaching careers in academic life, work in government agencies, and careers in industry or other public and private sectors.  We encourage you to explore the history of our M.A. and Ph.D. theses through the  Cornell University Theses/Dissertations guide .

Please note that we do not offer training in clinical psychology, marriage counseling or family, therapy.

To enter the PSYHD Masters (M.A.) program, you must  apply directly  to the Cornell University Graduate School. You may also want to investigate the  Cornell Graduate School  site for additional information about applying.

Application portal opens on September 1st Application portal closes on February 1st (11:59 pm EST)

Admission for the M.A. Program is only available in the Fall semester.

M.A. Program

We offer two M.A. Degrees:

•M.A. in Developmental Psychology •M.A. in Human Development and Family Studies

Masters Graduate Student Handbook can be found here: download PDF file

Both the M.A. in Human Development and Family Studies and the M.A. in Developmental Psychology are 12-month programs. The goal of the one-year master’s program is to provide an opportunity for qualified students to gain additional research experience and increase credentials for application to a Ph.D. or other advanced degree program where knowledge of Human Development may be helpful.

Student progress is supervised by a Special Committee comprised of two Psychological Sciences and Human Development graduate field faculty members. Because this is a two-semester program, students are accepted only when there are two faculty members available to mentor them. To see if there are faculty members whose research interests are compatible, students should review our  faculty research interests. Prospective students for the M.A. program should then contact those faculty directly before applying.

Application requirements

• REQUIRED: Academic Statement of Purpose ( ASOP )
• REQUIRED: Two letters of recommendation
• REQUIRED: Personal Statement
• REQUIRED: All minimum graduate school requirements

Currently, we neither require nor accept GRE scores in the application.

Contact our Graduate Field Administrator who oversees the M.A. Program ( Marianne Arcangeli ) with your questions or if you miss a deadline.

• Apply  via the current Cornell University Graduate School application form.
• Neither the department nor individual faculty will be able to fund students (by providing tuition, insurance, or a teaching or research assistantship) during the one-year (12-month) M.A. degree program.

Successful completion of the M.A. Program requirements

• A total of 30 credit hours (15 in each semester) to include at least two formal, didactic courses in each semester. These courses must be instructional seminars, classic lecture courses, or other similar formal training courses (i.e., ‘didactic’). Graduate Research credit does not satisfy this requirement. The remaining credit hours should be devoted to either supplemental course work or research participation and students most often choose a combination of both. The specific courses, the type of research undertaken, and the content of the final thesis is decided jointly by the student and the chair of the Special Committee.
• A written empirical thesis which can include, but is not limited to, extending an empirical honor’s thesis written while being involved in a faculty member’s lab, conducting an empirical research project, or conducting an empirical evaluation of a program.

Robert Sternberg, Director of Masters Studies Martha Van Rensselaer Hall, Room G101 E-mail:  [email protected]    Marianne Arcangeli, Graduate Field Assistant, Psychology  Martha Van Rensselaer Hall, Room G201B E-mail:  [email protected] Phone:  607-255-4661

Redirect Notice

Biosketch format pages, instructions, and samples.

A biographical sketch (also referred to as biosketch) documents an individual's qualifications and experience for a specific role in a project.  NIH requires submission of a biosketch for each proposed senior/key personnel and other significant contributor on a grant application. Some funding opportunities or programs may also request biosketches for additional personnel (e.g., Participating Faculty Biosketch attachment for institutional training awards).  Applicants and recipients are required to submit biosketches

• in competing applications for all types of grant programs,
• in progress reports when new senior/key personnel or other significant contributors are identified, and
• to support prior approval requests for changes in senior/key personnel status and changes of recipient organization.

NIH staff and peer reviewers utilize the biosketch to ensure that individuals included on the applications are equipped with the skills, knowledge, and resources necessary to carry out the proposed research. NIH biosketches must conform to a specific format. Applicants and recipients can use the provided format pages to prepare their biosketch attachments or can use SciENcv ,  a tool used to develop and automatically format biosketches according to NIH requirements.

Biosketch (Fellowship): Biographical Sketch Format Page - FORMS-H

Biosketch (non-fellowship): biographical sketch format page - forms-h.

• How to Apply — Application Guide
• Format Attachments (fonts, margins, page limits, and more)
• Research Performance Progress Report (RPPR)
• Create your biosketch here!