northwestern university phd psychology

Clinical Psychology PhD/MA

The Division of Psychology within the Department of Psychiatry and Behavioral Sciences offers a doctoral degree (PhD) in clinical psychology that has been continuously accredited by the American Psychological Association (APA) since 1972.

Our program has the advantage of our interdepartmental and interdisciplinary placement within Northwestern University to offer students a true balance of research and clinical training.”

Jason Washburn, PhD, ABPP Director of Graduate Studies

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

Program Length: 5-6 years

Program Size: 4-6 students per year

An MA program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA program are welcome to apply to the PhD program, the MA program is not intended to be a "gateway" into the PhD program. 

Visit PhD Program Site   Apply Visit MA Program Site Give to the Program

Eligibility and Program Requirements

DEPARTMENT OF PSYCHOLOGY

• Prospective Students

How to Apply

You can call the Department of Psychology at 847-491-3494 to ask any questions you might have about our graduate programs.

Check out the Application Process

If you wish to find out whether the faculty member whose lab you are interested in joining is taking new graduate students for this cycle, please contact them directly. 

Also please note that we have new incoming faculty starting in fall of 2024 whose names  are not yet in the application portal. if a faculty member on our website is not listed in the drop down menu,  please select "undecided" and enter the faculty member's name in the space provided on the next page of the application. .

Apply Online at The Graduate School at Northwestern University Online Application

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THE GRADUATE SCHOOL

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Learn more about the program by visiting the Center for Applied Psychological and Family Studies

See related Interdisciplinary Clusters and Certificates

Degree Type: MA

The Master of Arts degree in Counseling delivered on-ground and online, is dedicated to the cutting edge preparation of tomorrow’s clinical mental health counselors nationwide. We are proud of our degree program which stands on several pillars of excellence:

• The Family Institute at Northwestern University –  The Family Institute (TFI) is a highly-regarded organization with a  long tradition of integrating mental health service delivery,  education, and research. TFI's clients include children, adolescents, adults, couples, and families.  In TFI's approach,  students are trained to understand the mental health and wellness needs and challenges of people from all walks of life.  Then students are encouraged to apply knowledge and skills in practice with real clients in TFI's onsite clinic or in clinical centers around the country.  Students work under the supervision of seasoned practitioners, many of whom are leaders in professional counseling and psychotherapy.  TFI sets a  high standard in integrating mental health practice and scholarship, which helps our students to value the same qualities in their professional lives.
• The Counseling Profession – Grounded in the historical, theoretical, and intellectual traditions of the Counseling field, our students are prepared to protect the mental health and wellness of those who use counseling services.  Our program is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) which is a solid foundation for independent practice licensure in most states. In the best traditions of the Counseling field, our coursework emphasizes ethics, multiculturalism,    lifespan development, diversity, equity and inclusion, advocacy/outreach, and evidenced-based practice. These powerful traditions are connected to our students' development of strong professional counselor identities which prepares them to address the mental health service gaps in vulnerable groups and communities. 
• The Program’s Historical Foundations  – Our Master's degree program grew out of a doctoral program and the intensity of advanced education is embedded in our education.   Still present is the historical legacy of psychodynamic thought and an emphasis on the centrality of a strong therapeutic alliance driven by therapist self-reflection.  Students are trained to be reflective practitioner-scholars and to offer ideas about improving mental health services.  Students are also mentored to expand and improve the scholarly base of our profession with new and innovative ideas.  Our students' ideas about mental health and wellness culminate in the Capstone Project that is required to earn our degree. Students present  Capstone projects in a conference-style setting, in the final quarter of studies. We encourage students to maintain an emphasis on scholarship throughout their careers and the Capstone symbolizes this trajectory. 

Our Program's Vision

We are leaders in preparing culturally-responsive, psycho-dynamically-informed, Clinical Mental Health Counselors to promote and advocate for   the mental health and wellness of people.

Our Program's Mission 

Our mission is to deliver innovative, clinical mental health counselor training that is grounded in contemporary psychodynamic theory, best practices from multiple perspectives, and a multicultural worldview, preparing students to become competent counselors, mental health advocates, and leaders nationwide.

Program Objectives 

On completion of our degree students will:

• Possess an in-depth understanding of Clinical Mental Health Counseling 
• Understand strategies to integrate psychodynamic thought and emerging best practices into clinical work
• Demonstrate self-reflective, counseling skills honed through extensive and closely supervised clinical work
• Demonstrate rich multicultural awareness that embraces and advances diversity, equity, and social justice values
• Embody a professional counselor's identity
• Showcase a scientific mindset, interest in scholarship,  and profession-centered activities.

The Essence of Our Vision, Mission, and Objectives

Our educational approach has the capacity to accelerate a capacity for cognitive complexity in clinical judgments. The psychodynamic values of the program encourage students to explore the forces outside of awareness,  often rooted in the past,  that can exert profound influences on identity, values, and experiences. We encourage students to attend to the ways in which the past—their own and their clients’—is woven into the present. Through intentional consideration of the past, students can more fully empathize with their clients’ experiences and better help them to live freely and intentionally in the present.  The goal is to liberate the shackles of the past for a more enriching, authentic life in the present.  To amplify the psychodynamic lens our program emphasizes two core experiences: Reflective practice and comprehensive immersion in multiculturally- competent clinical work.

E mphasis on Reflective Practice

We offer students opportunities to reflect on their training experiences in a supportive environment. In this context,  students explore their personal and professional strengths, examine struggles and barriers to learning, and identify strategies for navigating the training process.  Three powerful experiences are the building blocks of reflective-practice training.

• Reflective Practitioner Supervision (RPS) - During the Practicum experience, students meet weekly in small groups with a seasoned practitioner for RPS.  We emphasize a need to understand client transference and therapist countertransference, identify biases that affect therapeutic objectivity, and remove personal barriers to staying fully present with clients.  Students are encouraged to become highly aware of their own social and cultural identities, power, and privilege, to pave the way for cross-culturally proficient work with clients.
• Group Dynamics Immersion – During Practicum students participate in the Group Dynamics Immersion (GDI),  a three-day group experience guided by teams of seasoned practitioners.  The GDI  is a living laboratory in which students examine their personal, cultural, and social identities, intra-and interpersonal styles, and dynamics that play out in groups and institutions.   The GDI is an aspect of the group dynamics coursework that creates powerful experiential learning that reverberates in other program experiences.  Students are encouraged to apply knowledge and awareness of their unconscious and covert processes, as well as inter-and intra-personal dynamics, in their professional and personal lives. 
• Case Conference Supervision   (CCS) – During Internship students meet weekly with seasoned practitioners in CCS.  In CCS,  students (as clinicians-in-training) discuss challenging cases and explore how their personal and social identities and their clients, influence case conceptualization and the treatment process. Here our coursework comes alive as students explore the challenges of real-world mental health practice.  In CCS,  students reflect on their therapeutic effectiveness and receive mentorship to address areas of concern.  

Comprehensive Immersion in Clinical Work

Early in their degree path or often while pursuing courses in Counseling methods,  students are immersed in clinical work. This immersive approach exposes students to real-world practice, buttressed by experiential coursework and reflective supervision.  At each stage in their development as professional counselors, students are equipped with the necessary clinical skills and knowledge to quickly learn.  Our program caters to students entering the counseling field with academic and experiential backgrounds in psychology or human services and paraprofessional experiences.  Such backgrounds enable quick uptake of mental health knowledge and skills.  We also offer a "career-changers" pathway that begins with introductory courses designed for those entering the counseling field following other career paths or education with minimal academic and experiential backgrounds in human and social sciences or human and social services. Students pursuing our part-time degree paths complete a variety of academic courses before entering the immersive clinical training phase described above.

• In the practicum training year, students spend 9-16 hours per week in clinical work. They complete a minimum of 50 hours of face-to-face counseling and receive close to 100 hours of group and individual supervision. Additionally, students meet weekly in Reflective Practitioner Supervisor groups and participate in the Group Dynamics Immersion. 
• In the internship year, students spend 20-24 hours per week at a clinical field site. They complete a 600-hour internship experience with a minimum of 240 hours of face-to-face counseling and spend a minimum of 85 hours in clinical supervision and the Case Conference Supervision. To the extent possible, the internship placement is tailored to the student's choice of specialization. 

Additional resources:

• Department website
• Program handbook(s)

Program Statistics

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

Program Contact

Contact Deidre Hicks Coordinator of Education Programs 847-733-4300 ext 205

Error retrieving degree requirements data from Academic Catalog .

Last Updated: September 12, 2023

Clinical Psychology MA

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry & Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including clinical adult psychology, clinical child psychology, clinical neuropsychology, forensic psychology, health psychology/behavioral medicine and policy.

The MA program is embedded in the   Clinical Psychology PhD Program , with coursework and lab work completed alongside PhD students. Although students in the MA program are welcome to apply to the PhD program, the MA program is not intended to be a "gateway" into the PhD program. 

This MA program does not include clinical training and is not intended to prepare students for clinical practice at this time. Given the academic and research focus of the MA program, the degree will not lead to licensure for independent practice. For those interested in master-level programs that prepare students for licensure and practice, please visit the  MA in Counseling Psychology  and the  MS in Marital and Family Therapy  through  The Family Institute  at Northwestern University.

We are proud of the outcomes of our graduating students. Most seek to ultimately pursue a doctoral program in clinical psychology. While some students are accepted into doctoral programs immediately upon graduation, a majority go onto research coordinator or research assistant positions, as they continue to build their CVs for doctoral applications. Nearly 70% of our graduates are accepted into doctoral programs within two to three years of graduation. 

About the Program

  goals.

The goals of the Clinical Psychology Master of Arts Program are to:

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

  Prerequisites

The MA program was designed for a variety of students, including students who:

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

The following criteria are most desired in MA applicants:

• Undergraduate GPA of 3.2 or above on a 4.0 scale
• An essay describing interests in and preparation for the MA program
• Three letters of recommendation
• For international students, Test of English as a Foreign Language scores
• Interest in exploring a career in academic clinical psychology

Please note that the above criteria are desired, but not required. The MA program will consider mitigating circumstances when conducting holistic reviews of applicants who may not meet all of these criteria.

  English Language Proficiency

For students to be successful in our MA program, it is necessary for them to have proficiency in understanding, reading, writing, and speaking in English. An English proficiency score is required for applicants whose first/primary language is not English. English proficiency scores may not be self-reported; these must be submitted officially via the appropriate testing organization as part of the application.

For admission into the MA program, you must certify your proficiency in the English language in one of the following three ways:

• Providing official scores for either the TOEFL or IELTS exam. The test must be taken no more than two years before the intended quarter of entry (e.g., if you are applying for fall 2023 entry, test scores must be no older than September 2020.) For the TOEFL, you must score 577 or higher on the paper-based test, 233 or higher on the computer-based test, 90 or higher on the internet based test. For the IELTS, you must receive a score of 7.0 or higher.
• Providing official transcripts verifying an undergraduate degree from an accredited four-year institution or equivalent, where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required. 
• Providing official transcripts verifying a graduate degree from an accredited institution where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required. 

For more information on English proficiency requirements, please see: https://www.tgs.northwestern.edu/services-support/international-student-services/language-testing-support.html

  Curriculum

View the Sample Course Schedule .

The Clinical Psychology Master of Arts Program is designed to be completed within five quarters (Summer I, Fall, Winter, Spring, Summer II). This 15-month program is timed to facilitate students' applications to doctoral programs in clinical psychology or related fields.

The MA program requires at least 17 units for graduation. Students are required to take the Research Core, including Research Methods/Statistics (three units), Advanced Research Methodology (one unit) and Scientific and Professional Ethics in Psychology (one unit).

In addition to these required courses, students are expected to select between five to eight elective courses across the Fall, Winter, Spring and/or Summer II quarters. Elective courses can include courses at the foundational, bases of behavior or clinical level, as well as courses in one or more of the emphases or major areas of study. MA students have the freedom to take any courses in the PhD program as long as they meet the prerequisites for the courses.

Finally, in addition to the graded courses, students are expected to register for at least one research unit for every quarter as part of their Research Lab Experience. The research core and elective courses can be reviewed in detail on the PhD Program Curriculum page . Please note that not all courses are offered every year, and therefore specific courses may not be available during a student's residency in the MA program.

All MA students participate in the weekly Career Development Proseminar for the first four quarters of the MA program. The Proseminar orients students to the program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology and prepares students for the next steps in their careers (e.g., developing applications for PhD programs or preparing for interviews).

Research Lab Experience

Students engage in a Research Lab Experience for at least 10 hours a week. Through the Research Lab Experience, the student will work with their research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student's research competencies. Examples of capstone projects include:

• Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal
• First author submission of one or more peer-reviewed poster/oral presentations at regional, national or international conferences
• A comprehensive review paper that is submitted to and graded by the research mentor
• A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor

For more information the curriculum and degree requirements for the PhD program, please review the MA Program Student Handbook .

  Tuition & Financial Aid

Information on tuition can be found at the   tuition and fees page   on The Graduate School’s website.

All students admitted to the MA program receive a Graduate Scholarship that provides a 45 percent tuition remission for each of the five quarters of the program. The Graduate Scholarship is provided in acknowledgement for MA students' time devoted to the Research Lab Experience.

Additional information on financial aid is provided through our   Chicago Office of Financial Aid   and through the   financial aid pages   of The Graduate School’s website.

How to Apply

Applications will be reviewed on a rolling basis until the final deadline of May 1. Offers will also be made on a rolling basis until the incoming cohort class is completely filled. Applicants may be asked to do a phone or video interview before an offer is made for admission. Onsite interviews will not be conducted, nor will individual tours of the program be provided to applicants; however, interested applicants are always welcome to visit the campus. 

To apply, complete the three steps listed below.

Our program eliminated the GRE General Test as an admissions requirement for the 2021-2022 class. In an effort to maximize holistic review and move toward greater equity and fairness in our admissions process, we will continue to NOT accept or consider GRE scores for applications. Applicants should NOT submit their GRE scores through ETS nor report their scores in the application portal or on their CVs or personal statements. We will revisit our GRE policy annually.

  1. Complete the online application form.

Online applications will open in September. Deadline for receipt of completed applications and supporting materials for the MA program is May 1, although applications will be reviewed on a rolling basis and offers of admissions will also be made on a rolling basis until the cohort is filled.

To begin the application process, read the instructions and complete the application on   The Graduate School website . In the Personal Information section on page one, choose “Clinical Psychology: MA (C30MA)” as your Academic Program from the pull-down menu (Select "Feinberg School of Medicine" to find it faster).

The nonrefundable application fee must be paid via credit card at the time of application submission; it will not be processed without payment. The application fee cannot be waived by the PhD program; however, eligible students can apply for a fee waiver .   See additional information regarding the application fee.

The online application program will ask you to identify a faculty member that you may be interested in working with during your Research Lab Experience. Identifying a faculty member may help us determine your alignment with the MA program; however, this is optional and you will not be held to working with this faculty member if admitted to the program. Further, specific faculty may not be available to provide a Research Lab Experience during your residency in the Program. Assignment to a lab for the Research Lab Experience will be determined in the first month of the program. Please make certain to review the faculty list on the page to see who may be available for your Research Lab Experience. We cannot guarantee an assignment to a specific lab for MA students.

  2. Please DO NOT request that ETS submit official GRE scores!

  3. toefl or ielts scores.

• Providing official scores for either the TOEFL or IELTS exam. The test must be taken no more than two years before the intended quarter of entry (e.g., if you are applying for summer 2024 entry, test scores must be no older than June 2021.) For the TOEFL, you must score 577 or higher on the paper-based test, 233 or higher on the computer-based test, 90 or higher on the internet based test. For the IELTS, you must receive a score of 7.0 or higher.
• Providing transcripts verifying an undergraduate degree from an accredited four-year institution or equivalent, where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required.

  4. Submit all supporting documents.

You will also need to submit the following supporting materials to complete your application. All of the supporting documents must be submitted online; paper or "hard" copies will not be accepted for the application. Please include the following supporting documents in your online application:

Letters of Recommendation

Transcripts.

Transcripts from each postsecondary institution you attended are required for your application to be complete. You must   upload scanned versions of your official transcripts online . We no longer will accept paper copies in the mail.

If you are accepted into the program, TGS will require that you submit official paper copies of your transcripts (including degree awarding transcripts) directly to its admission office. TGS will compare the official transcripts received via mail to the versions uploaded during the application process to ensure that no tampering/fraud occurred. Any student found to have submitted false documentation during the application process will be immediately dismissed. Registration holds will be placed on any student’s account if their official transcripts are not received by the end of the first quarter of enrollment.

Academic Statement

Please include the following information in the Academic Statement you complete as part of   your online application :

• Discuss how your background, life experiences, educational preparation, research experience and clinical exposure have contributed to your decision to pursue this degree at this point in your life.
• Indicate what you hope to obtain from your MA degree, and what you ultimately want to do after graduating from our program.
• Discuss your specific areas of interests in clinical psychology. You are welcome to discuss your alignment with specific research or clinical emphasis offered in our program and, if applicable, specific faculty members.

You are encouraged to submit abstracts or reprints as supplementary uploads. Please write succinctly (one to two pages, single-spaced, in a 12-point font).

Personal Statement

You are welcome to complete the optional Personal Statement according to the instructions provided on the online application. 

For more information on the differences between the Academic and Personal Statements, see  https://www.tgs.northwestern.edu/admission/application-procedures/application-requirements/essays.html  

Recruiting Faculty

The MA program includes 98 faculty members who provide instruction, research mentorship and professional development in both the Clinical Psychology MA and PhD programs. We plan to recruit a class of approximately 10 students for the academic year 2024-2025 (beginning in summer 2024).

The labs recruiting for the upcoming academic year (to begin Summer 2024) will be posted to this page in late summer to early fall.

Please refrain from contacting faculty to ask them if they will be recruiting.

  Dr. Rinad Beidas

Dr. Beidas   is looking for applicants with an interest in implementation science, suicide prevention, youth mental health, and mixed methods. 

  Dr. Tina Boisseau

  dr. michael brook & dr. robert hanlon,   dr. diana chirinos.

The Cardiovascular Health Disparities (CHI) Lab is looking to recruit a master’s student for the 24-25 academic year. Applicants interested in broadly in cardiovascular behavioral medicine, sleep disturbance and bereavement are welcome to apply. Previous experience with psychological research and quantitative data analysis is preferred but not required.

  Dr. Sarah Helseth

  dr. lisa johnson,   dr. neil jordan, dr. cassie kisiel, & dr. richard epstein,   dr. allison letkiewicz and dr. stew shankman.

Dr. Allison Letkiewicz and Dr. Stew Shankman in the NEAR Lab are  looking for a student who is interested in depression and other internalizing disorders, as well as clinical affective neuroscience. Ideally, this student will have an interest in learning about fMRI/neuroimaging and in opportunities for hands-on (introductory) training in fMRI data processing. Previous experience/familiarity with coding and R are preferred, but not required. Previous experience with psychological research and quantitative data analysis are required.

  Dr. Jonah Meyerhoff

  dr. heather risser,   dr. kelli scott.

Dr. Scott is looking to recruit students who are interested in gaining broad experience in implementation science methods and community engaged research, and specifically in the implementation of evidence-based practices (such as measurement-based care) in community substance use treatment settings. Dr. Scott's lab provides opportunities for students to build skills in collecting and analyzing mixed methods data, conducting research with community partners in the Chicagoland area, and disseminating research findings via presentations and publications. Students will also have the opportunity to engage with the broader research team at the Center for Dissemination and Implementation Science . Prior experience working/volunteering in community healthcare settings and with mixed methods data collection and analysis preferred, but not required. More details about Dr. Scott's research and the Center for Dissemination and Implementation Science can be found here:  https://www.feinberg.northwestern.edu/sites/cdis/research/index.html .

  Dr. Darius Tandon

  dr. cindy veldhuis,   is the ma program in clinical psychology a stem program.

The MA Program in Clinical Psychology is not identified as a Science, Technology, Engineering, or Mathematics (STEM) program. 

  Can I apply to the MA program separate from the PhD Program

Yes! The MA program is a separate program from the PhD program. Although the current MA program is embedded within the PhD program in that MA students take courses alongside PhD students, it is a separate program with separate admissions process, requirements, and degree types (Master of Arts). 

  Is the MA program funded?

Yes, all students in the MA program receive a 45% tuition scholarship.  See 'Tuition and Financial Aid" above. Students are responsible for the remaining 55% tuition expense.  The MA program does not provide a stipend. MA students, however, are allowed to have employment outside of the MA program (either within or outside of Northwestern).  

  Are there specific prerequisites for the MA program?

  can i transfer credits from another university,   does the program accept 3-year international undergraduate degrees must the degree be wes evaluated,   does the program provide a waiver for the application fee.

Application fee waivers are not provided by the University or the MA Program. You can learn more about the application fee here:  https://www.tgs.northwestern.edu/admission/application-procedures/application-requirements/fee.html  

Please do not contact the MA program to request a waiver of the application fee. 

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Academic Catalog

2023-2024 Edition

Degree Types: PhD

The Doctoral Program in Psychology prepares students to be future leaders in scientific psychology through programs in five areas: clinical psychology; personality, development & health psychology; cognitive psychology; social psychology; and brain, behavior, & cognition.

Program faculty and graduate students conduct some of the most exciting and influential research being done in the psychological sciences today. Graduate students in our program receive rigorous training in methodology, statistics, and broad content areas in psychology.

Students take both general courses and those specific to their areas of interest. Students also engage in a series of research projects and assist with undergraduate teaching. Collaboration with faculty members within and outside the student’s area is very common. Many graduates seek academic careers.

Additional resources:

• Department website
• Program handbook(s)

Degree Offered

• Psychology PhD

Learning objective(s)/Students should be able to…

• Design and conduct an experimental study
• Design and conduct a refined experimental study (can be a revision of the first-year project)
• Demonstrate the mastery of the scientific literature in the student’s chosen area of research and in related areas
• Propose a coherent set of studies to address substantive theoretical questions
• Complete and write up the proposed research
• Receive annual feedback on progress

Psychology Courses

PSYCH 303-0 Psychopathology (1 Unit)  

Understanding the nature of psychological, emotional, and behavioral disorders. Emphasis on current evidence regarding causes and characteristics of these disorders.

Prerequisite: PSYCH 110-0 .

PSYCH 324-0 Perception (1 Unit)  

Human perception, particularly vision but also hearing, taste, smell, and touch. Biological foundations, development, and disorders of perception. The senses in everyday life.

PSYCH 333-0 Psychology of Thinking (1 Unit)  

Research methods and recent experimental findings for types of human thinking. Students conduct original research.

Prerequisite: PSYCH 228-0 .

PSYCH 340-0 Psychology and Law (1 Unit)  

Examines the application of psychology to law, including topics such as the insanity defense, criminal profiling, eyewitness testimony, and interrogation.

Prerequisite: PSYCH 110-0 . Taught with LEGAL_ST 350-0 ; may not receive credit for both courses.

PSYCH 350-0 Special Topics in Psychology (1 Unit)  

Topic to be announced. Prerequisites vary. May be repeated for credit with different topic.

PSYCH 373-0 Decision Making (1 Unit)  

Human decision making from both descriptive and prescriptive perspectives. Theories and models of decision making applied to a variety of contexts.

Prerequisites: PSYCH 205-0 , PSYCH 228-0 .

PSYCH 378-0 Images of Cognition (1 Unit)  

Study of brain processes underlying cognition. Analysis of brain structure and function. Introduction to imaging techniques including fMRI, PET, and ERP.

Prerequisites: PSYCH 205-0 ; a course in cognition and/or neuroscience (e.g., PSYCH 221-0 , PSYCH 228-0 , PSYCH 320-0, PSYCH 328-0 ; COG_SCI 210-0 ) or consent of instructor.

PSYCH 390-0 Advanced Seminar in Personality, Clinical, or Social Psychology (1 Unit)  

Discussion and critical analysis of research methods and findings in an area of personality, clinical, and/or social psychology. Topics vary. May be repeated for credit with different topic.

Prerequisite: PSYCH 205-0 ; additional prerequisites may apply.

PSYCH 401-1 Proseminar--Biological & Cognitive Bases of Behavior (1 Unit)  

Understanding how brain-imaging techniques apply to the understanding of cognition.

PSYCH 401-2 Proseminar--Social and Personality Basesof Behavior (1 Unit)  

Survey of theory and research in the social and personality bases of behavior.

PSYCH 403-0 Proseminar in Clinical Psychology (1 Unit)  

Overview of Clinical Psychology.

PSYCH 404-0 Diversity Science in Psychology (1 Unit)  

PSYCH 404-0 is a grad-level seminar course designed to frame and engage the concept of “diversity science” in psychological research. Topics include: the WEIRD history of psychology; psychometric and other validity issues in studying diversity; (3) qualitative and diverse methodologies; (4) levels of analysis in studying diversity (e.g., individual-level versus group-level phenomena); (5) oppression and privilege, and strategies for understanding and redressing social inequities.

PSYCH 405-0 Psychometric Theory (1 Unit)  

Introduction to principles of measurement, reliability, validity, and scale construction.

PSYCH 406-0 Empirical Foundations of Cognitive- Behavior Therapy (1 Unit)  

Survey of contemporary topics in behavior and cognitive-behavior therapy. Mechanisms through which behavioral and cognitive therapy techniques mediate change.

PSYCH 411-1 Clinical Psychology Practicum (0-1 Unit)  

PSYCH 411-2 Clinical Psychology Practicum (0-1 Unit)  

PSYCH 411-3 Clinical Psychology Practicum (0-1 Unit)  

PSYCH 412-1 Assessment Practicum (0-1 Unit)  

Didactic and applied instruction in diagnosis of psychological disorders; diagnostic interviewing, organic assessment, and personality assessment. Arranged with the clinical program director. Three-quarter sequence.

PSYCH 412-2 Assessment Pract (0-1 Unit)  

PSYCH 412-3 Assessment Practicum (0-1 Unit)  

PSYCH 413-1 Anxiety: Assesment & Treatment (0-1 Unit)  

This practicum will cover the theory, history, emprical evidence, and clinical techniques on the assessment and treatment of anxiety disorders, emphasizing cognitive-behavioral approaches.

PSYCH 413-2 Anxiety: Assessment and Treatment (0-1 Unit)  

PSYCH 413-3 Anxiety: Assessment and Treatment (0-1 Unit)  

PSYCH 414-1 Depression: Assessment and Treatment (0-1 Unit)  

PSYCH 414-2 Depression: Assessment and Treatment (0-1 Unit)  

PSYCH 414-3 Depression: Assesment and Treatment (0-1 Unit)  

PSYCH 415-1 Treatment Practicum: Family and Systems Approach (0-1 Unit)  

PSYCH 415-2 Treatment Practicum: Family and Systems Approach (0-1 Unit)  

PSYCH 415-3 Treatment Practicum: Family and Systems Approach (0-1 Unit)  

PSYCH 416-1 Treatment Practicum: DBT (0-1 Unit)  

Strategies and tactics of dialectical behavior therapy for effectively treating complex, multi-problem, difficult-to-treat populations.

PSYCH 416-2 Treatment Practicum: DBT (0-1 Unit)  

PSYCH 416-3 Treatment Practicum: DBT (0-1 Unit)  

PSYCH 417-1 Child Intervention (1 Unit)  

Clinical Practicum Training.

PSYCH 417-2 Child Intervention (1 Unit)  

PSYCH 417-3 Child Intervention (1 Unit)  

PSYCH 420-0 History, Ethics, Diversity, and Consultation in Clinical Psychology (1 Unit)  

This course considers many of the ethical and diversity issues that clinical scientists and therapists encounter; it also considers the historical bases of current psychological research and practice. Two-quarter sequence.

Prerequisites: Permission of instructor.

PSYCH 421-1 Psychopathology (1 Unit)  

Research and theories on the origins of various forms of psychopathology. Topics include schizophrenia, addictive disorders, psychopathy, personality disorders, eating disorders, psychosexual disorders, depression, and anxiety disorders. Also, issues regarding classification of psychiatric disorders. Two-quarter sequence.

PSYCH 421-2 Psychopathology (1 Unit)  

PSYCH 422-0 Child Psychopathology (1 Unit)  

Diagnosis and treatment of various conditions of childhood psychopathology: learning disabilities, phobias, autism, and aggression.

PSYCH 423-0 Professional Issues in Psychology (1 Unit)  

Survey of ethical, professional, and policy issues in clinical psychology.

PSYCH 424-0 Behavioral and Neural Basis of Visual Perception (1 Unit)  

Reviews current understanding of the encoding of visual information on the basis of behavioral, neurophysiological, and neuropsychological evidence.

PSYCH 425-0 Improving Methods and Practices in Psychological Science: The Replication Crisis and Beyond (1 Unit)  

This course will examine current controversies and new developments in research methods in psychology. The goal of the course is to learn to think critically about how psychological science is conducted and how conclusions are drawn. We will cover both methodological and statistical issues that affect the validity of research in psychology, with a scope that will cover the broad topical range of psychological science. We will discuss the research process from designing a study to how a study gets published. We will also discuss the recent controversy in psychology about the replicability of scientific results.

PSYCH 428-0 Overview of Health Psychology (1 Unit)  

Overview of research, theories, and methods in health psychology, emphasizing links between the social world and biology.

PSYCH 434-0 Research Methods in Clinical Psychology (1 Unit)  

Conceptual and methodological issues in research in psychopathology and psychotherapy.

PSYCH 440-0 Self-Regulation (1 Unit)  

This seminar-based course provides an overview of the social psychological literature on self-regulation. It covers the major theoretical orientations and places a particular emphasis on empirical evidence.

PSYCH 446-0 Memory & Cognit (1 Unit)  

Theories of encoding and retrieval processes, semantic memory, automatic and strategic processes, and memory structure of text.

PSYCH 450-0 Fundamentals of Statistics (1 Unit)  

Probability, decision rules, and tests of significance, including chi square, t, and F.

PSYCH 451-1 Statistics in Experimental Design (1 Unit)  

Design and analysis of experiments. Emphasis on analysis of variance techniques.

PSYCH 453-0 Linear Models: Correlation & Regression (1 Unit)  

PSYCH 454-0 Psychological Measurement (1 Unit)  

Measurement theories and their implications for the quantification of psychological constructs.

PSYCH 456-0 Teaching of Psychology (1 Unit)  

This course is designed to help prepare graduate students in psychology for the role of classroom instructor. Topics that will be discussed include course design, lecturing, using demonstrations, ethics, and teaching writing in psychology.

PSYCH 460-0 Special Topics in Cognition (1 Unit)  

Current research and theory in cognitive psychology. May be repeated for credit with change of topic.

PSYCH 461-0 Reasoning and Representation (1 Unit)  

Current theories of reasoning in cognitive science; mental steps in solving problems requiring inductive or deductive inferences. Covers relevant background in logic and artificial intelligence and empirical results on reasoning.

Prerequisite: One course in either cognitive psychology, logic, or artificial intelligence.

PSYCH 462-0 Cognitive Development (1 Unit)  

Cognitive development in infancy, childhood, and adolescence. Focus on theoretical explanations for cognitive change and development in core domains, including language, space, number, time, and social relations.

PSYCH 466-0 Analogy and Similarity (1 Unit)  

Psychology of comparison, including theories of similarity, analogy and metaphor in psychology and artificial intelligence; processes of transfer, comparison in decision making; analogy in mental models and folk theories; and development of analogy and similarity.

PSYCH 467-0 Culture, Language, and Cognition (1 Unit)  

Survey of theory, data, and methods in cultural research on language and cognition. Focus is on empirical research and its relation to cognitive psychology.

PSYCH 470-0 Topics in Brain, Behavior, and Cognition (1 Unit)  

PSYCH 471-0 Cognitive Neuroscience (1 Unit)  

Survey of contemporary research in cognitive neuroscience. Covers investigations of memory, perception, and other aspects of cognition using many methodologies, including neuropsychology and neuroimaging.

PSYCH 481-0 Theories in Social Psychology (1 Unit)  

Introductory overview of social psychology for graduate students, with a focus on recent and classic theories and their empirical support.

PSYCH 482-0 Research Methods in Social Psycology (1 Unit)  

Overview of the conceptual and practical aspects of experimental research in social psychology, including design, questionnaire development, validity and reliability, and ethical issues.

PSYCH 483-0 Social Cognition (1 Unit)  

Comprehensive survey of research addressing social aspects of perception, memory, language, and judgment and their role in social behavior and outcomes.

PSYCH 484-0 Relationship Science (1 Unit)  

The primary goal of this course is to explore theory and research on attraction and close relationships. Students are expected to: (a) read all readings carefully prior to attending each class session, (b) participate actively in class discussion, (c) give a formal (conference-like) presentation, and (d) write a formal research proposal. By.

PSYCH 485-0 Psychology of Attitudes (1 Unit)  

Surveys social psychological theory and attitudes. Considers attitude measurement, attitude structure, attitudes as predictors of behavior, and attitude change.

PSYCH 486-0 Stereotyping and Prejudice (1 Unit)  

Analysis of the psychological causes and consequences of stereotyping and prejudices with a focus on recent developments in the field of social psychology.

PSYCH 487-0 Moral and Political Psychology (1 Unit)  

Despite claims about “the end of ideology” (Daniel Bell, 1960) and “the end of history” (Francis Fukuyama, 1989), today’s world is saturated in ideology, and consensus surrounding the primacy of liberal democracy is teetering. In the United States, partisanship has surged in recent decades, especially in terms of disdain for the other party. Although such trends are complex and multiply determined, psychology affords a particularly expansive vantage point for making sense of them. This course provides a graduate-level survey of moral and political psychology to help us understand today’s politicians and the body politic. By the end of the course, students should be knowledgeable about, and capable of generating original research in, this research space.

PSYCH 488-0 Theories of Social & Emotional Development (1 Unit)  

This graduate-level seminar closely examines theories and research on social and emotional development. Particular attention is given to theories and research that address the roles of culture, context, and marginalization. The course adopts an ecological perspective, examining how multiple, intersecting levels of micro and macro contexts (parents, peers, schools, media, culture, stereotypes) shape social and emotional development and its associations with psychosocial adjustment, academic success, and health.

PSYCH 489-0 Topics in Social Psychology (1 Unit)  

Research and theory of current interest. Topics vary. May be repeated for credit with change of topic.

PSYCH 490-0 Topics in Clinical/Personality Psychology (1 Unit)  

PSYCH 492-0 Advanced Topics in Cognitive Development (1 Unit)  

Development of cognitive structures and processes, including learning, memory, reasoning, language, and conceptual systems. Advanced level.

PSYCH 494-0 Personality Theory & Research (1 Unit)  

The nature and functions of theory in psychology. Major theoretical approaches to personality: dynamic, phenomenological, trait, social-psychological, sociological, and behavioral.

PSYCH 495-1 Psychological Assessment (1 Unit)  

First Quarter: Introduction to assessment, interviewing, mental status exam, DSM-III, and objective personality test (MMPI). Second Quarter: Intellectual/neuropsychological assessment, including intellectual and achievement tests and report writing. Third Quarter: Projective assessment, including Rorschach, TAT, miscellaneous projective techniques, and report writing.

PSYCH 496-1 Contemporary Psychotherapy (1 Unit)  

First Quarter: Contemporary approaches to individual psychotherapy. Second Quarter: Contemporary approaches to group psychotherapy and the treatment of disturbed marital and family relationships. Third Quarter: Minipracticum.

PSYCH 497-0 Special Topics in Clinical Psychology (1 Unit)  

Research and theory in clinical psychology. May be repeated for credit with change of topic.

PSYCH 499-0 Independent Study (1-3 Units)  

SEE DEPT FOR SECTION AND PERMISSION NUMBERS.

PSYCH 519-0 Responsible Conduct of Research Training (0 Unit)  

PSYCH 590-0 Research (1-3 Units)  

SEE DEPT FOR SECTION AND PERMISSION NUMBERS Independent investigation of selected problems pertaining to thesis or dissertation. May be repeated for credit.

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Alexandra Solomon

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Alexandra H. Solomon, PhD, is a licensed clinical psychologist at The Family Institute and a clinical assistant professor in the Department of Psychology at Northwestern University. Solomon teaches Building Loving and Lasting Relationships: Marriage 101. The course has received local, national, and international media attention, and Solomon was selected by Northwestern University’s Class of 2015 to deliver the Last Lecture during Senior Week.

She also teaches and supervises in the Master of Marriage and Family Therapy program at The Family Institute and does psychotherapy with couples and individual adults. Solomon was a central investigator in The Family Institute’s Family Business Project, has published a number of academic articles and book chapters, and serves as an ad hoc reviewer for several academic journals and publishers.

She is a member of the American Psychological Association (APA) and the American Family Therapy Academy (AFTA). Professor Solomon presents to a variety of audiences, locally,nationally, and internationally, on topics related to marriage and family and frequently consults to media outlets including Oprah Winfrey Network , O Magazine, The Atlantic, CBS Early Show, and NPR. She is the author of Loving Bravely: 20 Lessons of Self-Discovery to Help You Get the Love You Want (New Harbinger, 2017).

The book shows readers how the practice of relational self-awareness is vital in order to create healthy and sustainable romantic relationships. Solomon received her Bachelor of Arts in Psychology and Women's Studies from the University of Michigan. She then received her PhD in Counseling Psychology from Northwestern University in 2001 as well as a graduate certificate in Gender Studies. During graduate school, she was awarded the Dr. John J.B. Morgan Fellowship and worked at The Family Institute as a research and clinical fellow.

For more information about Professor Solomon’s work: www.dralexandrasolomon.com

• Facebook at Dr. Alexandra Solomon
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• PhD, Counseling Psychology, Northwestern University, 2001
• MA, Counseling Psychology, Northwestern University, 1998
• BA, Psychology & Women's Studies, University of Michigan, 1995

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U.s. employees overestimate racial progress at work.

Research holds key insights for understanding workplace DEI policies

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People’s beliefs about the effectiveness of DEI are likely to determine which organizational policies will be tabled or implemented.”

Michael Kraus IPR adjunct professor

Many Americans say that increasing diversity, equity, and inclusion (DEI) at work is a good thing. However, new research finds that U.S. workers believe more DEI progress is being made than what data shows. It also suggests that these overly optimistic beliefs can harm DEI efforts—eventually making workers think they are unnecessary.

Led by IPR adjunct professors Jennifer Richeson and Michael Kraus , the research shows that employees who say more Black managers lead organizations than actually do were also more likely to believe that symbolic and less effective DEI policies, like public statements or listening sessions, work. The researchers say this could prevent companies from focusing on research-based and proven DEI policies that promote diversity. 

“People’s beliefs about the effectiveness of DEI are likely to determine which organizational policies will be tabled or implemented,” Kraus explained. He will be joining IPR as a faculty fellow in the summer.

These workers also believe leadership will naturally become more racially diverse over time, which is a belief that is “inconsistent with the available data,” Kraus said. 

The researchers asked 1,776 Black and White workers to estimate the number of Black and White workers in leadership positions—such as Fortune 500 CEOs, managers, and school principals—in the past, present, and future. They then compared the estimates with data on manager representation from the Equal Employment Opportunity Commission (EEOC).

The researchers also asked participants which DEI strategies they believed were effective. Workers who were overly optimistic about racial progress did not see a difference between effective DEI policies like targeted recruiting and ineffective ones like racial bias training. 

“This research holds key insights for understanding DEI policy in the workplace,” Kraus said. “If every policy will result in increases in diversity in the minds of workers—a finding we observed in our paper— then actual evidence-based policy changes for increasing diversity that require real adjustments to the organization will not receive organizational support.”

The researchers did not see major differences between Black and White workers’ responses. They think one reason is that Black employees may be more involved in their companies’ DEI efforts.

“Black workers may be, more often than other workers, engaged in diversity efforts within their organizations,” Kraus suggested. “As a result, these workers might also be optimistic about how their own change efforts will pay off in time.”

This study builds on previous research by social psychologist and IPR associate Ivy Onyeador , Richeson, and Kraus showing that White Americans overestimate the Black-White wealth gap. The belief in a just world and myths about racial progress are possible factors that might explain the perception gap. 

“For many folks in the U.S., they want to live in a society that is moving toward racial equity, and so they make it so in their minds before it happens in the world,” Kraus said. “This is how people come to believe that representation in management is consistently becoming more diverse even though actual data on representation tells a different story.”

The researchers argue that companies can help shift mindsets about DEI by sharing accurate data about the reality of racial progress. Kraus says companies also need to be smart about the DEI narratives that they share with the public.

“The reality is that talent comes from everywhere,” he said. “Organizations that are serious about doing business in a global, multi-identity society must not be swayed by rhetoric that frames DEI as inconsistent with merit. Instead re-investing or investing in diversity, equity, and inclusion efforts is good for business and society.”

Michael Kraus is an associate professor of organizational behavior, and Jennifer Richeson is the Philip R. Allen professor of psychology. Both are at Yale University and are IPR adjunct professors.

Photo credit: iStock

Published: April 29, 2024.

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As we age, we grow more lonely

Around the world, there are consistent patterns and factors associated with loneliness, study finds

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• Embargo date: April 30, 2024 10:00 AM CT
• Release Date: April 25, 2024

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Journal: Psychological Science

• Adults are lonelier in early and older adulthood, less lonely in middle adulthood
• Consistent loneliness pattern found across nine longitudinal studies, all collected prior to COVID-19 pandemic

CHICAGO --- Loneliness in adulthood follows a U-shaped pattern: it’s higher in younger and older adulthood, and lowest during middle adulthood, reports a new Northwestern Medicine study that examined nine longitudinal studies from around the world.

The study also identified several risk factors for heightened loneliness across the whole lifespan, including social isolation, sex, education and physical impairment.

“What was striking was how consistent the uptick in loneliness is in older adulthood,” said corresponding author Eileen Graham , associate professor of medical social sciences at Northwestern University Feinberg School of Medicine. “There’s a wealth of evidence that loneliness is related to poorer health, so we wanted to better understand who is lonely and why people are becoming lonelier as they age out of midlife so we can hopefully start finding ways to mitigate it.”  

L acking connection can increase the risk for premature death to levels comparable to smoking daily, according to the office of the U.S. Surgeon General, who one year ago called for action to address America's loneliness epidemic . Graham said her findings underscore the need for targeted interventions to reduce social disparities throughout adulthood to hopefully reduce levels of loneliness, especially among older adults.

Perhaps one day general practitioners could assess levels of loneliness during regular wellness visits to help identify those who might be most at risk, Graham said.

The study will be published April 30 in the journal Psychological Science.

Factors associated with higher persistent loneliness

The study found individuals with higher persistent loneliness were disproportionately women, more isolated, less educated, had lower income, had more functional limitations, were divorced or widowed, were smokers, or had poorer cognitive, physical or mental health.

‘How does loneliness change across the lifespan?’

The study replicated this U-shaped pattern across nine datasets from studies conducted in the U.K., Germany, Sweden, the Netherlands, Australia, Israel and more. Only one of the datasets was from the U.S., which Graham said points to how widespread the loneliness epidemic is globally.

“Our study is unique because it harnessed the power of all these datasets to answer the same question — ‘How does loneliness change across the lifespan, and what factors contribute to becoming more or less lonely over time?’,” she said.

All of the nine longitudinal studies were conducted before the onset of the COVID-19 pandemic, when many researchers found loneliness became even more pronounced.

Why is middle adulthood less lonely?

While this study didn’t specifically examine why middle-aged adults are the least lonely, Graham said it could be because the many demands on a middle-aged person’s life often involve social interactions, such as being married, going to work and making friends with the parents of children’s friends.

But the relationship between social interaction and loneliness is complex. “You can have a lot of social interaction and still be lonely or, alternatively, be relatively isolated and not feel lonely,” Graham said.

As for younger adulthood being a lonelier time, Graham   and the study’s co-author  Tomiko Yoneda   said the study data start right at the end of adolescence, when young adults are often navigating several important life transitions (e.g., education, careers, friend groups, relationship partners and families).

“As people age and develop through young adulthood into midlife, they start to set down roots and become established, solidifying adult friend groups, social networks and life partners,”   said Yoneda, assistant professor of psychology at University of California, Davis. “We do have evidence that married people tend to be less lonely, so for older adults who are not married, finding ongoing points of meaningful social contact will likely help mitigate the risk of persistent loneliness.”

Funding for the study was provided by the National Institute on Aging (grants R01-AG067622; R01-AG082954; R24AG048024; R01AG030153; R01AG017644), part of the National Institutes of Health.

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Corresponding study author Eileen Graham, associate professor of medical social sciences at Northwestern University Feinberg School of Medicine, summarizes the findings from the study. 

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Eileen K Graham , PhD

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Associate professor of medical social sciences

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