best clinical psychology phd programs in us

Explore the 10 Best Graduate Clinical Psychology Programs

Graduates with Ph.D. degrees in clinical psychology often work in academia.

(Getty Images) |

Clinical psychologists help treat mental illness.

With the rise in mental health awareness, clinical psychology has become an attractive career path for those who care about mental health issues. Clinical psychologists diagnose and treat mental health problems and often work in private practice or health care facilities. These are the Best Graduate Clinical Psychology Doctorate Programs , based on the results of peer assessment surveys sent by U.S. News to academics in the field in fall 2019.

Scott Goldsmith | Aurora for USN&WR

• 10 (tie). Harvard University

Location: Cambridge, Massachusetts

Peer reputation score (scale of 1-5) : 4.3

Key facts about the program: "The main emphasis of the program is research, especially on severe psychopathology," Harvard's website explains. "The program includes research, course work, and clinical practica, and usually takes five years to complete." Required courses for the program include classes in psychological testing, diagnostic interviewing and psychometric theory.

Learn more about Harvard University .

Indiana University |

• 10 (tie). Indiana University—Bloomington

Location: Bloomington, Indiana

Key facts about the program: This graduate program is very small and highly selective; it usually admits between three and five students per year. The curriculum of each student is tailored to the needs of that student, which means that students can define their own majors. "We have minimal course requirements, which enables our students to learn by doing," the program website states.

Learn more about Indiana University—Bloomington .

Andy Colwell |

• 10 (tie). Pennsylvania State University—University Park

Location: University Park, Pennsylvania

Key facts about the program: This clinical psychology Ph.D. program offers two tracks, one that focuses on adults and another that focuses on children. Doctoral students generally spend three to four years on coursework, and then spend a year apiece on producing a dissertation and completing a predoctoral internship. "The program includes courses in clinical psychology, neuroscience, personality, research design, psychopathology, psychotherapy, clinical assessment, and statistics," the Penn State website explains.

Learn more about Pennsylvania State University—University Park .

Temple University photography |

• 10 (tie). Temple University

Location: Philadelphia

Key facts about the program: "The overarching mission of the program is to train creative and accomplished clinical scientists who produce, consume, and disseminate psychological science and who function successfully in academic, research, and applied settings," the program website states. From the start of their Ph.D. program, Temple University clinical psychology graduate students gain research and clinical experience, and they receive education on mental, behavioral and emotional disorders, according to the university.

Learn more about Temple University .

Photo by Glenn Asakawa | University of Colorado

• 10 (tie). University of Colorado—Boulder

Location: Boulder, Colorado

Key facts about the program: The university's clinical psychology Ph.D. students are encouraged to work on interdisciplinary projects, according to the university website, which notes that the school has several interdisciplinary academic institutes that relate to clinical psychology. These include the Institute for Behavioral Genetics, the Institute of Behavioral Science and the Institute of Cognitive Science. The clinical psychology graduate program also operates several clinics, such as The Raimy Psychology Clinic, Sutherland Center for Bipolar Disorder, The Attention Behavior and Learning Clinic, and Brain Behavior Clinic.

Learn more about the University of Colorado—Boulder .

Daryl Marshke | MichiganPhotography

• 10 (tie). University of Michigan—Ann Arbor

Location: Ann Arbor, Michigan

Key facts about the program: Alumni of this program often find jobs at top-flight academic institutions. "Our recent graduates have obtained post-doctoral appointments at some of the most prestigious programs such as the University of Minnesota, UCLA, and the University of Pittsburgh Western Psychiatric Institute and Clinic," the program website states. "Our graduates also hold tenure track positions at leading universities such as the University of Michigan, the University of North Carolina-Chapel Hill, Emory University, and NYU."

Learn more about the University of Michigan—Ann Arbor .

The University of Texas at Austin |

• 10 (tie). University of Texas—Austin

Location: Austin, Texas

Peer reputation score (scale of 1-5): 4.3

Key facts about the program: Doctoral students must complete four years of graduate-level coursework, a second-year research project and a clinical practicum sequence to gain hands-on experience interacting with patients. They also need to finish a one-year predoctoral internship at a specific treatment site and successfully defend a dissertation in order to qualify for a doctorate. It typically takes six years, particularly for students who want to compete for academic positions, to complete the program, according to university faculty.

Learn more about the University of Texas—Austin .

Joe Angeles | WUSTL Photo

• 10 (tie). Washington University in St. Louis

Location: St. Louis

Key facts about the program: This clinical science training program is accredited by the American Psychological Association and the Psychological Clinical Science Accreditation System, according to the program website. Students sometimes specialize in neuropsychology, clinical aging or health psychology. "Our students do not need to choose whether they will be scientists or practitioners; they must see these activities as being inherently intertwined, and they must be able to function in both roles," the program website states.

Learn more about Washington University in St. Louis .

University of Pennsylvania | University Communications

• 8 (tie). University of Pennsylvania

Peer reputation score (scale of 1-5) : 4.4

Key facts about the program: This program is tailored to the needs of aspiring clinical researchers, according to the program website. "Clinical training (in assessment, diagnosis and psychotherapy) is seen as an integral part of the education of highly qualified, creative clinical scientists," the website states, adding that "the principal goal of Penn clinical students is to become expert psychological scientists, not simply expert clinicians, and the program is designed to support that goal."

Learn more about the University of Pennsylvania .

University of Pittsburgh |

• 8 (tie). University of Pittsburgh

Location: Pittsburgh

Key facts about the program: The mission of this program is to prepare future research scientists to conduct groundbreaking research on mental health issues and to advance understanding of those issues, according to the university. "Program faculty members include presidents of national organizations, journal editors, and members of federal grant review committees," the program website states. "Faculty research funding was several million dollars for the past year, which supports extensive laboratory facilities."

Learn more about the University of Pittsburgh .

University Relations Department, University of Minnesota Crookston |

• 5 (tie). University of Minnesota—Twin Cities

Location: Minneapolis

Peer reputation score (scale of 1-5) : 4.5

Key facts about the program: According to the university, the Clinical Science and Psychopathology Research program's faculty particularly excel in personality and behavioral genetic research, as well as research into psychological disorders. The program's faculty conduct psychological experiments and epidemiological studies. "Our program is designed to train students who wish to become academic clinical psychologists or research scientists, although of course graduates will also find themselves well-prepared for various careers as clinicians or more applied researchers," the university website states.

Learn more about the University of Minnesota—Twin Cities .

Dennis Wise | University of Washington

• 5 (tie). University of Washington

Location: Seattle

Key facts about the program: A goal of the Ph.D. program in clinical psychology is to prepare students to become excellent researchers who can discover new information about mental health conditions and potential treatments, according to the university website. "Our training program is primarily an apprenticeship for a career that will encompass making significant contributions to scientific clinical psychology," the university website states. "The program is not appropriate for those interested solely in clinical practice and not in research."

Learn more about the University of Washington .

Bryce Richter | UW-Madison

• 5 (tie). University of Wisconsin—Madison

Location: Madison, Wisconsin

Key facts about the program: Because this program involves mentorships between faculty and students, one of its admissions criteria is the alignment of student and faculty research interests, according to the university website. Most students selected for the program majored in psychology, but some have majors in other related academic disciplines. The university encourages prospective clinical psychology students to conduct research on the school's faculty in this field.

Learn more about the University of Wisconsin—Madison .

Stony Brook University |

• 3 (tie). Stony Brook University—SUNY

Location: Stony Brook, New York

Peer reputation score (scale of 1-5) : 4.6

Key facts about the program: This Ph.D. program in clinical psychology is most appropriate for students interested in either a research or academic career, according to the Stony Brook University website. The program historically placed a heavy emphasis on behavioral psychology, but it has evolved to embrace a broader array of psychological perspectives while still providing a strong foundation in behavioral psychology. The program is designed to teach students how to take an empirical approach to the practice of psychology, according to the university.

Learn more about Stony Brook University .

Steve McConnell | UC Berkeley Public Affairs

• 3 (tie). University of California—Berkeley

Location: Berkeley, California

Key facts about the program: Doctoral students are matched with a faculty mentor at the beginning of their first year, and that person oversees the student's research, according to the university. The psychology clinical science program involves a combination of research and "hands-on clinical experience," according to the program website. It includes a one-year clinical internship. Berkeley's program is a member of the Academy of Psychological Clinical Science, a coalition of doctoral programs that is focused on advancing clinical science.

Learn more about the University of California—Berkeley .

Dan Sears UNC-Chapel Hill |

• 2. University of North Carolina—Chapel Hill

Location: Chapel Hill, North Carolina

Peer reputation score (scale of 1-5) : 4.7

Key facts about the program: Students in this program have a choice between two tracks, one focused on adult mental health and the other on the mental well-being of children and families. "We emphasize training in clinically-informed research and evidence-based clinical work and recognize that students have varying career aspirations that may evolve over the course of graduate training," the program website states.

Learn more about the University of North Carolina—Chapel Hill .

• 1. University of California—Los Angeles

Location: Los Angeles

Peer reputation score (scale of 1-5) : 4.8

Key facts about the program: This is a six-year, full-time-only Ph.D. program. UCLA's psychology department does not offer separate M.A. or Psy.D. programs. The Ph.D. course of study includes a full-time, one-year internship. The Ph.D. program's mission is to train influential experts in the field of clinical psychology.

Learn more about the University of California—Los Angeles .

Learn more about top graduate schools.

Find out what you can do with a psychology degree , and check out all of the 2021 Best Graduate Schools rankings to find the right program for you. Stay up to date on education news by following U.S. News Education on Facebook ,  Twitter  and LinkedIn . 

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Explore the highest-ranked clinical psychology doctoral programs.

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Clinical Psychology Overview

The Doctoral Program in Clinical Psychology

The Stony Brook Ph.D. program in Clinical Psychology began in 1966. Based on chair rankings in US News and World Report, it has been ranked among the very top clinical programs in the United States for the past several decades, and it has a long tradition of strong publication rates by both faculty and graduates (Mattson et al., 2005; Roy et al., 2006). In the 2020 US News and World Report rankings , the Stony Brook Clinical Psychology doctoral program was ranked 3rd in the country. The clinical program was among the first in the country to espouse the behavioral tradition in clinical psychology. Currently, the program retains its behavioral roots, but has evolved to encompass a broader set of perspectives that are oriented around an empirical approach to clinical psychology. Our goal is to graduate clinical scientists who approach psychological problems from an evidence-based perspective and who are also skilled clinicians. As such, students receive research and clinical training in a broad range of approaches. Our program is most suited to students who are interested in pursuing academic and research-related careers.

Accreditation

The program is accredited by PCSAS (Psychological Clinical Science Accreditation System) through 2030. In addition, the program is a member of the PCSAS Founder's Circle. PCSAS provides rigorous, objective, and empirically based accreditation of Ph.D. programs in scientific clinical psychology. Its goal is to promote superior science-centered education and training in clinical psychology, increase the quality and number of clinical scientists contributing to the advancement of public health, and enhance the scientific knowledge base for mental and behavioral health care. PCSAS accreditation is in line with our program’s commitment to a clinical science training model.

The program is accredited (inactive) by the APA CoA (Commission on Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242, Phone: 202-336-5979). The program was most recently accredited by APA CoA in the spring of 2018, and, at the time, received full accreditation until 2028.

Statement On Diversity

The Psychology Department and the clinical program respect and value diversity. We view diversity broadly, including (but not limited to) age, race, ethnicity, national origin, gender, gender identity, sexual orientation, socioeconomic status, religion, and ability status. Diversity in our student body is an important priority and contributes to the strength of our department. Our  Diversity Committee , composed of faculty and students, is dedicated to promotion of awareness, support, and dialogue with regard to all aspects of diversity in research and clinical training.

The research interests of the core faculty center on depressive disorders (child, adolescent, adult), anxiety disorders (child, adolescent, adult), autism spectrum disorders, personality, child maltreatment, close relationship functioning (e.g., discord and aggression among couples, romantic competence among adolescents and adults, relationship education), lesbian, gay, and bisexual issues (among youth and adults), emotion regulation processes (e.g., cognitive, interpersonal, neurobiological), and emotion and attention processes in normal and pathological conditions.

Research and Clinical Facilities

Departmental: Faculty maintain active laboratories for research and graduate training (see individual faculty pages for further description). Clinical facilities include the Krasner Psychological Center (KPC) and its affiliate, the Anxiety Disorders Clinic, which are training, research, and service units that provide psychological services and consultation to the community and campus, and the University Marital Therapy Clinic that provides consultation, assessment, and therapy for couples and individuals in the community who are experiencing relationship difficulties and serves as a center for research evaluation of couples.

Campus: Collaborative relationships exist with the Department of Psychiatry, the University Counseling and Psychological Services and the Center for Prevention and Outreach, where students can engage in research and clinical activities.

Off-campus: Affiliations have been established with numerous agencies on Long Island and in the surrounding areas, which provide opportunities for clinical externships and research collaboration.

Program Requirements

Official program requirements are detailed on our Program Requirements page. More generally, the program is designed to provide students with competencies in research, clinical work, and teaching through coursework, research mentoring, and clinical supervision. Students follow a program of coursework through their first 3 to 4 years in the program that includes courses pertaining to the foundations of clinical psychology (e.g., psychopathology, assessment, and intervention), research methods and statistics, and ethics. Students are also required to take courses in other areas of psychology to increase breadth of training. Students become actively involved in a research lab upon arrival in the program and are required to complete two projects by the end of their third year in order to advance to candidacy, which is followed by the doctoral dissertation. Virtually all students present papers at major professional conferences and publish at least one (and often many) papers during the course of their graduate training. Clinical training, under the supervision of area faculty, begins in the second year of the program in our Krasner Psychological Center (KPC) and can continue until the internship year. Prior to internship, many students choose to complete externships at local agencies and hospitals in addition to their training in the KPC. Throughout the program, students often work as teaching assistants and are required to complete at least two semesters of substantial direct instruction of undergraduates, which involves lecturing in undergraduate classes. Students typically complete the program, including the internship year, in 6 years. For more information on time to completion see Student Admissions, Outcomes, and Other Data on this website. 

Admission to the Program

Please visit the Clinical Program’s Admissions FAQ s for information about applying to the program. This document provides our application and admission policies, and our recommendations for preparing your application. We encourage applicants to prepare their application accordingly.

IMPORTANT! APPLICANTS FOR FALL 2022 ADMISSIONS AND BEYOND: If you are admitted to our program for Fall 2022 and choose to attend, you will graduate from a program that is accredited only by PCSAS. You will not graduate from an APA accredited program, nor will any subsequent entering classes.

The program typically receives over 300 applications (and recently many more) and has an entering class of 4 to 8 students. For information on characteristics of accepted applicants see Student Admissions, Outcomes, and Other Data on this website.

In line with the Psychology Department’s value of diversity, the clinical program encourages applications from a diverse range of applicants, including (but not limited to) applications from people of different ages, races, ethnicities, national origins, gender identities, sexual orientations, socioeconomic statuses, religions, and ability statuses.

As a member of the Council of University Directors of Clinical Training (CUDCP), the Clinical Psychology program at Stony Brook University adheres to CUDCP’s policies and guidelines for graduate school admissions, offers and acceptance. For additional information about these policies, please visit    this page.

Psychology GRE Test for Clinical Psychology Admissions:

Neither the GRE general test nor the Psychology subject test is required for application or admission to the program.  In fact, to ensure fairness in our application review process, we do not accept general or subject test GRE scores as part of your application. Even if you have taken these exams, please do not include your scores on your CV or supplementary materials.

The Clinical Program has an outstanding placement record. Of all students graduating since 2004, the vast majority are in positions in which they function as clinical scientists (e.g., academic or research positions, research post-docs, clinical settings that involve research and/or the provision and dissemination of evidence-based approaches to treatment). Our students’ careers typically emphasize the scientific generation of new knowledge (in the form of research engagement, publishing, presenting, etc.) and the widespread dissemination of such knowledge (in the form of teaching, mentoring, supervision, consultation, program and policy development). Our students also are exceptionally well-trained in science-based clinical practice, and their careers often (and typically) include service provision.

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Doctor of Clinical Psychology Programs in America

1-25 of 143 results

McCormick School of Engineering and Applied Science

Evanston, IL •

Northwestern University •

Graduate School

• • Rating 5 out of 5   3 reviews

Master's Student: Northwestern's Master of Science in Energy and Sustainability is a first of its kind professionally focused master's program in the nation. Interdisciplinary by design, MSES covers the technical, policy, and business/economics of the energy and sustainability sector pulling professors from the Kellogg School of Management as well as the McCormick School of Engineering. The industry professionals are leaders in their respective fields and are always willing to help the students. The cohort focused program enables deep connection among the students that will last a lifetime! ... Read 3 reviews

Northwestern University ,

Graduate School ,

EVANSTON, IL ,

3 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says Northwestern's Master of Science in Energy and Sustainability is a first of its kind professionally focused master's program in the nation. Interdisciplinary by design, MSES covers the technical,... .

Read 3 reviews.

The Graduate School of Arts & Sciences - University of Virginia

Charlottesville, VA •

University of Virginia •

• • Rating 4 out of 5   1 review

Alum: Very good in some areas, excellent in other areas, many academic choices available in all areas of study ... Read 1 review

University of Virginia ,

CHARLOTTESVILLE, VA ,

1 Niche users give it an average review of 4 stars.

Featured Review: Alum says Very good in some areas, excellent in other areas, many academic choices available in all areas of study .

Read 1 reviews.

College of Liberal Arts - University of Texas - Austin

Austin, TX •

University of Texas - Austin •

University of Texas - Austin ,

AUSTIN, TX ,

University of Houston - Clear Lake

Graduate School •

HOUSTON, TX

• • Rating 4.65 out of 5   68

College of Arts and Sciences - American University

American University •

WASHINGTON, DC

College of Health and Human Services - IUP

Indiana University of Pennsylvania •

INDIANA, PA

College of Arts, Sciences, and Engineering - University of Rochester

Rochester, NY •

University of Rochester •

• • Rating 4 out of 5   2 reviews

Alum: The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can pick and choose what subfields to focus on, and all fields are offered. Amazing professors. In all my classes, I felt one professor was bad at teaching. All the others were very competent, and the best were extremely passionate about their class/field of research. ... Read 2 reviews

Blue checkmark.

University of Rochester ,

ROCHESTER, NY ,

2 Niche users give it an average review of 4 stars.

Featured Review: Alum says The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can... .

Read 2 reviews.

Dedman College of Humanities and Sciences

Dallas, TX •

Southern Methodist University •

Southern Methodist University ,

DALLAS, TX ,

BYU College of Family, Home, and Social Sciences

Provo, UT •

Brigham Young University •

• • Rating 5 out of 5   2 reviews

Master's Student: I will be starting the EMPA program at Brigham Young University this fall, and have been so impressed with the communications I have received as a new grad student. BYU's faculty have been professional, welcoming, and enthusiastic, which has inspired an excitement in me to begin studying. ... Read 2 reviews

Brigham Young University ,

PROVO, UT ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says I will be starting the EMPA program at Brigham Young University this fall, and have been so impressed with the communications I have received as a new grad student. BYU's faculty have been... .

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University of Washington College of Arts & Sciences

Seattle, WA •

University of Washington •

University of Washington ,

SEATTLE, WA ,

GW School of Medicine and Health Sciences

Washington, DC •

George Washington University •

• • Rating 4.73 out of 5   11 reviews

Doctoral Student: GW selects an eclectic class. I noticed the diverse backgrounds, age groups, and interests among the students. Half the class are women. Students have a wide-variety of interests and talents outside of. medicine and bring this to the classroom and beyond. The location is amazing with major health organizations and hospitals nearby. The curriculum is focused on evidence-based care and cutting edge research. From day one. you dive in hands on. The pace is intense at times, but the faculty is supportive and available. ... Read 11 reviews

George Washington University ,

WASHINGTON, DC ,

11 Niche users give it an average review of 4.7 stars.

Featured Review: Doctoral Student says GW selects an eclectic class. I noticed the diverse backgrounds, age groups, and interests among the students. Half the class are women. Students have a wide-variety of interests and talents outside... .

Read 11 reviews.

UC San Diego School of Medicine

La Jolla, CA •

University of California - San Diego •

Current Doctoral student: The UCSD School of Medicine is a top-ranked medical school located in La Jolla, California, and is widely regarded as one of the best medical schools in the country. The school is part of the University of California system, known for its excellence in education and research. One of the strengths of the UCSD School of Medicine is its focus on innovation and collaboration. The school's curriculum emphasizes active learning and hands-on experience, with opportunities for students to participate in research projects and community service programs. The curriculum also encourages students to explore areas outside of traditional medicine, such as business and law, to help prepare them for a rapidly changing healthcare landscape. Overall, the UCSD School of Medicine is a highly respected institution that provides students with an excellent education and numerous opportunities for research and the ability to live in a beautiful city. ... Read 2 reviews

University of California - San Diego ,

LA JOLLA, CA ,

Featured Review: Current Doctoral student says The UCSD School of Medicine is a top-ranked medical school located in La Jolla, California, and is widely regarded as one of the best medical schools in the country. The school is part of the... One of the strengths of the UCSD School of Medicine is its focus on innovation and collaboration. The school's curriculum emphasizes active learning and hands-on experience, with opportunities for... .

Henry Kendall College of Arts & Sciences

Tulsa, OK •

The University of Tulsa •

Graduate Student: Overall, it’s pretty good to be a grad student at TU in A&S, but that is changing rapidly. The faculty care about us and the other students do as well, but neither the Board of Trustees nor the President nor the Provost (now acting President) actually care about this particular group of students. They’d honestly rather A&S disappear to make way for “industry jobs”. If your goal is to pursue Psychology, then TU is a solid option. Other degrees housed under A&S? I’d look elsewhere just to be safe. ... Read 1 review

The University of Tulsa ,

TULSA, OK ,

Featured Review: Graduate Student says Overall, it’s pretty good to be a grad student at TU in A&S, but that is changing rapidly. The faculty care about us and the other students do as well, but neither the Board of Trustees nor the... .

Ferkauf Graduate School of Psychology

Bronx, NY •

Yeshiva University •

• • Rating 3 out of 5   1 review

Yeshiva University ,

BRONX, NY ,

1 Niche users give it an average review of 3 stars.

The Wheaton College Graduate School - Illinois

Wheaton, IL •

• • Rating 4.56 out of 5   27 reviews

Current Master's student: The staff is phenomenal, in and out of the classroom! Small-town feels, but very close to Chicago so the city life is close by. Academically challenging ! ... Read 27 reviews

WHEATON, IL ,

27 Niche users give it an average review of 4.6 stars.

Featured Review: Current Master's student says The staff is phenomenal, in and out of the classroom! Small-town feels, but very close to Chicago so the city life is close by. Academically challenging ! .

Read 27 reviews.

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College of Arts and Sciences - Syracuse University

Syracuse, NY •

Syracuse University •

Master's Student: The speech-language pathology program at Syracuse university is ranked very high among graduate programs in New York State. It is clear that the professors are very knowledgeable and provide students with the quality education needed to become excellent clinicians. The clinical faculty does an amazing job at supporting their students and allowing them to develop clinical skills for all types of speech and language disorders. This program does so much more than just providing students with education on the field of speech-language pathology. Students are constantly challenged to use complex skills like analytical thinking, collaborating with peers, and so much more. This program can be very demanding at times and requires students to put in a lot of work in the clinical and classroom settings. The main campus at Syracuse is very nice, however, the building for the speech program is nothing special. Almost all masters classes are in the same, small classroom with no windows. ... Read 2 reviews

Syracuse University ,

SYRACUSE, NY ,

Featured Review: Master's Student says The speech-language pathology program at Syracuse university is ranked very high among graduate programs in New York State. It is clear that the professors are very knowledgeable and provide... This program can be very demanding at times and requires students to put in a lot of work in the clinical and classroom settings. The main campus at Syracuse is very nice, however, the building for... .

Graduate School of Education and Psychology - Pepperdine University

Los Angeles, CA •

Pepperdine University •

• • Rating 4.75 out of 5   106 reviews

Alum: Overall, I found that I was one of the most adequately prepared students at my practicum site, including clinical skills, documentation, and treatment planning. The program was sufficient and I remember the experience fondly and learned a ton. Due to the online nature of the program, however, busy work wasn't uncommon, and it was particularly heavy in certain courses. Generally, though, the program was a positive experience, I learned a lot, and I feel that my success as a clinician can be connected back to my graduate education at Pepperdine GSEP. ... Read 106 reviews

Pepperdine University ,

LOS ANGELES, CA ,

106 Niche users give it an average review of 4.7 stars.

Featured Review: Alum says Overall, I found that I was one of the most adequately prepared students at my practicum site, including clinical skills, documentation, and treatment planning. The program was sufficient and I... .

Read 106 reviews.

Auburn University College of Liberal Arts

Auburn, AL •

Auburn University •

Auburn University ,

AUBURN, AL ,

Saint Louis University- College of Arts and Sciences

St Louis, MO •

Saint Louis University •

Doctoral Student: Faculty are generally supportive, professional, and offer great training. There are resources for curriculum development and development as a teacher. Institutional support may vary by department or school, but I am funded with a stipend and health insurance. ... Read 2 reviews

Saint Louis University ,

ST LOUIS, MO ,

Featured Review: Doctoral Student says Faculty are generally supportive, professional, and offer great training. There are resources for curriculum development and development as a teacher. Institutional support may vary by department or... .

College of Arts and Sciences - Baylor University

Baylor University Graduate School •

Baylor University Graduate School ,

American University ,

College of Arts and Sciences - University of South Carolina

Columbia, SC •

University of South Carolina •

• • Rating 4.5 out of 5   2 reviews

Current Master's student: My academic program has given me many opportunities to become a social worker post-graduation. The College of Social Work is great. ... Read 2 reviews

University of South Carolina ,

COLUMBIA, SC ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Current Master's student says My academic program has given me many opportunities to become a social worker post-graduation. The College of Social Work is great. .

Graduate School of Professional Psychology - University of Denver

Denver, CO •

University of Denver •

• • Rating 1 out of 5   1 review

University of Denver ,

DENVER, CO ,

1 Niche users give it an average review of 1 stars.

School of Public Health and Health Professions - University at Buffalo, SUNY

Buffalo, NY •

University at Buffalo, SUNY •

Doctoral Student: I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. ... Read 2 reviews

University at Buffalo, SUNY ,

BUFFALO, NY ,

Featured Review: Doctoral Student says I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. .

Harpur College of Arts and Sciences

Binghamton, NY •

Binghamton University, SUNY •

• • Rating 4.25 out of 5   4 reviews

Master's Student: The coursework was fun. I learned things I had never heard about. The professors are very knowledgeable and also ready and willing to help the younger generation type of student. THis is a new breed that want to show the professor and class how much they know as much as they want to learn new things. ... Read 4 reviews

Binghamton University, SUNY ,

BINGHAMTON, NY ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says The coursework was fun. I learned things I had never heard about. The professors are very knowledgeable and also ready and willing to help the younger generation type of student. THis is a new... .

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College of Arts and Sciences - Texas Tech University

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Klingler College of Arts and Sciences

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• • Rating 4.67 out of 5   3 reviews

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College of Liberal Arts and Social Sciences - University of Houston

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Current Master's student: The academic program is rather good at the University of Houston. I have three social work classes and they are robust and full of great information. The choices of classes at UH is very good and allows students to follow their academic path and find classes that fit their program. The advisors at UH are on top of things and are always able and willing to help. I would honestly say that UH is a great place for academics! ... Read 3 reviews

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3 Niche users give it an average review of 4 stars.

Featured Review: Current Master's student says The academic program is rather good at the University of Houston. I have three social work classes and they are robust and full of great information. The choices of classes at UH is very good and... .

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PhD in Clinical Psychology

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Program Overview

Please see also:

• Clinical Doctoral Student Handbook (PDF)
• Student Admissions, Outcomes and Other Data

Licensure Information

Please see details at  Consumer Disclosure Information .

The clinical psychology doctoral program at American University aims to prepare students for licensure in many states. Graduating from an American Psychological Association (APA) accredited institution with a doctoral degree is often one of the main requirements for licensure in most states, and our program has been fully and continuously accredited by the APA since 1972. However, most states have other requirements for licensure (e.g., predoctoral internship, postdoctoral fellowship, particular scores on the EPPP licensing exam). This disclosure focuses solely on predoctoral courses needed to qualify for licensure as a psychologist. Graduates of AU’s clinical psychology program have successfully obtained licensure in many states.

The Clinical Psychology PhD program is committed to educating students in clinical science with rigorous training in both research and applied clinical work. Our program will provide you with the skills you need for a successful career in academia, research, or clinical practice. Fully accredited by the American Psychological Association Committee on Accreditation since 1972, our doctoral program reflects the scientist-practitioner model of training.

Excellence in research and clinical training

The 72-credit PhD program is designed to provide students with a rigorous classroom education, innovative research opportunities, and exciting and diverse clinical experiences. With faculty guidance and mentorship, students complete a master's thesis, a doctoral dissertation, and one tool of research. Students engage in three year-long practicum experiences. In the first year, students learn humanistic and psychodynamic techniques in the American University Counseling Center. In year two, students learn and practice cognitive behavioral techniques in the department's James J. Gray Psychotherapy Training Clinic. For the third practicum, students choose between an advanced CBT practicum with adults or with children. Additionally, students complete multiple externships in DC area hospitals, mental health centers, and counseling centers and a one-year internship.

This program takes five to six years of full-time study to complete. Part-time study is not available. See all degree requirements .

At AU, a mentorship model of training will allow you to work closely with a research supervisor throughout the program. You and this faculty mentor will collaborate on research projects and design your master's thesis and dissertation project. Our faculty members maintain productive research labs and mentor graduate students in research design and methodology. Faculty research interests include affective and motivational processes in depression, anxiety disorders (in children and adults), stress and emotion regulation, parenting, minority mental health, trichotillomania, cognitive assessment and therapy, smoking, borderline personality disorder, drug expectancies, treatment outcomes, and human services program evaluation. Faculty research programs offer a mix of applied and basic research opportunities.

Diverse Opportunities In The Nation's Capital

Home to numerous world-class research and clinical institutions, the DC area offers access to an extraordinary array of professional and intellectual opportunities. The clinical program at AU has fostered connections at a wide range of externship sites including the DC and Baltimore Veterans Affairs Medical Centers, National Institute of Health, Saint Elizabeth’s Hospital, National Children’s Medical Center, private practices, and college counseling centers at nearby universities. Many of our students make lasting connections in the DC area, and are well positioned to find post-doctoral employment in or around the city. There is a rich diversity in DC, so students work with individuals and families from many different backgrounds.

The PhD is your path to career success

At AU, we have a record of placing our clinical psychology PhDs in successful careers at respected institutions. Our students graduate fully prepared for careers in academia, research, and clinical settings. For example, graduates of our program hold tenure-track positions at St. John's University, Williams College, LaFayette College, the University of Cincinnati, and Goucher College.

We are proud of the research and clinical accomplishments of our students and alumni. AU PhDs have conducted research in prominent departments of psychiatry, including Brown University, Ohio State University, and the University of Virginia. Our alumni work in a variety of clinical settings in the DC area and across the country, including Johns Hopkins University, the National Institutes of Health, the New York Presbyterian-University Hospital of Columbia and Cornell, Chestnut Health System of Illinois, Children's National Medical Center, and the District of Columbia VA Medical Center.

News & Notes

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More news & notes.

• Dr. Alice Coyne , Assistant Professor of Psychology, has been named the 2024 recipient of the Society for the Advancement of Psychotherapy Early Career Award in recognition of “accomplishment and achievement related to psychotherapy theory, practice, research, or training”

Alum Spotlight

Martha falkenstein, cas/phd '16.

Clinical Psychology

I benefitted from being encouraged to pursue my goals — and work/life balance.

Mentored by Dr. David Haaga on treatment development and outcomes for trichotillomania, Martha externed at the DC VA, NIMH Psychiatry Consultation-Liason Service, the Behavior Therapy Center, and Johns Hopkins Medical Center. After a Southwest Consortium Doctoral Internship and post-doc at McLean Hospital/Harvard Medical School, she now serves as Director of Research at the OCD Institute, supported by an NIMH Career Development Award. 

“I benefitted from being encouraged to pursue my goals — and work/life balance.”

Diana cox, cas/phd candidate.

AU’s quality of education prepared me well for the challenges of clinical work

Diana Cox’s research focuses on how experiences of stress affect physical and mental health outcomes, particularly in LGBTQ+ populations. As a member of the Stress and Emotion Lab, she has had the opportunity to design her own research studies and collaborate with other students on lab projects. She refined her clinical skills through externships at the Washington DC VA Medical Center, Neuropsychology Associates of Fairfax, and True North Therapy.

“AU’s quality of education prepared me well for the challenges of clinical work”

Please send me information about clinical psychology.

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PhD Program Rankings (Adapted from US News and World Report)

Below are reputation scores and ranks of the top 27 PhD programs in Psychology, including top-ranked schools in each of six subspecialties. From US News and World Report, “America’s Best Graduate Schools” rank/school average reputation score.

Rank                                      School Average reputation score

1                                 Stanford Univ.                                                         4.8

2                                 Univ. of California-Berkeley                                       4.6

2                                 Univ. of Michigan-Ann Arbor                                     4.6

4                                 Univ. of Illinois-Urbana-Champaign                         4.5

4                                 Yale Univ.                                                                 4.5

6                                 Harvard Univ.                                                        4.4

6                                 Univ. of California-Los Angeles                             4.4

6                                 Univ. of Minnesota-Twin Cities                             4.4

9                                 Carnegie Mellon Univ.                                             4.2

9                                 Princeton Univ.                                                          4.2

9                                 Univ. of Pennsylvania                                                4.2

9                                 Univ. of Wisconsin-Madison                                        4.2

13                               Indiana Univ.-Bloomington                                          4.1

13                               Univ. of California-San Diego                                         4.1

13                               Univ. of North Carolina-Chapel Hill                               4.1

16                               Johns Hopkins Univ.                                                       4.0

16                               Univ. of Colorado-Boulder                                              4.0

16                               Univ. of Texas-Austin                                                  4.0

19                               Cornell Univ.                                                               3.9

19                               Duke Univ.                                                                   3.9

19                               Northwestern Univ.                                                  3.9

19                               Univ. of Chicago                                                      3.9

19                               Univ. of Washington                                                    3.9

24                               Columbia Univ.                                                             3.8

24                               Ohio State Univ.                                                             3.8

24                               Univ. of California-Irvine                                                 3.8

24                               Univ. of Virginia                                                              3.8

Top Specialty Programs

C linical Psychology

1. Univ. of Minnesota-Twin Cities

2. Univ. of Illinois-Urban a-Champaign

3. Univ. of Michigan-Ann Arbor

4. Univ. of California-Los Angeles

5. Univ. of Washington

Co unseling Psychology

1. Univ. of Maryland-College Park

2. Ohio State Univ.

3. Univ. of Minnesota-Twin Cities

4. Univ. of Missouri-Columbia

5. Univ. of Iowa

Developme n tal

2. Univ. of Virginia

2. Stanford Univ.

4. Univ. of Michigan-Ann Arbor

5. Univ. of Illinois-Urban a-Champaign

5. Univ. of California-Berkeley

Expe ri menta l P sychology

1. Stanford Univ.

2. Univ. of Michigan-Ann Arbor

3. Univ. of California-Berkeley

4. Univ. of Illinois-Urban a-Champaign

5. Carnegie Mellon Univ.

I ndustrial / Organizational

2. Univ. of Maryland-College Park

3. Michigan State Univ.

4. Ohio State Univ.

5. Bowling Green State Univ.

5. Univ. of Illinois-Urbana-Champaign

Schoo l Psychology

1. Univ. of Wisconsin-Madison

2. Univ. of Texas-Austin

3. Univ. of South Carolina-Columbia

3. Univ. of Nebraska-Lincoln

3. Columbia Univ.

(The response rate for psychology was 34%, the lowest response rate for the six PhD fields surveyed. Political Science had the highest response rate, at 54%.)

Reprinted with permission from US News and World Report. Copyright, 1995, US News and World Report.

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Psychology Graduate Program

• Psychology Department

The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science.  We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets requirements for licensure in Massachusetts, and is accredited by the Psychological Clinical Science Accreditation System (PCSAS) and by the American Psychological Association (APA).  PCSAS re-accredited the program on December 15, 2022 for a 10-year term. APA most recently accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays. 

Requirements

Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs.  In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).

Students in the clinical psychology program are required to take the following courses:

• PSY 3900 Professional Ethics
• PSY 2445 Psychotherapy Research
• PSY 2070 Psychometric Theory and Method Using R
• PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
• PSY 3250 Psychological Testing
• PSY 2050 History of Psychology
• PSY 1951 Intermediate Quantitative Methods
• PSY 1952 Multivariate Analysis in Psychology
• PSY 2040 Contemporary Topics in Psychopathology
• PSY 2460 Diagnostic Interviewing
• PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders

Clinical students must also take one course in each of the following substantive areas: biological bases of behavior (e.g., PSY 1202 Modern Neuroanatomy; PSY 1325 The Emotional, Social Brain; PSY 1355 The Adolescent Brain; PSY 1702 The Emotional Mind); social bases of behavior (e.g., PSY 2500 Proseminar in Social Psychology); cognitive-affective bases of behavior (e.g., PSY 2400 Cognitive Psychology and Emotional Disorders); and individual differences (Required course PSY 2040 Contemporary Topics in Psychopathology fulfills the individual differences requirement for Massachusetts licensure). In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project:  Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project:  Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam:  A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus:  A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense:  Ordinarily this would be completed by the end of the fourth year. Clinical internship:  Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.

Credit for Prior Graduate Work

 A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available  online .

No more than the equivalent of eight half-courses may be so counted for the PhD.

An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted. 

Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.

Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.

Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.

Student Admissions, Outcomes, and other data  

1. Time to Completion

Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.

2. Program Costs

3. Internships 

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023  

The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.    

Year 1 (2023-24) and Year 2 (2024- 25)  Tuition & Health Fees:                             Paid in Full  Academic Year Stipend:                           $35,700 (10 months)  Summer Research Award:                       $7,140 (2 months)

Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees:                             Paid in Full Living Expenses:                                       $35,700 (Teaching Fellowship plus supplement, if eligible)  Summer Research Award:                       $7,140 (2 months)

Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees:                             Paid in Full

Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees:                             Paid in Full  Stipend for Living Expenses:                    $35,700  

The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.

In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.

The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.

GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.

For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).

Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.

Psychology students are eligible to apply for generous research and travel grants from the Department.

The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002 Phone: (202) 336-5979 E-mail:  [email protected]   www.apa.org/ed/accreditation

The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via e-mail at:  [email protected] . 

• Clinical Internship Allowance

Harvard Clinical Psychology Student Handbook

Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
• Psychology Clinic
• Student Admissions Outcomes and Other Data

The Clinical Psychology doctoral program (PhD) has been accredited by the American Psychological Association since 1949 and also is accredited by the Psychological Clinical Science Accreditation System (PCSAS). We emphasize training in clinically-informed research and evidence-based clinical work and recognize that students have varying career aspirations that may evolve over the course of graduate training. Our program offers two tracks: Adult and Child/Family . Read more about our Student Admissions, Outcomes and Other Data.

We are strongly committed to promoting diversity and training early career scientists of diverse backgrounds. We encourage students from backgrounds historically underrepresented in the sciences to apply, including but not limited to BIPOC, LGBTQIA+, first generation college students, and those of low socioeconomic status.

Questions related to the program’s accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 | Email: [email protected] Website: www.apa.org/ed/accreditation

Recent News

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• Thank you to all those who came last night, we had a blast and will miss our internship-bound students!
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• April Highlander Receives Gray-Little Diversity in Research Honorable Mention
• Carrington Merritt Receives Davenport Diversity in Research Honorable Mention

100 Best colleges for Clinical Psychology in the United States

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in the United States ranked based on their research performance in Clinical Psychology. A graph of 33.2M citations received by 854K academic papers made by 766 universities in the United States was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Harvard University

For Clinical Psychology

2. Columbia University

3. Yale University

4. University of Pittsburgh

5. University of Michigan - Ann Arbor

6. University of California - Los Angeles

7. University of Washington - Seattle

8. University of Pennsylvania

9. Johns Hopkins University

10. Stanford University

11. University of California-San Diego

12. University of North Carolina at Chapel Hill

13. University of Minnesota - Twin Cities

14. University of California - San Francisco

15. Emory University

16. Pennsylvania State University

17. Boston University

18. University of Iowa

19. Ohio State University

20. Cornell University

21. University of Wisconsin - Madison

22. Brown University

23. New York University

24. University of Southern California

25. University of Chicago

26. Providence College

27. Duke University

28. University of Miami

29. Washington University in St Louis

30. Icahn School of Medicine at Mount Sinai

31. University of Texas at Austin

32. University of Illinois at Chicago

33. University of Florida

34. University of Kentucky

35. Rutgers University - New Brunswick

36. Case Western Reserve University

37. University of South Florida

38. Arizona State University - Tempe

39. Vanderbilt University

40. Florida State University

41. Michigan State University

42. University of California - Berkeley

43. Medical University of South Carolina

44. University of Illinois at Urbana - Champaign

45. University of Utah

46. Virginia Commonwealth University

47. Northwestern University

48. Stony Brook University

49. University of Missouri - Columbia

50. University of Rochester

51. University at Buffalo

52. Indiana University - Purdue University - Indianapolis

53. University of Arizona

54. Temple University

55. University of Connecticut

56. University of California - Davis

57. Wayne State University

58. University of Georgia

59. University of Maryland, Baltimore

60. University of Maryland - College Park

61. University of Texas Southwestern Medical Center

62. University of Virginia

63. University of Cincinnati

64. University of California - Irvine

65. University of Kansas

66. University of Colorado Denver/Anschutz Medical Campus

67. University of Alabama at Birmingham

68. Baylor College of Medicine

69. SUNY at Albany

70. University of Vermont

71. Louisiana State University and Agricultural & Mechanical College

72. Mayo Clinic College of Medicine and Science

73. University of South Carolina - Columbia

74. University of Memphis

75. San Diego State University

76. Oregon Health & Science University

77. Texas A&M University - College Station

78. University of New Mexico

79. University of Alabama

80. University of Massachusetts Medical School Worcester

81. Virginia Polytechnic Institute and State University

82. University of Houston

83. Kent State University at Kent

84. Georgia State University

85. University of Texas Health Science Center at Houston

86. Brigham Young University - Provo

87. Iowa State University

88. University of Texas Health Science Center at San Antonio

89. University of Colorado Boulder

90. University of Nebraska - Lincoln

91. University of Tennessee - Knoxville

92. University of North Texas

93. Drexel University

94. West Virginia University

95. Tufts University

96. George Washington University

97. Bowling Green State University

98. Georgetown University

99. University of Oregon

100. University of Louisville

The best cities to study Clinical Psychology in the United States based on the number of universities and their ranks are Cambridge , New York , New Haven , and Pittsburgh .

Psychology subfields in the United States

APA Accreditation

Protecting the public by supporting the delivery of quality education and training in health service psychology., updates and information.

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Office of Program Consultation and Accreditation

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

Offered by the Department of Psychology   , College of Arts and Sciences   , the Clinical Psychology (PhD) program is fully accredited by the American Psychological Association Committee on Accreditation (COA) and has been accredited since 1972. COA is part of the Office of Program Consultation and Accreditation (OPCA).

OPCA contact information is as follows:

Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 Phone: 202-336-5979 TDD/TTY: 202-336-6123 Fax: 202-336-5978 Email: [email protected] https://www.apa.org/ed/accreditation

Admission to the Program

In addition to meeting the minimum university requirements for graduate study, applicants must submit a completed graduate application form, Graduate Record Examination (GRE) scores for the General examination (Verbal, Quantitative, and Analytic) and Advanced Psychology test, three letters of recommendation, and copies of all college transcripts. The GRE Advanced Psychology test is recommended but not required. Those applicants to the Clinical Psychology program judged to be among the top applicants are invited for an interview, and the final selection is based on all information, including the interview. Students are admitted for full-time study only.

Degree Requirements

• Students who have been admitted to the doctoral program in psychology but do not have an MA in psychology that has been accepted by the department must complete the degree requirements for the Psychology (MA)    (thesis option; thesis seminar not required) before they can be awarded the doctorate
• One tool of research is required but does not result in course credit toward the degree. The tool requirement is defined as the dissemination of a research tool. Please see the Department of  Psychology    for further information
• Two comprehensive examinations, which involve students in the kinds of activities they will later engage in as professional psychologists. The written comprehensive is an examination on supervision and consultation. The oral comprehensive is a specialty examination, which involves a clinical presentation
• Dissertation: A written proposal for the dissertation must be submitted and signed by the student’s dissertation committee before the student can apply for internship. The dissertation, when completed, must be accepted by the dissertation committee, the department chair, and the university
• As part of the doctoral requirements, clinical students serve a one-year externship and a one-year internship in an appropriate setting outside the university

Course Requirements

Required (48 credit hours).

Note: 3 credit hours of assessment coursework approved by the director of clinical training may be used as substitute for  PSYC-618 Principles of Neuropsychological Assessment (3)   .  

• PSYC-600 Advanced Memory and Cognition (3)
• PSYC-618 Principles of Neuropsychological Assessment (3)
• PSYC-621 Ethnic and Minority Issues in Psychology (3)
• PSYC-622 Stress, Coping, and Emotion (3)
• PSYC-630 Psychotherapy: Theory, Research, and Practice (3)
• PSYC-633 Psychological Assessment I (3)
• PSYC-641 Advanced Social Psychology (3)
• PSYC-650 Psychological Research (3)
• PSYC-651 Psychopathology: Theory and Research (3)
• PSYC-652 Assessment of Intellectual Function and Personality (3)
• PSYC-660 Advanced Developmental Psychology (3)
• PSYC-680 Experiential/Psychodynamic Psychotherapy Practicum I (3)
• PSYC-681 Experiential/Psychodynamic Psychotherapy Practicum II (3)
• PSYC-710 Cognitive-Behavior Therapy Practicum I (3)
• PSYC-711 Cognitive-Behavior Therapy Practicum II (3)
• PSYC-797 Master’s Thesis Research (1-3) (3 credit hours required)

Practicum Sequence (6 credit hours)

Complete one of the following practicum sequences:

Cognitive-Behavioral Therapy with Youth

• PSYC-780 Advanced Cognitive-Behavioral Therapy with Youth I (3)
• PSYC-781 Advanced Cognitive-Behavioral Therapy with Youth II (3)

Behavioral and Cognitive Therapies

• PSYC-793 Advanced Behavioral and Cognitive Therapies Practicum I (3)
• PSYC-794 Advanced Behavioral and Cognitive Therapies Practicum II (3)

Biological Bases of Behavior (3 credit hours)

Complete 3 credit hours from the following:

• PSYC-518 Advanced Human Neuropsychology (3)
• PSYC-601 Physiological Psychology (3)
• PSYC-613 Neuropharmacology: The Biochemistry of Behavior (3)

Statistics (6 credit hours)

Complete 6 credit hours from the following:

• DATA-612 Statistical Programming in R (3)
• DATA-613 Data Science (3)
• GOVT-618 Bayesian Statistics (3)

 / STAT-618 Bayesian Statistics (3)  

• PSYC-640 Statistical Methods for Mediation and Moderation in Psychology (3)
• STAT-516 Design of Experiments (3)
• STAT-517 Special Topics in Statistical Methodology (3)
• STAT-519 Nonparametric Statistics (3)
• STAT-520 Applied Multivariate Analysis (3)
• STAT-521 Analysis of Categorical Data (3)
• STAT-522 Time-Series Analysis (3)
• STAT-615 Regression (3)
• STAT-616 Generalized Linear Models (3)
• STAT-622 Advanced Biostatistics (3)
• STAT-623 Topics in Biostatistics (3)
• STAT-625 Statistical Software (3)
• STAT-627 Statistical Machine Learning (3)

Electives (7 credit hours)

• 7 credit hours from approved electives

Internship (0 credit hours)

Complete the following while away on internship (in addition to PSYC-899 Doctoral Dissertation (9)   ):

• PSYC-091 Internship (0) (taken 2-3 times)

Dissertation

• PSYC-899 Doctoral Dissertation (9) (only after advancement to candidacy)

20 Best Doctor of Clinical Psychology (Psy.D.) Graduate Schools

Reviewed by David Krug David Krug is a seasoned expert with 20 years in educational technology (EdTech). His career spans the pivotal years of technology integration in education, where he has played a key role in advancing student-centric learning solutions. David's expertise lies in marrying technological innovation with pedagogical effectiveness, making him a valuable asset in transforming educational experiences. As an advisor for enrollment startups, David provides strategic guidance, helping these companies navigate the complexities of the education sector. His insights are crucial in developing impactful and sustainable enrollment strategies.

Updated: April 25, 2024 , Reading time: 12 minutes

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In this article, we will be covering...

Although our efforts in life bring splendid results, we deal with pressure, urgency, tension, and anxiety that can affect our mental and emotional state. Consequently, the world is demonstrating a rising demand for:

• Psychologists

Psychology professionals who can assess, interpret, and offer solutions to alleviate mental, behavioral, and emotional problems for people who desperately need them are the key to health and happiness for so many.  

A Doctor of Clinical Psychology is the highest level of education that allows professionals to become experts in the field of mental health and counseling. Let’s explore today’s top PsyD programs.

Quick Audio Summary:

Methodology

The Clinical Psychology graduate schools and programs are ranked based on institutional prestige, teaching and training standards, and student outcomes. Each program is known for the following features:

• Top-standard admission, retention, and graduation rates
• Rigorous medical coursework featuring up-to-date principles and state-of-the-art equipment
• Impressive job placement rates
• An esteemed panel of expert instructors with significant field contributions
• Various student assistance services for networking
• Accreditation from academic agencies and recognition within the medical circle
• Stellar reviews from alumni and Ph.D. students

Best Doctor of Clinical Psychology Graduate Schools

Xavier university.

Cincinnati, OH

Doctor of Clinical Psychology (Psy.D.)

Xavier’s PsyD degree aims to equip students with the ability to practice professional clinical psychology in diverse settings. This program offers various internships practical experiences, and customization options. 

There are three interest areas in this PsyD: 

• Children and Adolescents Psychology
• Persons with Chronic Psychopathology
• Health Care Psychology

University of California-Los Angeles

Los Angeles, CA

Ph.D. in Clinical Psychology

UCLA’s research-based doctorate in clinical psychology aims to develop students into experts in advanced psychology research and teaching.

Students who aspire to careers in organizational psychology, industrial psychology, counseling psychology, or forensic psychology are not advised to apply to this program and look for schools that offer PsyD in Psychology instead.

Palo Alto University – PGSP/Stanford University Consortium

Palo Alto, CA

PsyD in Clinical Psychology

This degree is a practitioner-scholar program designed for individuals who aspire to pursue a career providing direct, thorough, and evidence-based clinical psychological services.

The program takes pride in its effectiveness in developing the student’s awareness and skills on the nine Health Service Psychology Profession-wide Competencies like research, ethical and legal standards, assessment, and more. 

Loyola University Maryland

Baltimore, Maryland

Doctorate of Psychology in Clinical Psychology (Psy.D.)

Loyola’s PsyD degree develops and prepares students to lead in the clinical psychology profession. This program includes more than 1,500 hours of supervised field experience in any of its 100 externship locations across the Baltimore-Washington, DC region.

Pepperdine University

Pepperdine’s PsyD courses are delivered through a practitioner-scholar method of doctoral training to allow students to understand, absorb, and digest the practical application of the academic and clinical education they receive. This is among the US psychology institutions with a 100% placement rate.

George Fox University

Newberg, OR

Doctor of Psychology (PsyD)

George Fox’s offers a PsyD program that allows you to earn a non-terminal master’s of Clinical Psychology within your five years of academic and clinical training. This accredited program offers students some of the best and most renowned clinical psychology faculty. Students can focus on one of the following training tracks: 

• Broad and General Psychology
• Primary Care Psychology
• Child & Adolescent Psychology 
• Assessment Track

University of Denver GSPP

PsyD Clinical Psychology

The PsyD in Clinical Psychology at DU allows students to apply via Georgetown University’s Graduate School of Professional Psychology.

This program is known to provide students with a solid background in clinical psychology with various specialization options. Students can focus on any of the following topics: 

• Latinx Psychology
• Military Psychology
• Health Psychology
• Infant and Early Childhood Mental Health and
• Substance Use Disorder Psychology

The George Washington University

Washington, DC

This PsyD in Clinical Psychology offers a curriculum that combines extensive practical experience and theoretical knowledge of psychology.

Students will receive mentorship from experienced professionals, clinicians, and researchers with unquestionable authority on cognitive, behavioral, and a host of other psychological disorders. Students will choose one track: 

• Child & Adolescent Track
• Adult Track

University of North Carolina-Chapel Hill

Chapel Hill, NC

Clinical Psychology Doctoral Program (Psy.D.)

UNC at Chapel Hills offers an intensive PsyD in Clinical Psychology degree that combines research and clinical science training. The program offers two clinical tracks:

• Adult Clinical track
• Child/Family Clinical track

It’s an extremely competitive program that chooses only eight students from scores of applicants who want to get into the program.

Baylor University

Psy.D. in Clinical Psychology

Baylor’s Clinical Psychology PsyD program equips students with theoretical and clinical competencies through intensive coursework plus 1,000 – 1,200 hours of clinical practice and research experience. With only a 2% acceptance rate, it’s also one of the most competitive PsyD programs.

Yeshiva University – Ferkauf Graduate School of Psychology

Doctor of Psychology in Clinical Psychology

Yeshiva University’s PsyD program is considered one of the best psychology schools in the US. It exposes students to various academic, research, and field training, molding them into excellent practitioners of clinical psychology.

Aside from its Doctor of Psychology in Clinical Psychology, the Ferkauf Graduate School of Psychology offers a Doctor of Psychology in School-Clinical Child Psychology program.

Widener University

Chester, PA

Doctoral Degree in Clinical Psychology (PsyD)

Students of Widener University’s PsyD in Clinical Psychology are guaranteed empirical and practical learning experiences for professional success. Students can pursue certificates in:

• Biofeedback
• Neuropsychology
• School Psychology

In addition, they also have the option to pursue concentrations: 

• Child, Adolescent, & Family Psychotherapy
• Cognitive-Behavioral Therapy/Acceptance & Commitment Therapy (CBT/ACT)
• Consulting Psychology
• Cross-Cultural & Diversity Psychology
• Forensic Psychology
• Psychodynamic Psychology

Long Island University

Brookville, NY

• Doctor of Psychology (Psy.D.)

This program is designed for those who want to serve underserved populations. It offers a rigorous core curriculum that can provide you with mastery of your courses and allow you to choose two of its major areas of focus:

• Serious Mental Illnesses
• Dialectical Behavior Therapy (DBT), and
• Interventions with High-Risk Families

Chestnut Hill College

Philadelphia, PA

Doctor of Psychology (Psy.D.) in Clinical Psychology

CHC’s PsyD in Clinical Psychology uses the practitioner-scholar model and develops students’ skills as they accumulate theoretical knowledge. It offers optional concentrations:

• Psychological Assessment
• Couple, Family, and Child Therapy

Students who can meet the optional requirements will be awarded a Certification of Concentration aside from their graduation diploma.

University of Indianapolis

Indianapolis, IN

Clinical Psychology Doctorate (Psy.D.)

UIndy exposes PsyD students to more advanced course content and allows them to master an area of focus like:

• Child and Adolescent Psychology
• Health Psychology and Behavioral Medicine
• Adult Psychopathology and Psychotherapy

The university has more than 40 quality practicum sites and over 75 placements, including in:

• correctional facilities
• psychiatric hospitals
• university counseling centers
• VA medical centers
• specialized facilities for drug addicts, people with eating disorders, and victims of domestic violence

Biola University Rosemead School of Psychology

This PsyD in Clinical Psychology delivers its curriculum through rigorous academic training, aiming to equip students with outstanding abilities to provide professional services. The university integrates science with Christian theology to mold students into God-ordained practitioners of Clinical Psychology.

University of Washington

Seattle, WA

UW’s clinical psychology doctorate is a research-based program designed for individuals who want to pursue advanced education in psychology with scientific, academic, and professional training.

The department offers research mentorship, evidence-based clinical training, and opportunities for specialized training in diverse science, data science, and quantitative methods. 

Students can choose between the General and Child Track.

University of Wisconsin-Madison

Madison, WI

Clinical Psychology Doctoral Program (Ph.D.)

UW Madison’s PhD in Clinical Psychology employs the scientist-practitioner method as its training model. It uses a mentor model for research training, integrating theory and practice through closely aligned research interests, coursework, and clinical practicum experiences, with financial support for all students.

Stony Brook University

Stony Brook, NY

Doctoral Program in Clinical Psychology (Ph.D.)

Stony Brook’s intensive PhD in Clinical Psychology aims to produce clinical scientists who are qualified and skilled to assess and analyze psychological problems from a scientific, evidence-based perspective.

Students participate in a research lab, complete two projects, and present papers at conferences. The program is highly competitive, accepting only four to eight out of over 300 applicants.

Rutgers University

Piscataway, NJ

Doctor of Psychology in Clinical Psychology (Psy.D)

The PsyD program at Rutgers offers a Clinical Psychology specialization that equips future psychologists with a solid foundation in clinical practice, incorporating diverse theoretical orientations and individual differences.

Additionally, students will face new knowledge and clinical needs for practical learning experiences. It strongly emphasizes clinical values and knowledge-based practice for lifelong development and leadership.

Frequently Asked Questions

What is a doctor of clinical psychology degree.

A Doctor of Clinical Psychology (Psy.D.) degree is a doctorate in scientific psychology, psychotherapy, and psychoanalysis, qualifying for a licensing exam. Various US universities now offer it in fields like:

• Business Psychology
• Counseling Psychology

Doctoral degrees in Psychology include:

• Doctor of Philosophy in Psychology (Ph.D)

Psy.D. prepares individuals for a career as a clinical psychologist , allowing them to take a licensing exam and work directly with clients with emotional, behavioral, or mental health problems.

Meanwhile, Ph.D. provides training in research and teaching . It prepares students for a career in academia or a business organization where knowledge of psychology is needed.

How do I choose between a Ph.D. and a Psy.D. program?

The difference between a Psy.D. and a Ph.D. can be confusing, but choosing the right program depends on your career goals. Ph.D.s are best for academic settings or experimental studies, while Psy. D.s are ideal for practicing with patients.

What should I consider when choosing a Psy.D. program?

Consider these six factors when choosing a Psy.D. program:

• Emphasis on Clinical Practice and Research
• Specializations or Areas of Focus
• Faculty Expertise 
• Field Experience
• Alumni Stories
• Student Success Rate

What are the different types of Psy.D. degrees?

Some present-day schools have made it possible for students to earn a Psy.D. degree with a specialized or highly focused degree. This led to the emergence of four other Psy.D. specializations. Let’s identify the most popular of them:

What are the disadvantages of Clinical Psychology?

Every job comes with a few disadvantages, right? Here are a few to consider in the field of Clinical Psychology:

• High cost of treatment
• Limited access to care
• Time-consuming
• Potential side effects of medication

What can I do as a Doctor of Clinical Psychology?

The Bureau of Labor Statistics explained the demand for clinical psychology jobs is likely to grow by 6% from 2022 to 2032 and will provide 12,000 job openings each year for the same period.

One of the many benefits of completing a doctorate in clinical psychology is its potential to open doors for you in several careers in psychology .

Here are some of the most probable jobs you can get with a doctorate in clinical psychology:

• Counselor to specific groups, e.g., children, elderly, married couples, families, etc.
• Behavioral Health Psychologist
• Child Psychologist
• Clinical Case Manager
• Clinical Psychology College Professor
• Counseling Psychologist
• Psychotherapist
• Rehabilitation Psychologist
• School Psychologist

Key Takeaways

Clinical Psychology Ph.D. programs further your career in the field of mental health. Students are taught advanced psychological theories, research methods, and scientific knowledge.

Licensed clinical psychologists offer psychological services , develop treatment plans, and provide guidance in mental wellness practices. They work in mental health centers, sports psychology, forensic psychology, organizational leadership, or other clinical settings.

Additional Resources:

• Best Online Doctor of Educational Psychology Degree Programs
• Organizational Leadership vs Industrial Psychology: Career ROI
• What Jobs Can You Get With a Graduate Degree in Forensic Psychology?

Related Posts

We’re certain of one thing—your search for more information on picking the best graduate degree or school landed you here. Let our experts help guide your through the decision making process with thoughtful content written by experts.

Jack N. Averitt College of Graduate Studies

Doctor of Clinical Psychology, Psy.D.

About the program.

Format : In person on the Statesboro Campus Credit Hours : 114-124 Entry Term : Fall

The APA-accredited doctorate program in clinical psychology at Georgia Southern University (GS) is a full time, day program offering a course of study leading to the Doctor of Clinical Psychology degree. The program’s curriculum prepares graduates for the practice of psychology with a special focus on practice in rural areas. Coursework and training prepare students for licensure as a psychologist, with an emphasis on educating emerging psychologists for the underserved areas in the state of Georgia and adjacent regions in the Southeast.

The Psy.D. program originated from a longstanding and dire need for licensed psychologists in rural, underserved areas of the United States, most specifically in the rural south. This mission is consistent with Georgia Southern University’s commitment to serve the needs of the southeastern region of the country. The program trains students according to the practitioner-scholar model. Students are taught to become generalists who will be effective in the delivery of psychotherapy, psychological assessment, and psychological consultation services in rural areas. Consistent with the framework of a generalist approach, the curriculum, beginning with foundational courses, strives to create and maintain a dynamic and integrative program, emphasizing behavioral, cognitive, existential, family systems, humanistic, and psychodynamic orientations.

The program is designed to foster the intrapersonal and professional development of students. This process is aimed at helping the students cultivate balance within their personal and professional growth. In addition to academic requirements, students are encouraged to take initiative and responsibility for personal and professional growth through independent readings, interaction with fellow students and faculty, attendance at colloquia, and additional elective research and practica opportunities. The PsyD is a professional degree, and focuses on the development of applied practice skills. Because the program is an integral part of the College of Behavioral and Social Sciences in a regional university, doctoral students engage in all aspects of scholarly inquiry, including substantive qualitative and quantitative research, and professional membership and discourse in state, regional, and national organizations.

Ready to Apply?

Request information, visit campus, or, you can :, regular admission requirements.

A committee of faculty will determine admission based on the following:

• Grade Point Average (GPA): A minimum undergraduate GPA of 3.30 is required for consideration. The average undergraduate GPA of successful applicants for the Fall 2022 class was 3.76 (on a 4.0 scale).
• A minimum grade of B in the following undergraduate courses: Psychological Statistics, Research Design, Abnormal Psychology
• Record of having taken at least two of the following courses: Personality, Social Psychology, Developmental Psychology, Learning and/or Cognition, Health Psychology, Tests and Measurement, Theories of Psychotherapy, Psychology of Substance Abuse.
• Three letters of recommendation from former professors or appropriate employers/advisors.
• A written statement of professional goals. Please describe why you want to pursue doctoral training in clinical psychology. Also, describe how Georgia Southern University’s program is a good fit. Finally, please list three (3) Statesboro campus psychology faculty whose research interests are a match to your own. Of these three, please include at least one clinical faculty member and one faculty member who is not clinical.  This statement should be 500 words or less in length.
• A current Curriculum Vitae or Resume.
• Optional: Submission of a writing sample of past work provides an opportunity to showcase your writing skills, tone, and style. The sample should be no longer than two double-spaced pages. Consider submitting an excerpt or passage from a research paper or writing assignment for class, a manuscript, or other relevant works.

Based on a review of the application materials, the Admissions Committee will select top candidates for an on-campus interview. Interviews are mandatory for admission into the program. The Admissions Committee will contact top candidates with details regarding on-campus interview dates and procedures.

The PsyD program seeks a diverse applicant pool. We welcome applications from under-represented ethnic minorities, women, applicants with disabilities, first-generation college graduates, and non-traditional students.

*International transcripts must be evaluated by a NACES accredited evaluation service  and must be a course by course evaluation and include a GPA. ( www.naces.org )

December 15 *

Does not admit

*The application and all ​​required documents listed on the “admissions requirements” tab​ for the program must be received by the deadline.  If all required documents are not received by the deadline your application will not be considered for admission.

Program Contact Information

C. Thresa Yancey, Ph.D. Director of Clinical Training, Professor of Psychology [email protected] 912-478-5704

Questions related to the program’s accreditation status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st St., NE, Washington, DC 20002 202-336-5979 [email protected] APA Accreditation Site

Last updated: 2/9/2024

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Psy.D. In Clinical Psychology

Welcome to the Clinical Psychology Psy.D. Program at Florida Institute of Technology. The program at Florida Tech that leads to a Psy.D. in clinical psychology is accredited by the American Psychological Association* and offers students training based on a practitioner-scholar model that prepares students for entry-level positions as clinical psychologists.  To achieve that goal, we are committed to training students with strong and continually developing clinical competencies, whose clinical work is informed by the scientific and theoretical knowledge base of the discipline of psychology, and whose graduates respect and value cultural and individual difference, and who maintain the highest professional principles and standards.

What Makes Florida Tech's Psy.D. in Clinical Psychology Stand Out?

• Accredited by the American Psychological Association* since 1983
• Opportunities for advanced coursework and practica in emphasis areas: Neuropsychology, Child/Family, Integrated Behavioral Health, and Forensic.
• In-depth training in psychological assessment and integrated psychodiagnostics
• Curriculum that addresses current trends in psychology including Integrated Behavioral Health Care, Clinical Neuropsychology, Assessment, Trauma and Child Psychology
• On-site practicum training facility
• A large network of community-based practicum sites offering many different training opportunities
• Good student-to-faculty ratio, with annual cohorts of approximately 20
• Colleague-in-training atmosphere
• Excellent internship match rate
• Flat-rate tuition program
• Warm climate, great location, close to beaches
• Relatively low cost of living, ample and reasonably priced housing available off campus

Our program leading to a Psy.D in Clinical Psychology trains students to become practicing clinical psychologists with core competencies in relational/clinical skills, comprehensive psychological assessment, clinical treatment interventions, research and evaluation skills, consultation and education, management and supervision, and diversity issues.

We have several opportunities for advanced course work. These areas are:  

• Family/Child Psychology
• Forensic Psychology
• Clinical Neuropsychology
• Integrated Behavioral Healthcare/Health Psychology  

Admission Requirements

An applicant must possess a bachelor's degree from an accredited institution of higher learning. Although it is not necessary for the major area to have been psychology, it is required that those entering without a previous degree in psychology will have completed at least 18 credit hours of psychology coursework at the time of application. These courses must have been taken in a department of psychology, and should include statistics, personality theory, abnormal psychology, learning, physiological psychology and social psychology.

All application materials must be received by December 1 of each year.

Visit the graduate admissions information page for all the information you need to apply to the program. Admissions applications must include transcripts, GRE general test scores, a personal statement, two letters of recommendation, and a resume or CV.

Students we will consider for admission will receive an invitation approximately two weeks prior to our Interview Day, typically held in February. Attendance at Interview Day is VERY strongly recommended.

*Questions related to the program's accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002

Phone: (202) 336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation

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Clinical Psychology, Psy.D

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2023-2024 PsyD Program Addendum

2023-2024 SOP Grad Handbook

15 Best PsyD & PhD Clinical Psych Programs – 2024

January 19, 2024

The following list looks at the best clinical psych programs, some of which result in a PsyD while others lead to PhDs. The Doctor of Psychology, or PsyD, degree is a doctorate in psychology focused on clinical practice rather than research. So, depending on the program, your coursework will be dedicated more toward developing a patient-facing practice and less on conducting experiments and publishing research than with the PhD programs listed. Finding the best PsyD programs or PhD in clinical psych programs that suit you and your needs doesn’t need to be difficult. The first thing to look for will be a school that’s accredited by the American Psychological Association (APA) and/or the Psychological Clinical Science Accreditation System (PCSAS).

The APA “assures the public, licensing boards and potential employers that you have a sound educational and scientific foundation on which to build a successful career in psychology,” and the school accreditation process guarantees that you’ll be receiving an education that will solidify your career and create credibility for you and your future clients.

Best Clinical Psych Programs (Continued)

Not only that, you’ll be entering a growing field. According to the U.S. Bureau of Labor Statistics , the “overall employment of psychologists is projected to grow 6 percent from 2022 to 2032.” When you break out the average increase in demand for clinical and counseling psychologists, however, the BLS projects that the number of jobs will increase by about 11 percent . That’s faster than the average for every other occupation. There will be an estimated average of 12,800 new jobs for all psychologists each year until 2023. The median salary for psychologists was about $85,000 in 2022. This is higher than the average U.S. annual take-home pay across the board.

We’ve compiled the following list of accredited PsyD and PhD programs worth highlighting. The following schools will send you well on your way to serving the mental and emotional health of others while ensuring that you have ample opportunity to work closely with faculty, get real-world exposure, and enter the workforce competitively.

US News and World Report Methodology and Rankings 

US News and World Report has ranked the top accredited clinical psych programs in the country. In order to rank the schools, they survey faculty at 231 different, accredited PsyD and PhD clinical psych programs.  Faculty rate programs on a 1-5 scale judging academic quality. The rankings are determined by averaging each program’s scores. Unsurprisingly, this means there are a lot of ties. This also means that there are a ton of great schools out there. Therefore, you can’t go wrong with these top-tier, accredited programs.

Best PsyD Programs & Clinical Psych PhD Programs – Important Factors to Consider 

When applying to any graduate school, it’s important to assess how competitive admissions are, the amount of time you’ll spend in the program, the costs of the program, if funding is available (either full or partial), and what career placement possibilities look like upon graduation. In a field like clinical psychology, graduating without going into debt will make your career all the more successful. It will also allow you to give care to patients without attaching a dollar sign to them.

Let’s dive into the rankings: 

1)  UCLA

The University of California, Los Angeles is so universally renowned in psychology that it tops the list.

In addition to a dedicated Clinical Psychology concentration, the doctoral program also allows students to pursue Behavioral Neuroscience, Cognitive, Developmental, Health Psychology, Learning and Behavior, Quantitative, and Social Psychology.

The program is competitive; in 2023, there were 28 admitted students out of 1,226 applicants. Funding is available through fellowships, training, and teaching or research assistantships. The department strives to match students with funding upon admission, according to UCLA. However, they also recommend that students apply for external funding, as well. This means that full funding may not be guaranteed for everyone.

UCLA also touts a chapter of Underrepresented Graduate Students in Psychology (UGSP). This a student group which offers support and community to students from diverse racial, ethnic, socioeconomic, and geographic backgrounds.

2)  University of North Carolina, Chapel Hill

UNC Chapel Hill’s PsyD program boasts a long-running accreditation with the APA—they’ve held the status since 1949. The program is also accredited by the Psychological Clinical Science Accreditation System (PCSAS). The program emphasizes “training in clinically-informed research and evidence-based clinical work,” and they recognize that your needs, desires, and goals may change over the course of your time in the program.

UNC is highly selective. Out of 681 applicants in 2023, just eight students were offered admission. Starting in 2020, UNC Chapel Hill stopped considering GRE scores as a factor in admissions, which saves you the pain and expense of the test (if you’ve applied only to other schools that also didn’t require the GRE).

The school also provides full tuition remission, health insurance, and a nine-month stipend for all incoming Clinical Psychology students for the first five years in the program. Chapel Hill proudly states that they have offered this package for the last 50 years. The stipend for the 2022-2023 academic year was $20,000. The full funding package is one of the many reasons that Chapel Hill is a competitive, highly-ranked option for aspiring clinicians.

Best PsyD Programs and PhD Programs in Clinical Psychology (Continued)

3) stony brook university (suny) .

Stony Brook’s Clinical Psych program began in 1966, and they’ve done well since then, maintaining a top spot on the US News and World Report rankings for decades. The program claims to prepare students for both research and clinical work from a broad range of psychological perspectives. Stony Brook says that their program is best suited to students who want to pursue academic and research-related careers, and that many graduates end up balancing their research with time spent serving patients in a clinical setting. In that way, Stony Brook is a great option for anyone who wants to work with patients while also contributing to the body of psychological research.

Stony Brook is accredited by the PCSAS as well as the APA. In the 2022-2023 academic year, 444 people applied, nine were offered admission, and six students accepted. All students admitted received a full, nine-month stipend (currently $17,502), full tuition remission, and health insurance. Summer funding is also available in the form of teaching assistantships, fellowships, research grants, and work studies. On average, students receive about $4,000 of summer funding, as well.

4) UC Berkeley

Taking into consideration that this is one of the best programs in the country, one of the most interesting things about UC Berkeley is its newly changed accreditation status. The program is PCSAS accredited, however, its APA status is “accredited – inactive,” and students will no longer matriculate through the APA version of the curriculum.

In short, the faculty and administration decided that the “evolving curricular and other demands” associated with APA accreditation were inconsistent with the kind of training they were trying to give their students, a training that would place paramount “reducing the burden of mental illness and related problems in living.” You can read the full statement here .

If that kind of pedagogical philosophy appeals to you, you might also consider that Berkeley has a rigorous program guided by its faculty advisor/mentor program. Students are matched from their first year with a faculty advisor who follows their progress throughout their four-to-six-year residency at the school.

There were 308 students who applied for the 2022-2023 academic year, four were granted admission, and four accepted. All of those students received an assistantship that includes a full tuition waiver. You can find out more about UC Berkeley’s financial assistance packages for psychology doctoral students here .

5)  University of Minnesota, Twin Cities 

An incredibly sought-after program, the University of Minnesota is both APA and PCSAS accredited. Following Berkeley’s lead, however, the school is considering letting go of its APA accreditation in the future.

The program offers students the options of an “adult” or “developmental” track, and the chosen focus does not limit students to practice with either children or adults. There were 10 total students for whom 2022-2023 was their first year of enrollment.

The University of Minnesota offers a wealth of funding options for students. All admitted students receive full tuition remission, health care, and a nine-month stipend. They also receive a new laptop computer to support their research. Beginning in 2022, all students were also guaranteed summer funding through a variety of diverse opportunities. Having a healthy funding package can make a huge difference in the life of a graduate student, and Minnesota does not disappoint. You can find more details about assistantship opportunities on their website .

6)  University of Washington, Seattle (tie with Minnesota)

According to the University of Washington Graduate Study in Psychology website, “We do not make offers to U.S. or International applicants unless we can fund them with either a Teaching or a Research Assistantship for half time (expected workload of 20 hrs/wk).” Sometimes, the program can also offer fellowships, which do not entail an expected workload. This financial security undoubtedly keeps UW performing well and ranking high on the list.

The department generally receives 800-1000 applications for 20 funded positions.

7)  University of Wisconsin, Madison (tie with Minnesota)

UW Madison’s Psychology Ph.D. program is highly competitive. It receives more than 400 applicants annually and accepting fewer than 10 percent of students.

While the program does not explicitly state that it guarantees full tuition remission and a stipend as the previous programs do, it does state that students frequently receive NSF and NIH predoctoral fellowships to complete their programs. Teaching and research assistantships are also available.

8)  University of Pennsylvania

If you’re going to UPenn, you’ll be living in the heart of Philadelphia. This, of course, also means a high cost of living. Luckily, this Ivy League institution boasts a stipend of at least $40,500 per year, full tuition remission, and summer funding opportunities. Funding is guaranteed for five years, the expected length of time to complete the program.

In terms of competitiveness, you’re looking at similar rates of acceptance as similarly ranked schools. The program website states, “Last year we received over 800 applications. We can accommodate about 8-10 new students per year.”

9)  University of Pittsburgh (tie with UPenn)

If you don’t go to UPenn, you can study in the western half of the state and still enjoy the same academic caliber.

Pitt also provides financial support for six years, and perhaps longer, depending on the student. The support includes a stipend which covers “living expenses, health insurance, public transportation, and tuition reimbursement.” It’s good to be a Panther!

10)  Harvard University 

Rounding out the top 10 is Harvard.

The standard financial aid package at this university is as robust as that of any school. That shouldn’t come as a surprise given Harvard’s elite status. According to the program website:

“The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.”

The nice thing about not “being allowed” to teach in the first two years is that students can concentrate solely on their coursework and intellectual and professional development, a real boon for clinicians in crimson.

More Great Programs 

The next seven schools all tied with Harvard in terms of rank on the US News and World Report list. They—and many others—certainly merit investigation and application, should you find yourself intrigued by the faculty, the opportunities, and, of course, the stipend.

• Indiana University, Bloomington (tie with Harvard)
• Penn State University, University Park (tie with Harvard)
• Temple University (tie with Harvard)
• University of Colorado, Boulder (tie with Harvard)
• University of Michigan, Ann Arbor (tie with Harvard)
• University of Texas, Austin (tie with Harvard)
• Washington University in St. Louis (tie with Harvard)

A Note About Online Clinical Psych Programs 

Because the emphasis in these programs is on training students to become clinicians in a therapeutic setting, there are currently no APA-accredited online PsyD or PhD programs . PCSAS doesn’t seem to have a direct statement about the nature of online programs. However, its list of accredited schools can be found here .

The world is changing and many people are pursuing telehealth therapy options online. This may change the educational landscape in the future. Finding the program that works for you means choosing a school that will set you up for the most success. An accredited degree is often the first step in the licensure and employment process.

Best PsyD Programs and PhD Programs in Clinical Psychology) – Additional Resources

If the PsyD program seems a little overwhelming, you might check out the best master’s programs in Psychology  and How to Become a Psychologist . If you’re ready to dive into applications, check out College Transition’s best advice on how to optimize your GRE score , the top GRE vocab words to study , and—if you’re worried—how to overcome a low GPA in the grad school admissions process .

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Current clinical psychology phd students.

Carmen Bango (she/hers) Mentors: Amy Holley, Ph.D., Anna Wilson, Ph.D., and Bonnie Nagel, Ph.D.

Carmen was born in Washington D.C. and grew up primarily in Vermont. She graduated from Williams College with a B.A. in psychology and a concentration in neuroscience. At Williams, she worked in the lab of Dr. Shivon Robinson researching neonatal opioid exposure in animal models. She also assisted on the EMPOWER (Effective Management of Pain and Opioid-Free Ways to Enhance Relief) project, a clinical trial directed by Dr. Beth Darnall at Stanford that compares different protocols for chronic pain treatment and opioid reduction. After graduation, she worked for two years at Dartmouth College in the lab of Dr. Tor D. Wager on projects investigating the neural and genetic correlates of pain and placebo. Her research interests include: Biopsychosocial predictors of chronic pain and their clinical translation, the effects of prolonged stress on nervous and immune systems, gut-brain axis influence on mood and health, and addressing research biases contributing to health disparities in medicine. In her free time, Carmen is an avid mountain adventurer, podcast-listener, short-story reader, and hot chocolate with whipped cream drinker.

Philip Bouleh (he/him) Mentor: Christopher Stauffer, M.D.

Philip is currently a Clinical Psychology PhD student at OHSU under the mentorship of Dr. Chris Stauffer. He was born in Amman, Jordan and grew up in Lebanon before immigrating to the United States in 2004 with his family. He graduated in 2020 from Portland State University with a B.S. in philosophy/psychology. His passion is to help individuals who have experienced life in conflict-affected settings (e.g., Refugees, Veterans) build resilience and find healing. Philip is involved in multiple research projects such as MDMA-assisted group therapy for PTSD and psilocybin-enhanced psychotherapy for methamphetamine use disorder in Veterans. Broadly, Philip is interested in the role of epistemic trust, attachment security and spirituality/metaphysical beliefs in the context of psychedelic-assisted psychotherapy — including how any changes in these domains may relate to psychological well-being and psychopathology.

Kate Pierce (she/they) Mentors: Lauren Denneson, Ph.D.

Kate earned a B.S. in psychology from the University of Iowa in 2015. After graduating, she became a psychiatric nursing assistant at the University of Iowa Hospital working with children/adolescents in an inpatient setting, teaching dialectical behavioral therapy skills and providing compassionate direct patient care for patients of diverse psychiatric acuity. This experience inspired their journey towards graduate school and in 2018, Katie moved to Portland to work as a research coordinator at the Portland VA’s Center to Improve Veteran Involvement in Care. For the past five years she has been involved in suicide prevention research studying suicide risk and resilience factors and identifying gender differences to inform gender-tailored care. She has worked on various suicide prevention projects including a national, mixed-methods survey study, a suicide prevention trials database, and a randomized controlled trial for an experimental behavioral treatment. Katie is interested in suicide risk and resilience among women and folks who identify as part of the LGBTQ+ community with the hope that her work can improve suicide prevention efforts, community mental health access, and evidence-based therapies for this unique population. In their spare time you can find Katie somewhere in nature with her Bernese Mountain Dog Riker, reading under a tree.

Daniel Schriemer (he/him) Mentors: Benjamin Morasco, Ph.D. and Travis Lovejoy, Ph.D.

Daniel is from Michigan and graduated with a B.A. in Philosophy and International Studies from Hope College in Holland, MI. Following his experience as a Community Health Worker in St. Paul, MN, he earned an MPH in Community Health Promotion from the University of Minnesota School of Public Health, where he subsequently worked for several years as a Research Coordinator. His research areas of interest include chronic pain, substance use, and program evaluation. He enjoys running, hiking, reading, and cooking in his free time.

Lea-Tereza Tenekedjieva (she/her) Mentor: Bonnie Nagel, Ph.D.

Lea received her B.S. in Human Biology with a focus in Brain Science and Psychopathology and minor in Symbolic Systems from Stanford University. For three years, Lea was the Research Lab Manager at a clinical neuroscience lab at Stanford University School of Medicine and VA Palo Alto, where she worked on defining the neural mechanisms of alcohol use disorder and investigating novel brain stimulation methods in addiction. Her past research has focused on transdiagnostic approaches to understanding trauma, mood, and anxiety symptoms in addiction and their neural correlates. Lea will be joining the Developmental Brain Imaging Lab under the mentorship of Dr. Bonnie Nagel. Lea is primarily interested in the neural mechanisms of traumatic stress and how it impacts the development of transdiagnostic psychopathology, specifically affective circuit dysfunction, emotion regulation and substance use. Lea’s ultimate goal is to contribute to precision psychiatry efforts and inform novel brain-based treatments and policies for individuals with trauma and substance use disorders.

Ayanna Bell (she/her) Mentor: Kathleen Carlson, Ph.D.

Ayanna was born in Hawai’i and raised in Georgia. She earned her B.S. in Neuroscience with a minor in Artificial Intelligence at Agnes Scott College. There she was an undergraduate research assistant in numerous labs exploring novel methods to treat neurological diseases and psychiatric disorders. Her research interests include providing culturally competent care to those seeking psychiatric treatment, sociobehavioral impacts on human health, innovative initiatives for health, and exploring psychedelic-assisted psychotherapy. In her free time, she enjoys watching movies and tv shows, trying new foods, and cuddling with her furbaby Pluto.

Aaron Brah Mentor: Suzanne Mitchell, Ph.D.

Aaron received his Bachelors of Psychological Science in 2016 from La Trobe University in Melbourne, Australia and went on to work as a therapist and lecturer at Australia’s Malvern Private Hospital specializing in substance use interventions for individuals and families. In 2018, Aaron moved to Seattle where he pursued a Masters in Psychology at Seattle University. He was trained as an existential-phenomenological psychotherapist, worked at a residential substance use treatment facility and also as a research assistant at University of Washington’s (UW) Harm Reduction Research and Training (HaRRT) laboratory. There he studied patient-driven goal selection processes for individuals with alcohol use disorder in Seattle’s housing-crisis population. 

Aaron then spent 2 years as a Research Coordinator at UW’s Department of Medicine, coordinating a multi-site, international R01 grant between Seattle, Atlanta, and Kenya. Aaron worked alongside a team of health economists, clinical psychologists, and epidemiologists to perform a Discrete Choice Experiment which sought to understand medical decision-making processes for people living with HIV (PLWH). Aaron will be conducting research on how past temporal discounting processes may impact impulsivity in those recovering from severe substance and alcohol use disorders. 

In his free time, Aaron enjoys skateboarding, meditation, and playing with his Rottweiler-German Shepherd puppy

Maria D. Hayes (she/her) Mentor: Elinor Sullivan, Ph.D.

Maria D. Hayes (she/her) graduated Summa Cum Laude with a Bachelor of Science in Psychology from Portland State University in June of 2019. During her time at Portland State she was recognized with an Academic Achievement Excellence and Leadership Award, and served as the President of the Black Student Union during the 2018-2019 academic year. Her background includes investigating discrimination as a social stressor in African Americans as an undergraduate McNair scholar, and applied clinical work administering TMS therapy. Prior to joining the Clinical Psychology Program, Maria was a Postbaccalaureate Research Education Program (PREP) scholar at OHSU where she conducted an independent study examining the relationship between maternal perceived discrimination and infant negative affect behavioral outcomes. She has deep interest in further investigating the mechanisms by which social-emotional adversity transmits intergenerationally, and affects child behavior, affect and development. Her professional goals include using her unique perspective and voice to advocate for and provide mental health resources to underrepresented communities, and to conduct empirically-based research that is informed by patient care to address the adversity faced by those with marginalized identities, and to understand factors that protect some members of these communities from the consequences of the adversity that they face. In her free time Maria enjoys reading/writing poetry, traveling, concerts and a good suspenseful series.

Kristen Torres (she/her) Mentor: David Wagner, Ph.D. 

Kristen is from Colorado and received her B.S. in Clinical/Counseling Psychology at Colorado State University. During her undergraduate career, she was a research assistant at Children’s Hospital Colorado in several labs examining underlying mechanisms in childhood behavioral health. During her post-baccalaureate studies, Kristen worked in the Pulmonary Sciences & Critical Care Medicine Department at University of Colorado researching psychological distress in ICU survivors and creative arts therapy for healthcare worker burnout. Kristen’s interests include pediatric health psychology and health disparities in children with chronic illness. Under mentorship from Dr. David Wagner, Kristen will be a part of the Novel Interventions in Children’s Healthcare project focused on pediatric health psychology. In her free time, you can usually find Kristen spending time with friends and family, running, listening to Taylor Swift, or training her rescue dog, Scout.  

Joren Adams Mentors: Maya O'Neil, Ph.D. and Dr. Lauren Denneson, Ph.D.

Joren received his B.S. in Biopsychology from the University of California, Santa Barbara in 2017. During his time as an undergraduate, Joren was awarded a University Award of Distinction for his contributions to campus mental health in relation to his work as a mental health peer counselor. After receiving his bachelor's degree, Joren moved on to the University of California, Irvine where he worked as a research specialist in a neuroimaging lab. At UCI, Joren primarily worked on two studies exploring major depressive disorder and enduring maternal grief. These experiences cemented Joren’s interest in clinical work and led him to develop broad research interests in neuropsychology, affective disorders, and the relationship between emotional dysregulation and cognitive functioning. At OHSU Joren works with his advisors Dr. Maya O’Neil and Dr. Lauren Denneson on a variety of projects related to suicide prevention, evidence synthesis, and cognitive rehabilitation in Veteran populations. His dissertation work focuses on Compensatory Cognitive Training for Veterans with Major Depressive Disorder (MDD)-related cognitive functioning deficits. In his spare time, Joren enjoys movie nights, board games, and cuddling his two cats.

Jenna Kachmarik (she/her) Mentors: Christopher Stauffer, M.D. and Jennifer Loftis, Ph.D.

Jenna is from North Carolina and earned her B.A. in Chemistry and B.S. in Psychology at the University of North Carolina at Charlotte. There, she was also a research associate in the StressWAVES Biobehavioral Research Lab, which explored relationships between stress and health. She also has several years of experience as a pharmacy technician. Her interests broadly include health psychology and psychedelic-assisted psychotherapy. She is deeply curious about the potential of psychedelics (e.g., psilocybin, MDMA) to improve chronic mental and physical health conditions and mechanisms therein. Guided by Dr. Chris Stauffer and Dr. Jennifer Loftis, she will investigate outcomes of psychedelic-assisted psychotherapy from a psychoneuroimmunological lens. In her free time, she enjoys reading, hiking, hula hoop dancing, and snuggling with her 11-year old dog, Luca.

Taylor Levine Mentor: Travis Lovejoy, Ph.D.

Originally from Arizona, Taylor moved to Pennsylvania where she earned a B.S. in psychology and neuroscience from Haverford College in 2018. Following graduation, she worked as a clinical research coordinator at Massachusetts General Hospital in Boston, studying novel interventions for treatment-resistant depression. In her most recent role, as field guide for a psychiatric residential treatment center, Taylor guided groups of teens through a 3-month wilderness therapy program in the backcountry of Vermont. Taylor is thrilled to be mentored by Dr. Travis Lovejoy and explore comorbid chronic illness, substance use disorders, and mood disorders. She is passionate about creating broad scale treatment plans and implementing practices that better serve those who might otherwise fall through the cracks in our healthcare system. In her free time, Taylor loves to cook, spend time in the woods, and watch YouTube videos to learn how to build her future tiny home.

Deborah  Sevigny-Resetco (she/her) Mentors: Suzanne H. Mitchell, Ph.D.

Deborah was born and raised in San Diego, California. She graduated from the University of Puget Sound with a B.A. in Psychology, with an emphasis in Neuroscience. As an undergraduate student and in the years to follow, she pursued a career in mental health services in various settings, including an acute psychiatric rehabilitation facility, a board and care center, and within the juvenile dependency system. In 2017 she moved to Oregon, where she worked as a domestic violence advocate for the YWCA of Greater Portland and took on a role as a research assistant working with abuse cases for vulnerable adults. Prior to entering OHSU’s Clinical Psychology Ph.D. program, she worked as a research assistant in the Translational Neuroeconomics Lab with Dr. Suzanne Mitchell on two projects focused on decision-making: a translational rodent model for delay discounting and a cognitive effort discounting study in an ADHD adolescent population. Her research interests include the cognitive and neurobiological impacts of trauma on decision-making, with a particular interest in the role of neuroplasticity in trauma-centered recovery.

Diana Vazquez Duque Mentors: Elinor Sullivan Ph.D. and Joel Nigg Ph.D.

Diana received her B.A. in Psychology and Political Science at Linfield College in 2019. She graduated from Pacific University with a n M.A. in Applied Psychological Science in 2021. Her clinical background includes providing individual and group therapy to children with ADHD, Autism, trauma, and behavioral challenges, as well as leading psychoeducational groups and delivering individual counseling to Spanish-speaking survivors of domestic violence. Her research experiences include assisting with a study on the interaction between emotions and racial biases, as an interviewer on a longitudinal study about media and child identity formation, and as first author on a project exploring advertisements and self-objectification in young women which was presented at the 2019 WPA conference. Diana's clinical and research interests include developmental disorders such as Autism and ADHD, as well as the development of culturally adaptive treatments for historically underserved populations, primarily Latinos. 

David Cameron Mentor: Maya O'Neil, Ph.D.

David was born in Seattle and grew up in Portland before attending Macalester College in St. Paul, MN where he received a B.A. in Anthropology. After graduating David moved back to Portland and joined OHSU’s Department of Family Medicine as a Qualitative Senior Research Assistant. In 2017, David moved to Cambridge, MA and went back to school to obtain a Master’s in Public Health from Boston University School of Public Health. After graduating from BU, he again returned to Portland and joined the Portland VA Center to Improve Veterans Involvement in Care working with Dr. Maya O’Neil as a study coordinator and research associate. David is excited to continuing building on his experiencing studying PTSD and TBI with Dr. O’Neil and begin learning to provide evidence-based holistic mental health care. David has played competitive soccer his entire life and has been a youth soccer coach with the Portland Timbers. He is a diehard Timbers and Blazers fan and enjoys watching sports, working on restoring his 1986 BMW, and playing with his new English Bulldog puppy Franklin in his free time.

Olivia Doyle Mentor: Kristen Mackiewicz-Seghete, Ph.D.

Olivia is currently enrolled in the Clinical Psychology Ph.D. program. She earned her B.A. in Psychology with a minor in Neuroscience from Lewis and Clark College. Most recently she worked as a research assistant in the DCAN lab where she helped coordinate multiple clinical trials on maternal well-being and infant brain development. Her research interests include the impacts of trauma on development of psychopathology and emotional well-being during periods of high neural plasticity. When not at work she is usually training her cat, bouldering, or making homemade pasta.

Kate Shirley (she/her) Mentors: Maya O'Neil, Ph.D. and Jennifer Loftis, Ph.D.

Kate received a B.A. in psychology and gender/sexuality studies from the University of North Carolina Asheville and a M.A. in counseling psychology from Lewis & Clark College. Prior to entering OHSU’s CPP, Kate was active in research and clinical work at OHSU and the Portland VA within the ADHD Lab, Compensatory Cognitive Training Research Program, and the Psychoneuroimmunology Lab. Kate’s research and clinical interests include normal aging, cognitive impairment, and dementia; substance use and addiction; social determinants of health and health disparities; and psychotherapy processes and outcomes. As a student, Kate will work with Dr. Maya O'Neil and Dr. Jennifer Loftis in the Compensatory Cognitive Training Research Program and the Psychoneuroimmunology Lab. Kate is a runner, biker, dog enthusiast, and coffee drinker. Her dog, Dodger, is very happy to have her at home so much right now.

Kat Selah (they/them) Mentor: Joel Nigg, Ph.D.

Kat was born and raised in New York City, and has lived in beautiful Oregon for the past six years. They did their undergraduate degree at the University of Southern California, and their master's degree at Columbia University, studying Clinical Psychology. They started their professional career at New York State Psychiatric Institute, working under Dr. Yuval Neria at the PTSD and Trauma Lab, working as the research coordinator on both MRI and Attention Bias Modification Treatment (ABMT) studies. Before joining the team at OHSU, they worked as a private consultant as part of a PTSD expert witness team. In 2019, they began working at the ADHD lab with Dr. Joel Nigg, who will be their mentor for the program. Kat's research interests include expressed emotion and criticism as predictors of ADHD and adolescent self-perception, as well as improving diagnostics and assessment of ADHD for late adolescents to young adults. Outside of their work and studies, Kat is a parent to two young children, and enjoys hiking, reading, making visual art, advocacy for the LGBTQIA+ community, and playing really terrible guitar.

Madeleine Allen (she/her) Mentor: Alice Graham, Ph.D.

Madeleine’s research broadly focuses on how the gestational environment and parental history influences fetal brain development, under the mentorship of Alice Graham, Ph.D. Specifically, she is interested in the mechanisms by which stress and substance use during pregnancy and parental early life trauma may affect offspring brain development. She is currently assisting in comprehensive child evaluations with an emphasis on ADHD and learning disorders under the supervision of Darren Janzen, Psy.D. at the Child Development and Rehabilitation Center. Before beginning in the CPP program, Madeleine worked as a research assistant in the Moghaddam Lab at OHSU after graduating from Oberlin College in 2017 with a B.A. in neuroscience.

Eleanor Battison, MS, LPC (she/her) Mentors: Amy Holley, Ph.D. and Anna Wilson, Ph.D.

Eleanor Battison grew up in Stockholm, Sweden, and received her BA in Psychology from the University of British Columbia, Vancouver BC, Canada. She earned her MS in Counseling Psychology from Lewis and Clark College. She has several years of experience working in both direct clinical service and research in Portland, OR. She is a doctoral student in the Advancing Research in Pediatric Pain lab (ARPP), under the guidance of Amy Holley, Ph.D. and Anna Wilson, Ph.D. Her current interests include health and pain psychology, with an emphasis on trauma, health disparities and underserved populations.

Amanda Del Giacco (she/her) Mentor: Bonnie Nagel, Ph.D.

Amanda Del Giacco received her bachelor's degree in psychology from the University of California, Los Angeles. After completing her bachelor's, she worked as a registered behavioral technician assisting children and adolescents with neurodevelopmental disorders. Amanda then completed a two-year post-baccalaureate fellowship at the National Institute of Mental Health working on fMRI/MEG studies investigating visual perception and affective processing. She is a doctoral student in the Developmental Brain Imaging Lab (DBIL) under the guidance of Dr. Bonnie Nagel. Amanda is interested in gaining a comprehensive understanding of the underlying neural mechanisms and behavioral implications for identifying early risk factors of psychopathology in children and adolescents.

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Accreditation Status

UT Tyler Psychology and Counseling

Ph.d. clinical psychology.

The UT Tyler PhD Program in Clinical Psychology is applying for contingent accreditation with the American Psychological Association Commission on Accreditation.   Our program is not accredited at this time.

Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: [email protected]   Web: www.apa.org/ed/accreditation