phd in clinical psychology best programs

Clinical Psychology Graduate Programs in America

1-25 of 203 results

Harvard Graduate School of Arts and Sciences

Cambridge, MA •

Harvard University •

Graduate School

• • Rating 4.56 out of 5   9 reviews

Other: I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student' in the Harvard Graduate School of Arts and Sciences. Through this School, I will be focusing my time at the John A. Paulson school of Engineering & Applied Sciences. Looking forward to wrapping up my final year on campus! ... Read 9 reviews

Harvard University ,

Graduate School ,

CAMBRIDGE, MA ,

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

Featured Review: Other says I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student'... .

Read 9 reviews.

McCormick School of Engineering and Applied Science

Evanston, IL •

Northwestern University •

• • 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 ,

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.

Xavier University

Graduate School •

CINCINNATI, OH

• • Rating 4.59 out of 5   32

Point Loma Nazarene University

SAN DIEGO, CA

• • Rating 4.49 out of 5   171

College of Arts and Sciences - Suffolk University

Suffolk University •

College of Liberal Arts - University of Texas - Austin

Austin, TX •

University of Texas - Austin •

University of Texas - Austin ,

AUSTIN, TX ,

College of Fine Arts - Boston University

Boston, MA •

Boston University •

Boston University ,

BOSTON, MA ,

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

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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.

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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... .

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... .

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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.

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   105 reviews

Master's Student: My experience in Clinical Psychology with an emphasis on Marriage and Family Therapy with LatinX Communities at Pepperdine University (also known as the Aliento Program) is something I have not experienced in the education system. That means enjoyable learning and not ignorant learning, where everything is about tests, grades, and even memorization. My professors here deeply care about me and my community and they show it. They are so skilled at what they do and made me realize and reflect on things that I did not think about before. They tell us that this program is about supporting one another and not about competition. I also feel the sense of community in the program where everyone is close to one another compared to other programs where students are distant from each other. I love this program because it feels like home, it feels like a family away from my biological family. This program made me realize so much about my community and culture which makes me want to learn more. ... Read 105 reviews

Pepperdine University ,

LOS ANGELES, CA ,

105 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says My experience in Clinical Psychology with an emphasis on Marriage and Family Therapy with LatinX Communities at Pepperdine University (also known as the Aliento Program) is something I have not... .

Read 105 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 ,

College of Arts and Sciences - University of Dayton

Dayton, OH •

University of Dayton •

University of Dayton ,

DAYTON, OH ,

College of Arts and Sciences - American University

American University •

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.

University of San Francisco College of Arts and Sciences

San Francisco, CA •

University of San Francisco •

University of San Francisco ,

SAN FRANCISCO, CA ,

College of Sciences - University of Central Florida

Orlando, FL •

University of Central Florida •

• • Rating 5 out of 5   1 review

Other: Nestled in a picturesque town surrounded by rolling hills and a bustling downtown, this college exudes an undeniable aura of fun and excitement. From the moment you step onto its vibrant campus, you're greeted by a palpable energy that permeates the air. The campus is alive with the sounds of laughter, music, and enthusiastic chatter, creating an atmosphere that's both invigorating and welcoming. One of the highlights of this college is its diverse range of extracurricular activities, catering to every interest imaginable. Whether you're into sports, arts, community service, or something entirely unique, there's a club or organization for you. From spirited intramural games and outdoor adventure trips to dynamic student-led performances and cultural celebrations, the options for fun and enrichment are endless. ... Read 1 review

University of Central Florida ,

ORLANDO, FL ,

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

Featured Review: Other says Nestled in a picturesque town surrounded by rolling hills and a bustling downtown, this college exudes an undeniable aura of fun and excitement. From the moment you step onto its vibrant campus,... .

Rowan University Graduate

GLASSBORO, NJ

• • Rating 4.38 out of 5   29

Suffolk University

• • Rating 4.56 out of 5   16

University of Texas - Rio Grande Valley

EDINBURG, TX

• • Rating 4.61 out of 5   112

Showing results 1 through 25 of 203

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• Clinical Psychology

The Clinical Psychology Program at Duke University is a Ph.D. program for students seeking excellence in academic, scientific, and clinical training.

This program is accredited by the American Psychological Association (APA) and by the Psychological Clinical Science Accreditation System (PCSAS). Our program has a strong history of training based on the scientist/practitioner (Boulder) model and more recently has adopted a clinical science model of training in which the science of psychology and its clinical application are mutually interdependent and mutually evolving.

The Graduate Program in Clinical Psychology at Duke University has been accredited by the American Psychological Association Commission on Accreditation since 1948.

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 First Street NE Washington, DC 20002-4242 Telephone: (202) 336-5979   Email:  [email protected]   Web:  www.apa.org/ed/accreditation

Questions about the Duke clinical program itself should be directed to Director of Clinical Training - Moria Smoski, PhD,  [email protected] , (919) 684-6717

Additional Information

The Clinical Psychology Program at Duke University is a Ph.D. program for students seeking excellence in academic, scientific, and clinical training. This program is fully accredited by the American Psychological Association (APA) and by the Psychological Clinical Science Accreditation System (PCSAS). Our program has a strong history of scientist practitioner (Boulder) model and more recently has adopted a clinical science model of training in which the science of psychology and its clinical application are mutually interdependent and mutually evolving. That is, our program is designed to train clinical scientists who are capable of functioning successfully in academic, research, clinical, and community settings. Within this multifaceted training framework, we seek to develop students who are interested in careers in which the science of psychology is applied to address public health issues related to mental and physical diseases both nationally and internationally. The program is not appropriate for students interested solely in clinical practice and not in research. Rather, we strive for excellence in both the science and practice of clinical psychology.

At Duke, graduate training in clinical psychology emphasizes three domains of knowledge: adult clinical, child clinical, and health psychology. The expertise of the faculty, drawn from the Department of Psychology and Neuroscience and the Department of Psychiatry and Behavioral Sciences in the Duke University Medical Center, extends to a large number of interdisciplinary problems involving human behavioral and physical adaptation in its varying social contexts. Duke University’s Clinical Psychology Program is annually ranked among the top clinical psychology programs in the United States. Duke’s doctoral program in Clinical Psychology is a member of The Academy of Psychological Clinical Science, which is a coalition of doctoral training programs that share a common goal of producing and applying scientific knowledge to the understanding, assessment, and amelioration of human problems.

Specific interests include intervention and prevention methods across the life course for such phenomena as aggression and antisocial behavior, depression, personality disorders, eating disorders and obesity, substance abuse, HIVAIDS, cardiovascular disease, and chronic pain. Our faculty also study behavioral cardiology, behavioral medicine, global mental health, reducing disparities in minority mental and physical health services, assessment and intervention in pediatric psychology, and gene-environment interaction.

Clinical program faculty are also actively involved in University Institutes, including the Duke Institute for Brain Sciences (DIBS) , Social Science Research Institute (SSRI) , and Duke Global Health Institute (DGHI) .

Each year the Department admits 2-5 clinical graduate students, which will result in approximately 25 students being advised by our faculty at one time. As of August, 2023, our faculty advise a total of 23 students receiving clinical training, (8 males and 15 females, 6 of whom are from underrepresented racial/ethnic groups).

In accordance with American Psychological Association requirements, a more complete description of the clinical program's goals, clinical training resources, and special requirements can be found in the on-line Clinical Graduate Student Handbook.

The Duke Psychology Clinic has been providing psychological services to the Triangle community for over twenty years and is committed to working with adults who are seeking services for a range of psychological and adjustment difficulties. As part of the Department of Psychology and Neuroscience at Duke University , the Clinic functions as a training center for the Ph.D. program in clinical psychology. Psychotherapy is provided by advanced graduate students who are supervised by experienced clinicians. With our commitment to training and intensive supervision, the Clinic is dedicated to providing high-quality care to our clients.

The Duke Psychology Clinic offers short- and long-term individual psychotherapy for adults seeking treatment for a range of psychological difficulties. The Clinic treats a wide-range of presenting concerns, including depression, anxiety, inattentiveness/hyperactivity, self-esteem, eating concerns, relationship difficulties, adjustment, and coping with stressors. In addition, the Clinic has a long-standing reputation in the community for effectively assisting individuals who have experienced traumatic events. Therapeutic work is individually-focused and clinicians work with their supervisors to tailor treatment to the needs of each client. The treatment approach utilized integrates principles from a range of evidence-based treatments in order to best address the client’s presenting concerns, including cognitive-behavioral, psychodynamic, and interpersonal approaches.

• Respected community reputation in the treatment of mental health concerns

• Affordable session fees

• Convenient location and flexible hours

• Assessment to further tailor treatment

• Availability of long-term treatment 
• Enthusiastic therapists receiving supervision from experienced clinicians

Obtaining Services

Services are available to individuals throughout the community. Those seeking services or who would like to make a referral should begin by calling a Clinic Coordinator, (919) 660-5771. Because the Clinic is a training center, utmost care is taken to ensure we can provide appropriate services; clients in crisis or in need of a higher level of care are typically referred to a more suitable clinic.

The Clinic is located in Suite 312 of the Psychology/Sociology building on Duke's West Campus .

During the academic year, clinic hours are 9a.m. to 7 p.m. Monday through Thursday, and 9 a.m. to 3 p.m. on Fridays. Hours are slightly abbreviated during the summer months.

Timothy Strauman, Ph.D. Director, Duke Psychology Clinic Professor, Department of Psychology & Neuroscience Licensed Psychologist

David Rabiner, Ph.D. Research Professor, Department of Psychology and Neuroscience Licensed Psychologist & Supervisor

Moria Smoski, Ph.D. Director of Clinical Training, Department of Psychology and Neuroscience Associate Professor, Department of Psychiatry and Behavioral Sciences Licensed Psychologist

Rachel Guetta Graduate Student, Department of Psychology and Neuroscience Clinic Coordinator

Current Practicum Supervisors

• David Rabiner 
• Melanie Bonner 
• Sarah Cook 
• Geraldine Dawson 
• Christian Mauro 
• Rhonda Merwin 
• Zach Rosenthal
• Moria Smoski
• Tamara Somers
• Rebecca Shelby 
• Julia Woodward
• Nancy Zucker
• Naomi Davis 
• John Mitchell 
• Julia Schacter  
• Sarah O’Rourke 
• Kyla Blalock 
• Nicole Heilbron 
• David Goldston 
• Jill Howard  
• Adrienne Inscoe
• Ashley Hill

Practicum descriptions

Internships:.

• Alpert Medical School of Brown University
• Baylor College of Medicine/Texas Children's Hospital
• Cambridge Hospital, Harvard University, Cambridge, MA
• Central Regional Hospital, Butner, NC
• Children’s Hospital, Boston, Harvard University, Boston, MA
• Children’s Hospital of Philadelphia, University of Pennsylvania, Philadelphia, PA
• Children's Hospital at Stanford / Children's Health Council
• Clarke Institute (Center for Addiction and Mental Health), Toronto, Ontario
• Dartmouth-Hitchcock Medical Center, Lebanon, NH
• Duke University Medical Center, Durham, NC
• Emory, Atlanta, GA
• Indiana University School of Medicine, Indianapolis, IN
• McLean Hospital, Harvard University, Belmont, MA
• Medical University of South Carolina (Charleston Consortium), Charleston, SC
• Miami/Dade County Department of Human Services, Miami, FL
• Miami Veterans Administration Health Care System, Miami, FL
• Montefiore Medical Center, Bronx, NY
• MUSC/Charleston Consortium Internship
• Nationwide Children’s Hospital, Columbus, OH
• New York Univesity/Bellevue Hospital
• North Florida/South Georgia Veterans Administration Medical Center, Gainesville, FL
• Rush University Medical Center
• University of Arizona College of Medicine, Tucson, AZ
• University of California-Los Angeles
• University of California-San Diego/Veterans Affairs, San Diego, CA
• University of California-San Francisco, San Francisco, CA
• University of Colorado Health Center, Boulder, CO
• University of Florida Health Science Center, Gainesville, FL
• University of Kansas Medical School
• University of Michigan/Rackham Institute
• University of Mississippi Medical/VA Jackson
• University of New Mexico Health Science Center
• University of North Carolina Medical School, Chapel Hill, NC
• University of Pennsylvania, Department of Psychiatry
• University of Texas Health Science Center - Houston
• University of Washington School of Medicine, Seattle, WA
• University of Wisconsin Medical Center, Madison, WI
• Veterans Administration Medical Center, Durham, NC
• Veterans Administration Maryland Health Care System/Univ. of Maryland School of Medicine, Baltimore, MD
• Veterans Administration Medical Center, Northport, NY
• Veterans Administration Palo Alto Health Care System, Palo Alto, CA
• Veterans Administration Medical Center, Salem, VA
• Veterans Administration Puget Sound-American Lake, Tacoma, WA
• Virginia Treatment Center for Children, Virginia Commonwealth Univ., Richmond, VA
• Western Psychiatric Institute and Clinic, University of Pittsburgh, Pittsburgh, PA

NOTE: Our program has made the GRE General Test  optional  for admission to the fall 2024 class. You may submit scores if you have them, and they will be considered by the admissions committee. Applications without GRE scores will be given equal consideration. 

Each year we receive between 350 and 400 completed applications for admission to our clinical psychology program. A variety of bases for admission are utilized, although some common themes emerge. In our search for qualified graduate students, we look for the potential to conduct original research, to engage in scholarship, to work effectively with others, including future clients, and to have an impact on the broader field of clinical psychology. We seek applicants who are interested both in research and in clinical practice. It is important for applicants to consider and to articulate potential matches with the research interests of one or more potential faculty mentors. While an undergraduate integrative psychology major is not required, most of our students were psychology majors, and most had post-baccalaureate research experience in psychology prior to application. Every year about 20 applicants are contacted for virtual interviews with our faculty. Interviews are required for clinical applicants. Interviews take place in late January - early February with invitations extended a few weeks prior to interviews.

All students accepted into the program are guaranteed five years of stipend support, as well as full tuition. Stipends may be based on fellowships, research or teaching assistant positions, or, for more senior students, their own external research support.

Applicants: Please see our Departmental Application FAQ .

Our program follows a mentorship model in which students are admitted to work with specific faculty members for their research training. 

Admitting students for the fall 2024 class

• David Goldston (Need to type in name on application)
• Timothy Strauman

Not admitting students for the fall 2024 class

• Gary Bennett
• Melanie Bonner
• Ernestine Briggs-King
• Karen Appleyard Carmody
• Scott Compton
• Francis Keefe
• Terrie Moffitt

Students and faculty in the Clinical Psychology Program established the Anti-Racism Community (ARC) in July 2020 as a response to the murders of George Floyd and Breonna Taylor, the rampant police brutality at subsequent nationwide protests, and the preceding 401-year legacy of anti-Black racism in the United States. The mission of the ARC is to:

• Establish an anti-racist culture in all activities conducted by students, faculty, and staff
• Acknowledge the impact of centuries of systemic and individual racism at the national, statewide, and university levels, and
• Take all possible corrective action to eliminate these effects on our program

ARC members meet monthly to provide general updates and make requests for assistance in completing tasks. Currently, members of the ARC are organized into three Pillars. Members are welcome to join one or more Pillar based on their interests. Each Pillar meets separately to coordinate and work on their specific goals and actions. The goals of the three Pillars are to

Pillar 1 : Enhance recruitment and retention of BIPOC faculty, students, and staff that reflect national demographics

Pillar 2 : Ensure all academic activities reflect anti-racism as a core value of the program

Pillar 3 : Elevate multicultural awareness as a core competency of clinical training and professional development for all faculty, students, and staff

The ARC is an action-oriented community. Below are a few of the actions taken by the ARC since its inception:

• Creation of the Clinical Science Anti-Racism Series , a set of presentations and discussions on the ways clinical practice, research, and professional issues is informed by anti-racist approaches
• Launch an annual  Virtual Office Hours program , an opportunity for individuals underrepresented in psychology to receive individualized feedback on their applications to PhD programs in psychology
• Hosted a weekly writing group for faculty, post-docs, and graduate students, especially those from underrepresented communities and those looking to promote diversity, equity, and inclusion within our department
• Establishment of Peer Multicultural Consultation Team , a monthly meeting during which students seek culturally-informed perspectives from other students on diverse patients
• Evaluation of all P&N undergraduate syllabi for content that supports inclusion, reduction of "hidden curriculum" elements, and anti-racist principles. Provided feedback to the P&N Faculty with resources for improving DEI principles in syllabi
• Diversity, Equity & Inclusion
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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

Best Universities for Clinical Psychology in the World

Updated: February 29, 2024

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Below is a list of best universities in the World ranked based on their research performance in Clinical Psychology. A graph of 66.1M citations received by 2.21M academic papers made by 3,123 universities in the World 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 Toronto

5. University of Pittsburgh

6. King's College London

7. University of Michigan - Ann Arbor

8. University of California - Los Angeles

9. University of Washington - Seattle

10. University College London

11. University of Pennsylvania

12. Johns Hopkins University

13. Stanford University

14. University of California-San Diego

15. University of North Carolina at Chapel Hill

16. University of Melbourne

17. University of Minnesota - Twin Cities

18. University of British Columbia

19. University of California - San Francisco

20. University of New South Wales

21. Karolinska Institute

22. University of Oxford

23. Emory University

24. McGill University

25. University of Sydney

26. University of Amsterdam

27. Pennsylvania State University

28. Boston University

29. University of Iowa

30. Ohio State University

31. Cornell University

32. University of Wisconsin - Madison

33. University of Cambridge

34. Brown University

35. University of Manchester

36. Maastricht University

37. New York University

38. University of Queensland

39. University of Southern California

40. University of Chicago

41. Utrecht University

42. University of Groningen

43. Providence College

44. Duke University

45. University of Miami

46. Washington University in St Louis

47. Radboud University

48. Icahn School of Medicine at Mount Sinai

49. University of Texas at Austin

50. University of Illinois at Chicago

51. University of Florida

52. University of Kentucky

53. Monash University

54. Rutgers University - New Brunswick

55. Case Western Reserve University

56. University of South Florida

57. Arizona State University - Tempe

58. University of Calgary

59. McMaster University

60. Vanderbilt University

61. Florida State University

62. Michigan State University

63. Western University

64. University of California - Berkeley

65. Medical University of South Carolina

66. University of Illinois at Urbana - Champaign

67. University of Utah

68. Virginia Commonwealth University

69. Catholic University of Leuven

70. Northwestern University

71. Heidelberg University - Germany

72. Stony Brook University

73. Tel Aviv University

74. University of Oslo

75. University of Missouri - Columbia

76. University of Rochester

77. University at Buffalo

78. Indiana University - Purdue University - Indianapolis

79. University of Arizona

80. University of Sao Paulo

81. University of Ottawa

82. Temple University

83. Leiden University

84. University of Connecticut

85. University of California - Davis

86. Wayne State University

87. University of Edinburgh

88. University of Montreal

89. Free University Amsterdam

90. University of Georgia

91. University of Maryland, Baltimore

92. University of Maryland - College Park

93. University of Birmingham

94. University of Texas Southwestern Medical Center

95. University of Virginia

96. University of Alberta

97. University of Hamburg

98. University of Zurich

99. University of Leeds

100. University of Cincinnati

Psychology subfields in the World

APA-Accredited Programs

Find a program that's right for you., search for accredited programs.

IMPORTANT NOTE REGARDING 2020, 2021, 2022, 2023 SITE VISITS: Due to the COVID-19 pandemic, site visits for the majority of programs scheduled to be visited in 2020, 2021, 2022, and 2023 have been shifted. Please note that the “next site visit date” listed for each program does not represent an expiration of accreditation. It represents a timeline for a program’s next periodic review. The accreditation status of the 2020, 2021, 2022, and 2023 programs will not be impacted by site visit delays. Cycle shifts are listed here . 

Other Accreditation Statuses

Accredited program lists, related pages.

Choosing a Program

Get Accredited

Why APA Accreditation Matters

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 .

Clinical Psychology PhD

Ph.d. in clinical psychology.

Welcome to the doctoral program in Clinical Psychology Program at Teachers College, Columbia University. The Clinical Psychology Program was founded in 1947-1948. It was APA-accredited in the first group of programs that were reviewed for accreditation in 1948 and that status has been uninterrupted. Our most recent site visit from the APA occurred in 2021, and we have been accredited until June 2031.

Our program operates according to a scientist-practitioner model. We are, thus, dedicated to training students to generate empirically-based knowledge in clinical psychology and to perform clinical work that is constantly informed by traditional and emerging scholarship in the field. We expect our students to learn to expertly produce, analyze, and discuss scientific material. We also expect our students to become proficient at providing clinical services to a diverse population. And, most importantly, we expect our students to learn to integrate these two goals. As our mission statement in the TC catalog notes, “The driving goal of our Clinical Psychology Program is to provide rigorous training in both contemporary clinical science and clinical assessment and intervention.”

A good deal of the training, especially that related to research, occurs through intensive participation in a research lab directed by a specific faculty mentor. It is this context, through this lab, that students develop their scientific skills and begin presenting their work at professional conferences and publishing in professional journals. Each student, of course, is also part of a cohort of doctoral students with whom they learn, collaborate, and socialize.

In recent years, graduates of our doctoral program have gained employment in tenure-track academic positions, as research scientists in medical schools, and as clinical researchers in a broad range of treatment settings. In addition, many of our graduates practice independently as well as in community settings for under-served populations.

The list of faculty reviewing and potentially accepting applicants for each cycle is listed on the application itself. Please check the application itself or email the admissions office at 

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors. Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations. Additionally, DHCEPS is committed to maintaining a liaison with community-based agencies and organizations such as schools, hospitals, and mental health clinics, among others.

Teachers College Resilience Center for Veterans and Families

The Resilience Center for Veterans & Families pairs groundbreaking research on human emotional resilience with clinical training of therapists to assist veterans and their families as they transition back to civilian life.

Dean Hope Center for Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors.  Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations.  DHCEPS also commits to maintaining a liaison with community-based agencies and organizations such as schools, hospitals and mental health clinics.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Two (2) Letters of Recommendation
• GRE General Test

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

The Program requires the following:

The completion of 95 points of academic credit during three to four years of residence at the College.

A full-time, twelve-month clinical internship during the fourth or fifth year of study.

An original piece of empirical research, which also serves as a qualifying paper, to be completed during the second year of study.

A passing grade on the certification examination (on Research Methods) during the third year of study.

A Clinical case presentation as well as a research presentation, during the third year, each demonstrating the student’s ability to integrate theory, research, and practice.

A doctoral dissertation, which must be completed no later than the seventh year after matriculation.

During the first year of study, in addition to participating in a research lab, doctoral students typically take the following didactic courses: Ethical and professional issues in clinical psychology (CCPX 5030); Psychological measurement (HUDM 5059); courses on statistics and modeling; Research methods in social psychology (ORLJ 5040); Child psychopathology (CCPX 5034); Adult psychopathology (CCPX 5032); History and systems of psychology (CCPX 6020); and Dynamic psychotherapies (CCPX 5037). Students also take two semesters of psychological testing and diagnostic assessment (CCPX 5330, CCPX 5333) and a course in clinical interviewing (CCPX 5539).

Second Year

During their second year, students’ didactic courses include Brain and behavior (BBS 5068, 5069); Cognition, emotion, and culture (CCPX 5020); Psychotherapy with children (CCPX 5531); Cognitive, behavioral, and interpersonal therapies (CCPX 5038); Clinical work with diverse populations (CCPX 5036); and Seminar on life course development (HUDK 6520). In addition, students sign up for a full year of research practicum with a faculty member (culminating in an empirical second- year project), a full-year adult psychodynamic psychotherapy practicum (CCPX 6335), and an additional elective full-year clinical rotation (e.g., on child and adolescent psychotherapy; on neuropsychological assessment).

Third-year didactic courses include Group dynamics: A systems perspective (ORL 5362); and Dissertation seminar (CCPX 7500). There is also a full-year advanced psychodynamic clinical practicum (CCPX 6336) and a one-semester supervision and consultation practicum (CCPX 6333). Most students also elect a full-year family therapy practicum (CCPJ 6363).

Fourth and Fifth Year

The fourth year is typically focused on clinical externship (CCPX 5230) and extensive work on the dissertation. A full-year fourth year psychotherapy practicum (CCPX 6338) is recommended, though not required. Year five is usually spent on a full- year clinical internship (CCPX 6430).

The program allows only 12 points of graduate work from another institution to be transferred. No transfer credits are awarded for practica, workshops, or independent study.

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Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

Phone: (212) 678-3267 Fax: (212) 678-8235

Email: shulevitz@tc.columbia.edu

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THE GRADUATE SCHOOL

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Clinical Psychology

• MA Requirements
• PhD Requirements

Learn more about the program by visiting the Department of Psychiatry & Behavioral Sciences

See related Interdisciplinary Clusters and Certificates

Degree Types: MA, PhD

The PhD Program in Clinical Psychology within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is one of only a handful of programs in the United States based in an academic medical center and housed in a psychiatry department. This unique setting provides opportunities for translational research and practice that span molecular to social models of disease, and epidemiologic to clinical and neuroimaging methodologies.

This scientist-practitioner program effectively balances clinical and research training to produce graduates who are competent in the science and practice of clinical psychology. The PhD program also provides opportunities for major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. Training is provided through core and emphasis-specific curricula, intensive research mentoring, and exceptional clinical practica. Major milestones include a research qualifying paper and master's thesis, a clinical qualifying exam, an empirical dissertation with original research, and an APA-accredited clinical internship.

Our mentor-based program prepares students to be competitive for careers as clinical psychologists in academic health centers, children's hospitals, VA medical centers, and related medical facilities.

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. 

The goals of the MA Program in Clinical Psychology are to:

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

Note: the MA Program in Clinical Psychology does not include clinical training and is not intended to prepare students for clinical practice. Given the academic and research focus of the MA Program, the degree will not lead to licensure for independent practice.  For those interested in master's level programs that prepare students for licensure and practice, please visit the  MA in Counseling website , the  MS in Marriage and Family Therapy website  and  The Family Institute website . 

The MA Program in Clinical Psychology was designed for a variety of students, including students who:

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

The MA Program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA Program are welcome to apply to Northwestern's PhD Program in Clinical Psychology, the MA Program is not intended to be a "gateway" into the PhD Program in Clinical Psychology at Northwestern University Feinberg School of Medicine.

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

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

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

MA Degree Requirements

Total Units Required: 17

The MA program requires at least 17 units for graduation across five (5) quarters (15 months) of full-time enrollment; part-time and early graduation is not permitted. Students are required to take the Research Core, including Research Methods/Statistics (3 units), Advanced Research Methodology (1 unit), and Scientific and Professional Ethics in Psychology (1 unit). In addition to these required courses, students are expected to select between five to eight elective courses across the Summer I, Fall, Winter, Spring, and/or Summer II quarters. Elective courses can include Discipline Specific Knowledge and Profession Wide Competency courses, as well as courses in one or more Major Areas of Study. 

In addition to the Research Core and Elective courses, all MA students participate in the weekly Professional Development Seminar for the first four quarters of the MA Program. This Seminar orients students to the MA program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology, and prepares students for the next steps in their careers (e.g., developing applications for PhD programs; preparing for interviews). 

Other MA Degree Requirements

• Research/Projects:  In addition to completion of the coursework requirements, students engage in a Research Lab Experience for at least 10 hours a week.
• Master's Thesis :   Optional (see below)
• Master’s Culminating Academic Experience:  Through the Research Lab Experience, the student will work with her or his research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student’s research competencies. Examples of capstone projects include: Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal. First author submission of one or more peer-reviewed poster/oral presentations at regional, national, or international conferences. A comprehensive review paper that is submitted to and graded by the research mentor. A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor.  

Last Updated: September 12, 2023

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

• Examinations:  defense of a research paper and a clinical qualifying project serving as examination for admission to candidacy
• Research/Projects:  independent, empirical research study completed in fulfillment of the research qualifying paper
• PhD Dissertation:  original research following third year of coursework
• Final Evaluations:  oral defense of dissertation

PhD in Clinical Psychology

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Clinical Psychology

pictured alum: Dr. Emily Eccles, Class of 2020

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Program Director

Connie Veazey, PhD

Fielding’s doctoral program in Clinical Psychology is accredited by the American Psychological Association. It is the only distributed learning program accredited by the APA. The Psychology PhD serves adults, many of whom who have trained or worked in the mental health field. Our unique distributed learning model blends the best of in-person learning opportunities with digital formats.

About the Clinical Psychology Program

Application requirements.

Earning your doctorate in Clinical Psychology includes online and in-person seminars, meetings with faculty and other students in your region, weeklong residential sessions, as well as research and clinical training experiences.

The unique mix of online and residential learning provides flexible opportunities for individuals with career, family, and community responsibilities to achieve their advanced educational goals. Faculty are active scholars and practitioners with a wide variety of expertise, making it possible to offer training in a variety of therapeutic orientations and specialized concentrations in some of the most exciting growth areas of psychology.

• Conferred Bachelor’s Degree
• Minimum GPA of 3.0
• Online Application Form
• Curriculum Vitae (CV)
• Statement of Purpose
• Critical Thinking Writing Sample
• 3 Letters of Recommendation
• Official Transcript
• No GRE Required

Start your application NOW!  

Apply now for fall 2025, student admissions, outcomes, and other data.

In accordance with requirements of the American Psychological Association (APA), Fielding Graduate University provides Student Admissions, Outcomes, and Other Data pertaining to the education of our graduate students.

The Fielding Experience

• Become a member of a dynamic and diverse community of colleagues
• Interact with and learn from our expert faculty located all across the country
• Attend monthly professional development seminar in your geographic area
• Engage with alumni, faculty, and other students at sessions

Mission & Aims of the Program

Fielding’s APA accredited Clinical Psychology Ph.D. program is strongly aligned with the university’s mission to create a more humane, just, and sustainable world, and the university’s values that include academic excellence, community, diversity, and social justice.

Consistent with these values, a core mission of our program is to foster the inclusion of students from under-represented populations. These populations include students living in small communities, rural, or remote locations of the United States, students currently in the military or spouses of military members, adult learners with families, and students whose ongoing participation in their current communities cannot be halted for doctoral study elsewhere. These are student populations who are often unable to enter the field through preparation at a traditional university campus, yet these are the future psychologists for which the discipline and profession have expressed an urgent need.

In addition, our program aims to graduate entry-level scholar-practitioner psychologists who bring social justice values to their work as licensed health service professionals. Consistent with this overarching aim, we have four specific aims for our students, which must be achieved by the time of graduation.

• Students will demonstrate doctoral-level discipline-specific knowledge that represents the scientific and theoretical knowledge areas of the discipline of psychology (i.e., history and systems of psychology and the affective, biological, cognitive, developmental, and social bases of behavior).
• Students will demonstrate doctoral-level conceptualization, evaluation, analysis, and integration of discipline-specific knowledge across the curriculum.
• Students will demonstrate doctoral-level ability to understand and critique research; design, conduct, analyze, and communicate theoretically informed research; and conduct research in a manner that is culturally sensitive and consistent with legal code and ethical standards, including the APA ethics code.
• Students will demonstrate doctoral-level competence in the profession-wide competencies, including conducting an evidence-based diagnosis, assessment, and psychotherapy; and applying theory and research to develop case conceptualizations, treatment plans, and interventions that are consistent with legal and ethical standards and individual and cultural diversity factors.

Serving adults, many of whom have trained or worked in the mental health field, our unique distributed learning model blends the best of face-to-face learning opportunities with digital formats.

Faculty are active scholars and practitioners with a wide variety of expertise, which allows us to offer specialized concentrations and training in a variety of therapeutic orientations.

Geographic Eligibility

The program only considers applicants who reside in the contiguous United States and Canada. The program is not available to those residing internationally (except Canada). Applicants from Alaska and Hawaii may be considered pending confirmation of their ability and resources to attend local professional development seminars in contiguous U.S. on a regular basis, access to acceptable practicum training sites, and ability to relocate for internship. (Contact [email protected] to be put in touch with the Program Director for consideration prior to applying.)

Due to state licensing requirements, graduates of the program are not eligible for licensure in Oklahoma. For licensure information on your particular state of interest, please visit our Professional Licensure page [CLICK HERE].

School of Psychology News

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

APA Award-Winning Research: Student La’ Toya Broughton’s Groundbreaking Study on Mental Health in Black Communities

By Fielding News | 2023-10-13T07:51:49-07:00 October 6th, 2023 |

Dr. April Harris-Britt Elected to APA Board for Professional Affairs

By Fielding News | 2023-09-27T07:14:30-07:00 September 27th, 2023 |

Alonso Center Presents: The Impact of AI on the Profession & Practice of Psychology

By Fielding News | 2023-08-22T09:52:07-07:00 August 21st, 2023 |

Why Choose Fielding for Your Psychology Degree?

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Health, Brain, and Cognition Lab

Persistence pays: successful applicant to a clinical psychology phd. program tells what it’s like.

In the Voss lab, we have a diverse range of graduate students earning a PhD in either Behavioral and Cognitive Neuroscience, Neuroscience, or like our newest graduate student addition Liam, in Clinical Science. Applying to a PhD program can be incredibly confusing as the process varies depending on the program type and the specific school. For the sake of this post, I will be focusing on the application process to clinical psychology (aka clinical science) programs specifically. 

Clinical psychology PhD programs are unique as they can produce individuals who conduct research, practice as a clinician, or do a little bit of both in a multitude of settings. This is unlike a Master’s program where the training is much shorter and allows graduates to practice just as a clinician or requires additional training in a PhD program to be able to conduct research. Further, PsyD programs are similar to PhD programs, however they differ as their primary focus is on clinical practice and typically produce sole clinicians. The combination of training to reach expert levels in both clinical work and research conduction is specific to clinical psychology programs. 

Clinical psychology programs are rigorous and commonly last 6 years where 5 years are a combination of classes, clinical work, research, and working on and defending your dissertation. The 6 th year is spent ‘on internship’ where an in-depth clinical training experience, typically at a different institution, takes place. It is common to find clinical psychologists in academic medical centers, hospitals, colleges, or universities, primary or secondary education schools, and private practices. Whether conducting research in a laboratory setting or working with patients in a clinical setting, clinical psychologists typically work in the realm of assessment, diagnosis, and treatment of mental, emotional, and behavioral disorders in a range of individuals (U.S. Bureau of Labor Statistics, 2023). 

Each program will provide students with clinical and research training, but each program has its own training model: some schools emphasize research relatively more than clinical training, clinical over research, or have an even split between the two. Deciding where to apply typically depends on one’s career goals. When applying, the applicant technically first must meet the requirements of the program although they are more so applying to a specific lab within the program. The options of where to apply can be limited depending on the application cycle as: 1) the school must have a clinical psychology training program, 2) the lab one is interested in needs to be accepting a student (labs do not take a student every year, typically due to funding), and 3) the lab should ideally fit with the applicant’s prior experiences and/or research interests. In my experience, I have seen clinical programs report receiving anywhere from 300-800 applications. The number of applications a program receives is the cumulative number of applications each lab at the school receives that year. On average, I have seen schools report taking cohort sizes of around 8-12 students. Typically, specific labs say that they receive at least 100 applications and usually have spots for only 1 or 2 students. Averaging these numbers makes a 1.8% chance of being accepted into a program and about a 1% chance of being accepted into a specific lab (this is the number that matters as you have to be accepted into a lab to be in the program). 

The application process can be expensive costing anywhere from $30 to more than $100 per application. In my experience, individuals apply to upwards of 8-12 schools but I have heard of individuals applying to as many as 20 schools in a given application cycle. Additionally, with the odds of being admitted into a program being so low, it is typical to not get accepted the first or even second time applying to programs, making repeat applicants common. To be as competitive as possible it is recommended (not required) to have postbaccalaureate research experience. Typically, you need to be in this position long enough to produce independent research projects to present as a poster or an oral presentation at national or international conferences. Additionally, it is common to see individuals with first author publications. Getting these experiences typically takes 2+ years with substantial time dedicated to research. 

Filling out applications is not a streamlined process. Each program has its own unique application form. In addition to asking for basic information such as your name, address, schools attended, classes taken, GPA, etc., it is standard for programs to ask for transcripts, 3 letters of recommendation (at least one is expected to be written by the supervisor of a lab you worked in or supervisors from clinical experience), a curriculum vitae, and perhaps the most important piece, the personal statement. 

The personal statement is typically 2-3 pages where you explain  why  you are interested in earning a PhD in clinical psychology,  what   area of research you’d like to pursue,  why   you are applying to this particular program and lab, and  how  your past experiences fit this narrative. This is perhaps the most important part of the application process, and it can take months to come up with a final draft. This statement typically has slightly different requirements per school and certainly needs to be unique to the lab you are applying to. This is an opportunity to convince the lab that you have experiences that relate to their work and offer a unique perspective that wins you an interview. For this reason, it is good to identify programs you are most interested in early, being the summer and the fall before you apply, so that you can reach out to the lab and the program. This ensures the lab you are interested in is taking a student this cycle and to assess your fit.

I personally found it impactful to email early, keep it short by briefly mentioning who I work with, my career goals, the broad scope of my projects, what I hope to do in graduate school in relation to their lab specifically, and find a way to include a fact that will help them remember me! For example, for one of the labs I ended up interviewing with, I mentioned how I am familiar with their work as the Voss Lab modified one of their cognitive computer tasks that I know well as I have administered and scored it. 

Typical due dates for clinical psychology applications are either November 15 th or December 1 st . Once materials are submitted, schools will reach out within a month or two. At this point, more and more labs are conducting ‘preliminary interviews’ where you ‘interview’ to get a spot for the official interview day, which can be virtual or in person. 

Given you are lucky enough to be offered a spot at one program or a few, it is time to decide if their stipend, program, research, location, etc. will be something you are happy with for at least 5 years. If you do not get any offers, it is time to decide if you want to go through this again and if so, start preparing for next year. 

As a multi-time applicant, I believe I made the biggest impact on my application in between the 2022 and 2023 application cycle (the most recent cycle). Everyone’s journey into a PhD program is unique and there is no one correct way to get in, which can be frustrating. In my personal experience the accomplishments that were most positively commented on by interviewers were: my diversified lab experiences, my submitted co-first author paper, giving a presentation at a high-profile conference in my field, submitting my first grant (National Science Foundation- Graduate Research Fellowship Program), and my plethora of experiences with research participants and clinical populations. Lastly, my network of individuals who are currently in PhD programs, are in the field of clinical psychology or related fields, or those who are just great at writing, has grown. Because of this, I was able to receive numerous different perspectives on how to best convey my experiences in a persuasive, clear, and professional way. I cannot thank all of the participants, patients, mentors, friends, and family enough who have supported me in my journey of applying to PhD programs!

Kelsey Baller has recently been accepted into the clinical psychology PhD program at Washington University in St. Louis. A graduate of the University of Iowa with a Bachelor of Science degree in psychology and a minor in Spanish, she has worked as a post-baccalaureate research assistant at the Health, Brain, and Cognition Lab for the past three years.

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2025 Best Graduate Schools

Article by UDaily Staff Photo by Evan Krape April 09, 2024

UD programs remain among the best in the nation, according to U.S. News and World Report

In the 2025 edition of Best Graduate Schools , U.S. News and World Report ranked the University of Delaware's graduate programs among the best in the nation.

“As we continue to enhance and expand our excellent graduate programs to meet the needs of our students and society, it is gratifying to see the expertise and hard work of our faculty and staff nationally recognized,” said UD President Dennis Assanis. “We are proud of the positive impact that our graduate students are making on the world, and we look forward to even greater successes ahead empowered by their UD education.”     

UD’s consistently top-ranked physical therapy program remained in the top three nationwide. This is the first year U.S. News and World Report ranked speech-language pathology programs with UD’s inaugural ranking at #32.

“Excellent graduate preparation is central to the University of Delaware's mission as a world-class research institution," said Louis Rossi, dean of UD’s Graduate College and vice provost for graduate and professional education. "Our graduate programs are producing the thinkers, leaders and innovators who are tackling the world's greatest challenges. We are excited about these rankings, which indicate their excellence."

Physical Therapy, 2

Non-profit Management, 16 (up from 23)

Public Management and Leadership, 18 (up from 23)

Public Finance and Budgeting, 21

Speech-Language Pathology, 32

Education Schools, 34

Public Affairs Schools, 34

Computer Science, 70 (up from 77)

Nursing: Master's, 79 (up from 82)

Nursing: Doctor of Nursing Practice, 110

Part-Time MBA, 150

The preceding list only includes subject areas evaluated in this year's edition published to date. U.S. News and World Report has delayed the announcement of two programs that were slated to be included in the rankings: Best Engineering Schools and Programs, and Best Clinical Psychology Programs. The lists will be updated as soon as the data are available.

Other UD graduate programs have been ranked in previous years. The full listing of UD graduate programs ranked by U.S. News and World Report is available on the Institutional Research and Effectiveness Rankings  webpage . Please note the programs and specialties used by U.S. News might vary slightly from the names of degree programs used by UD.

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U.S. News Releases 2024 Best Graduate Programs Rankings

Find the top-ranked graduate schools in business, education, law, nursing and other fields.

U.S. News Ranks Best Graduate Schools

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To help prospective graduate students find a school that fits their needs, U.S. News released the 2024 rankings for multiple graduate fields.

Depending on the job or field, earning a graduate degree may lead to higher earnings, career advancement and specialized skill development.

But with several types of degrees and hundreds of graduate schools, it can be difficult to narrow down the options. To help prospective graduate students find a school that fits their needs, U.S. News released its 2024 Best Graduate Schools rankings today. They evaluate business, education, fine arts, health, law, library studies, nursing, public affairs, science, and social sciences and humanities graduate programs. Medical school and engineering rankings are not being released at this time.

A notable methodology change includes a new salary indicator based on profession in the business rankings.

Additionally, for the first time in four years, there are new rankings for a blend of doctoral and master's programs in audiology, occupational therapy, physical therapy, pharmacy, nurse midwifery and speech-language pathology. Graduate programs in nurse anesthesia and social work are also ranked for the first time since 2016 and 2022, respectively. Those and other specialty rankings are based on reputation ratings from scholars at other surveyed schools.

Read each program's specific methodology for the most detailed explanations of all the changes. The rankings are one source of information among many that prospective college students can use to inform their college decision. Below is a summary of the top-ranked schools in four major graduate program areas:

Best Law Schools

Best business schools, best nursing schools, best education schools.

Among the top 10 law schools . Yale Law School in Connecticut and California-based  Stanford Law School shared the top spot again. The  University of Chicago Law School in Illinois maintained its No. 3 rank, followed by a four-way tie at No. 4: Duke University School of Law in North Carolina, Harvard Law School in Massachusetts, the University of Pennsylvania Carey Law School and the University of Virginia School of Law .

Columbia Law School in New York ranked No. 8 again, while there was a three-way tie for No. 9: New York University School of Law , Northwestern University's Pritzker School of Law in Illinois and the University of Michigan—Ann Arbor Law School .

Looking beyond the top 10, multiple law schools moved up in the rankings. William & Mary Law School in Virginia, for instance, jumped nine spots from a tie at No. 45 to a five-way tie at No. 36.

U.S. News also ranked 13 law specialties: business/corporate, clinical training, constitutional, contracts/commercial, criminal, dispute resolution, environmental, health care, intellectual property, international, legal writing, tax and trial advocacy. (You can filter by specialty on the  main ranking page .)

Meanwhile, in the  part-time law school rankings – which consists of law schools with at least 20 part-time students enrolled in fall 2022 and fall 2023 – the top three stayed the same. The  Georgetown University Law Center in Washington, D.C., is once again at the top while D.C.-based  George Washington University Law School , now No. 3, switched places with the  Fordham University School of Law in New York City, which claimed second place.

Previously ranked at No. 3 and No. 6 respectively, the University of Pennsylvania's Wharton School and Stanford Graduate School of Business took the top spot in this year's full-time MBA program rankings . Northwestern's Kellogg School of Management and the University of Chicago's Booth School of Business moved down from their previous places in the top two to tie at No. 3.

While the top 10 mostly consists of the same schools as last year, both the Haas School of Business at the University of California, Berkeley and the University of Virginia's Darden School of Business joined those ranks this year. UC Berkeley rose from a three-way tie at No. 11 to a three-way tie at No. 7, while UVA moved up four spots from No. 14 to a tie at No. 10.

Farther down the full-time MBA rankings, there were some big changes. For example, Pitt's Joseph M. Katz Graduate School of Business soared 39 spots from a tie at No. 86 to a tie at No. 47.

Meanwhile, the very top of the part-time MBA rankings looks similar to last year, with the same schools in the top 5: UChicago, UC Berkeley, Northwestern, NYU's Leonard N. Stern School of Business and the Anderson School of Management at the University of California—Los Angeles. But UChicago took the No. 1 spot from UC Berkeley this year.

Moving up from No. 2, Johns Hopkins University School of Nursing in Maryland tied with Emory University's Nell Hodgson Woodruff School of Nursing in Georgia to claim the top spot in this year's nursing master's program rankings. Duke University School of Nursing in North Carolina climbed up by one to claim the third spot.

Johns Hopkins ranked No. 1, as it did last year, in the Doctor of Nursing Practice program rankings. George Mason University School of Nursing in Virginia – which reported more graduates and resources per faculty – soared from a four-way tie at No. 39 to take the No. 2 spot. Duke tied with the University of Washington School of Nursing to round out the top three.

Duke also ranked No. 1 in all of the ranked nursing master's nursing practice specialties, including administration, family, both acute and primary care adult gerontology, and mental health.

Once again, Teachers College, Columbia University in New York was No. 1 in the graduate education schools rankings. This year, however, it tied with the University of Wisconsin—Madison School of Education , which climbed two spots.

The University of Michigan—Ann Arbor's School of Education dropped from the top position to tie with the UCLA School of Education and Information Studies at No. 3. UCLA was previously tied at No. 7.

U.S. News also ranks nine education specialties, with the College of Education at Michigan State University claiming the top spot in the following categories: curriculum and instruction, educational administration, elementary teacher education, higher education administration and secondary teacher education.

Searching for a grad school of education? Access our  complete rankings  of Best Graduate Schools.

Grad Degree Jobs With $100K+ Salaries

Tags: students , graduate schools , medical school , business school , law school , education graduate school , engineering graduate school , MBAs , nursing programs

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UMass Boston

• Clinical Psychology PhD

Acquire the skills and training necessary to become a compassionate clinical psychologist.

Accredited by the Commission on Accreditation of the American Psychological Association since 1993, UMass Boston’s program in clinical psychology is based on a scientist-practitioner-activist model. The program prepares clinical psychologists who have an excellent foundation in psychological science and can translate their basic knowledge into practical applications to meet the mental health needs of children, adolescents, and adults from diverse sociocultural groups. Graduates of the program have the requisite skills to advance understanding of key human problems through research, scholarly activities, clinical practice, teaching, professional service, advocacy, and activism.

In this program, you will:

• Develop a solid foundation in clinical psychology theories and research methodologies, enabling you to provide effective treatments for a wide range of mental health concerns
• Acquire advanced clinical skills through supervised practicum and internship experiences
• Cultivate professional competence and ethical decision-making, integrating scientific knowledge, critical thinking, and empathy to promote the well-being and resilience of clients
• Contribute to the field of clinical psychology through research, advocacy, and leadership

Info Sessions

Join UMass Boston Clinical Psychology PhD faculty and staff for an informal one-hour, online info session! Meet the current program director, faculty and student representatives. Learn more about the Clinical Psychology PhD program and bring questions you may have about the programs and/or application process.

Attend an Info Session    --> Start Your Application

Plan Your Education

How to apply.

We review applications comprehensively—looking across all aspects of the application for each applicant rather than having specific cutoff criteria in any one particular area. We no longer accept GRE scores as part of our admissions criteria.

Applicants must meet   general graduate admission requirements in addition to the following program-specific requirements:

• Prerequisites. A minimum of 6 courses in psychology or a closely related social science field. A course in statistics is required before students enroll in our program, but it is not required at the time of application.
• Background. Highly qualified applicants who have a demonstrated commitment to a career serving the needs of minority and urban populations will be given priority. In keeping with the mission of the university and the particular emphases in the program, individuals from diverse racial, ethnic, and minority backgrounds are strongly encouraged to apply.
• Research Fit. An important criterion for admission to the clinical psychology program is the fit between student clinical and research interests and the interests of the program’s faculty. We require each applicant to list the faculty research mentors whose team(s) they want to be considered for based on shared research interests. The research mentor works closely with the student, helping to plan course work and select practicum opportunities as well as guiding the student’s research training.
• Describe your personal, academic, and professional experiences and strengths that have led to your interest in clinical psychology and have prepared you for the challenges of graduate school and a career in clinical psychology.
• Describe your interest in clinical psychology and how the UMass Boston Clinical Psychology Program, specifically, will contribute to advancing your academic, career, and personal goals.
• Describe the research that you are interested in pursuing as a graduate student in the Clinical Psychology Program at UMass Boston.
• Curriculim Vitae (CV). Please provide as part of your application.
• Letters of Recommendation. You will also be asked to provide three letters of recommendation within the GradCAS portal.
• A list of all undergraduate psychology courses and any graduate psychology courses that you have taken at any time, the institutions at which you took them, and the grades you received for each course.
• A grade point average for your undergraduate psychology courses (and only these courses).
• Course name and grade of any statistics class that you have taken, as well as the institution, semester, and year you took it. (You will still be considered even if you have not taken a statistics class. This question is to help us track who will need to take a statistics class before matriculation.)
• A 2-3 sentence summary of your research and clinical interests.
• The name(s) of the faculty member(s) with whom you would like to work and a sentence or two describing your interest and match for the specific faculty member. Visit our faculty mentors page for an updated list of faculty mentors and their interests.
• Agreement with our ethics policy related to trainees who experience conflicts working with diverse clients (you must agree to our policy for your application to be reviewed further).
• Any notes or comments to the committee to expand or explain any aspect of your application that needs clarification.

Interview Policy

The Clinical Psychology Program receives approximately 600 applications a year. From this applicant pool, we undertake an extensive review of applications and invite approximately 40 finalists for a day-long campus visit and interviews.

The Admissions Committee schedules interviews for all finalists once all applications have been reviewed. Interviews are an important part of the application process. Interviews are usually held in February, and applicants are notified of an invitation to interview in late January or early February.

Unfortunately, due to the size of our applicant pool, our policy is that clinical faculty do not conduct interviews with applicants who have not undergone our review process and have not been invited for an interview. We appreciate your interest in our program.

Deadlines & Cost

Students are admitted to the Clinical Psychology Program to work toward the PhD degree only; the program does not offer a terminal master's degree. Applications are due in the Graduate Admissions Office by December 1 for enrollment the following September. There are no spring semester admissions in the Clinical Psychology Program. The program expects to admit six to eight students each year.

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: See Bursar's website . Traditionally, we have been able to waive tuition and provide a stipend for students through at least the first four years and, for most, the duration of their on-campus years.

Core Courses (33 Credits)

• PSYCLN 601 - Assessment and Testing I 4 Credit(s)
• PSYCLN 610 - Culture and Mental Health ; 3 Credit(s)
• PSYCLN 613 - Lifespan Psychopathology 3 Credit(s)
• PSYCLN 620 - Intervention Strategies 3 Credit(s)
• PSYCLN 641 - Cognitive and Affective Bases of Behavior: Life Span Development I 3 Credit(s)
• PSYCLN 642 - Social and Cultural Bases of Behavior: Life Span Development II 3 Credit(s)
• PSYCLN 650 - Clinical Psychology Proseminar I 1 Credit(s)
• PSYCLN 651 - Clinical Psychology Proseminar II 1 Credit(s)
• PSYCLN 660 - Physiological Psychology 3 Credit(s)
• PSYCLN 670 - Advanced Statistics 3 Credit(s)
• PSYCLN 675 - Research Methods and Ethics in Clinical Psychology 3 Credit(s)
• PSYCLN 680 - History and Systems 3 Credit(s)

Required Practicum Courses (24 Credits)

• PSYCLN 785 - Practicum and Ethics I 6 Credit(s)
• PSYCLN 786 - Practicum and Ethics II 6 Credit(s)
• PSYCLN 787 - Practicum III& 6 Credit(s)
• PSYCLN 788 - Practicum IV 6 Credit(s)

Elective Practicum Courses and Training (4 or More Credits)

• PSYCLN 690 - Introduction to Clinical Outreach and Intervention Practicum 2-3 Credit(s)
• PSYCLN 692 - Clinical Research Practicum II 1 Credit(s)
• PSYCLN 781 - Assessment Practicum I 1-4 Credit(s)
• PSYCLN 782 - Assessment Practicum II 1-4 Credit(s)
• PSYCLN 783 - Advanced Clinical Research Practicum I 1 Credit(s)
• PSYCLN 784 - Advanced Clinical Research Practicum II 1 Credit(s)
• PSYCLN 791 - Advanced Clinical Outreach, Intervention, and Consultation Practicum I 1-4 Credit(s)
• PSYCLN 792 - Advanced Clinical Outreach, Intervention, and Consultation Practicum II 1-4 Credit(s)
• PSYCLN 893 - Advanced Community Practicum I 1 Credit(s)
• PSYCLN 894 - Advanced Community Practicum II 1 Credit(s)

Master’s Research Courses (6 Credits)

• PSYCLN 698 - Master’s Research 3 Credit(s)
• PSYCLN 699 - Master’s Research Seminar 3 Credit(s)

Teaching Seminar (3 Credits)

• PSYCLN 891 - Teaching Seminar 3 Credit(s)

Elective Distribution Courses (12 Credits)

Complete four courses.

One course from must be taken from each of the four groups below.

Students may also enroll in additional non-required courses offered through other UMass Boston departments (e.g. language, psychotherapy, statistics, etc.) that may enhance their professional development.

Group 1: Therapy Approaches

• PSYCLN 721 - Child Therapy 3 Credit(s)
• PSYCLN 726 - Cognitive Behavioral Theory and Therapy 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)

Group 2: Assessment

• PSYCLN 701 - Neuropsychological Assessment 3 Credit(s)
• PSYCLN 710 - Child Assessment 3 Credit(s)

Group 3: Advanced Methods and Analysis

• PSYCLN 770 - Advanced Statistics II - Latent Variable Modeling 3 Credit(s)
• PSYCLN 775 - Qualitative Methods in Clinical Psychology 3 Credit(s)

Group 4: Diversity

• PSYCLN 745- Psychology and Activism for Social Justice 3 Credit(s)
• PSYCLN 879 - Advanced Community Psychology 3 Credit(s)

Graduation Criteria

Complete a minimum of 82 credits from at least 22 courses including twelve core courses, four required practicum courses, four elective practicum credits, two Master’s research courses, one teaching seminar, and four elective distribution courses.

The program requires a minimum of five years of full-time graduate study that includes three years of residency at UMass Boston, and the completion of an APA accredited internship prior to awarding the doctoral degree. Students are required to complete all coursework and to have completed their dissertation proposal prior to applying for an APA accredited internship.

Doctoral candidacy: Passage of a written qualifying exam. Master’s thesis: Complete an empirical master’s thesis. May be waived if successfully completed at another university. Dissertation: Compose and defend an empirical dissertation. Teaching experience: Students must teach in their fourth year of study. Practica: Students must complete two year-long, part-time practica in their second and third year of study. Internship: Students must complete a one-year, full-time APA accredited internship.

Statute of limitations: Eight years.

Contact & Faculty Mentors

Assistant Director Brooke Craveiro [email protected] (617)287-6340

The Clinical Psychology PhD Program at UMass Boston uses a clinical research apprenticeship model. Each first-year graduate student apprentices with a clinical faculty member who will serve as research mentor and advisor to the graduate student. For more information, please reference our summary of Clinical Psychology PhD 2024-2025 Faculty Mentors .

Psychology Department

Learn more about UMass Boston's Psychology department, our research, and our faculty.

Explore the Clinical Psychology PhD Program

Mission statement.

(Revised Spring 2017)

Accredited by the Commission on Accreditation of the American Psychological Association since 1993, University of Massachusetts Boston’s (UMass Boston) program in clinical psychology is based on a scientist-practitioner-activist model. The program prepares clinical psychologists who have an excellent foundation in psychological science and can translate their basic knowledge into practical applications to meet the mental health needs of children, adolescents, and adults from diverse sociocultural groups. Graduates of the program have the requisite skills to advance understanding of key human problems through research, scholarly activities, clinical practice, teaching, professional service, advocacy, and activism.

Our clinical psychology training model is biopsychosocial in its scientific orientation, and places special emphasis on the roles of culture and context in understanding the complexities of multiple dimensions of human behavior and functioning. This emphasis includes, but is not limited to, bringing to the study of clinical psychology an understanding of social justice, equity, oppression, systems of privilege and marginalization, procedural and relational justice, and epistemological and methodological marginalization. This includes a commitment to training a diverse workforce of scientist-practitioner-activist clinical psychologists. Among the many skills students learn in our program, we aim to develop within them a lifelong commitment to using clinical psychology to serve the general population and to meet the needs of marginalized individuals and communities by being culturally humble and responsive researchers, mentors, clinicians, supervisors, teachers, leaders, advocates, activists, and community members. The training in our program results from an affirmative commitment by both faculty and students to engage in ongoing personal reflection and reflection upon the practices in our field—to increase our self-awareness and guide thoughtful psychological practice and relevant social justice actions.

Our educational mission is to train scientist-practitioner-activist clinical psychologists who will:

• Engage in social science research, critical scholarly inquiry, and educational activities including scholarly analysis that specifically address social and structural inequities affecting psychosocial health and functioning, including but not limited to inequities based on social class, race, ethnicity, sexual orientation, gender identity, gender, disability, age, language, citizenship, immigration status, and religion.
• Provide affirming and empowering evidence-based clinical services to people across sociocultural groups and statuses.
• Serve as leaders, role models, and change-makers to promote social justice within their organizations, the profession of psychology, and other contexts. We aim to foster students’ capacity to serve as advocates and activists.
• Apply their developed awareness of how the field of clinical psychology is socially situated, reflect critically on the practices and purposes of our field, and understand how it can privilege or marginalize certain identities and lived experiences, treatment and assessment practices, and epistemological and philosophical positions.

Learning Objectives

To achieve these long term goals for our graduates, we have the following Learning Objectives for their time within our program. Our Learning Objectives line up with the longer term goals for our graduates related to Research (1), Practice (2), and Activism (3) above. The fourth aim above reflects our overall approach to how we approach all aspects of our training. It focuses on applying a reflective practice in critical social justice theory across all aspects of the work. In this way, it does not have specific learning objectives associated with it, but rather it serves as the lens through which we view research, practice, and activism.

Goal 1: To produce graduates who engage in clinical psychology research, critical scholarly inquiry and analysis, and educational activities that specifically address social and structural inequities affecting psychosocial health and functioning.

Objectives for Goal 1:

To provide students with:

• 1.1 Foundational knowledge in the science of psychology with specific attention to training in addressing social and structural inequalities with appropriate conceptual, methodological, and culturally sensitive skills.
• 1.2 The basic skills necessary to become critical consumers of the existing research literature, identifying gaps in the literature and developing the skills to design and implement rigorous research projects.
• 1.3 The skills necessary to evaluate research critically in relation to issues of contextual and cultural diversity and to design and conduct research that helps advance the field in understanding and attending to these issues.

Goal 2: To produce graduates who are knowledgeable about and skilled at providing affirming and empowering evidence-based clinical services to people across sociocultural groups and statuses.

Objectives for Goal 2:

• 2.1. Didactic and clinical training needed to become proficient in testing and assessment theory and practice that is both informed by scientific knowledge and is culturally responsive.
• 2.2 Didactic and clinical training needed to become proficient in a continuum of intervention skills in a manner that is culturally informed and responsive, guided by scientific knowledge, and that considers individual assessment performance in the context of developmental and broader systemic factors.
• 2.3 Introductory level knowledge of competencies in supervision and consultation skills, through exposure to the literature on best practices supervision.
• 2.4 Didactic knowledge and skills to understand, recognize, and address the contextual factors, positionality, and power dynamics inherent in co-constructed therapeutic relationships and embedded in clinical settings.

Goal 3: To produce graduates who have the awareness, knowledge, and skills to serve as leaders, role models, and change-makers to promote social justice within their organizations, the profession of psychology, and other contexts. We aim to foster students’ capacity to serve as advocates and activists.

Objectives for Goal 3:

• 3.1 Didactic experiences to provide foundational awareness, knowledge, and skills to engage in activism within clinical practice and research activities.
• 3.2 Training aimed at fostering growth to apply activist-informed awareness, knowledge, and skills across professional contexts.

Program Description

Our program coursework and training experiences emphasize:

• A biopsychosocial approach. Students learn to conceptualize and treat problems in living by considering not only problem behavior and mental disorders but also by considering the person within their physical, psychological, developmental, and social contexts. Research training gives students skills for analyzing problems from a variety of theoretical perspectives.
• Assessment and psychotherapy skills. The program trains students in a broad range of assessment and intervention skills that enable them to promote healthy adaptation, prevent the development of individual and social problems, and treat problem behavior and mental disorders. We teach students to critically reflect upon our field's use of assessments and clinical approaches and guide students to utilize or create culturally responsive, equitable approaches to serve all their clients.
• Sociocultural context. Within a broad understanding of sociocultural factors, our coursework highlights systemic oppression and privilege, power dynamics, and social and cultural approaches to clinical psychology. We emphasize the ways in which these factors affect individual development across the lifespan, relational interactions, and social groups and dynamics for all people-with a particular emphasis on how marginalized and disadvantaged individuals and groups are impacted. As a foundation for developing this understanding, and the ability to apply it to psychological activities, students reflect upon their own personal cultural situations and positionalities to better understand the experiences of others. They examine and develop skills regarding how to best advocate for their professional values in diverse and complex settings.
• Developmental phenomena in typical and atypical pathways. In our program, students learn about the range of lifespan developmental trajectories from infancy through adulthood. This focus helps to elucidate the ways in which relationships and other environmental factors can support or hinder adaptive or maladaptive development, with the recognition that behaviors which are adaptive in one context may be maladaptive in another. Consistent with our biopsychosocial orientation, students embrace the complexity of developmental processes by taking into consideration the dynamic and transactional interplay of physiological, genetic, social, cognitive, emotional, and cultural influences across time.
• Skills toward practice. Students have the opportunity to take coursework and engage in supervised pre-doctoral clinical training experiences that can be used towards attaining licensure in Massachusetts and many other states.

Program Policies

Policy Statement for Clinical Training

Program Policies Related to Trainees Who Experience Conflicts Working with Diverse Clients (Adapted from the Sample APA Policy Recommendations) (see Handbook)

As articulated in our program policy statement, we are committed to a training process that ensures that graduate students develop the knowledge, skills, and attitudes to work effectively with members of the public who embody intersecting demographics, attitudes, beliefs, and values. In our Counseling Center practica and in the training we provide in our other on- and off-campus practicum courses we are committed to providing an inclusive and welcoming environment for all members of our community. Consistent with this principle, the Counseling Center policy and our policy for on campus practicum experiences require that trainers and trainees do not discriminate on the basis of age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, or socioeconomic status in the services provided at the training clinic or practicum site.

In some cases, tensions may arise for a student due to differences in beliefs or values with clients. Because the students will have to navigate these sorts of clinical situations in their future practice careers, the program has a responsibility to prepare students to do so in a safe and ethical manner. The program will respectfully work with students as they learn how to effectively practice with a broad range of clients. Thus, students should expect to be assigned clients that may present challenges for them at some point in training.

If trainees do not feel comfortable or capable of providing competent services to a client because it conflicts with the trainee's beliefs or values, it is the trainee's responsibility to bring this issue to the attention of his/her supervisor. Because client welfare and safety are always the first priority, decisions about client assignment and reassignment are the responsibility of the faculty/supervisors.

Other Policies

You may view our mental health policy as well as our other policies in the clinical handbook.

College of Liberal Arts

Learn more about the faculty, research, and programs that make up our College of Liberal Arts.

Student Handbook

Download the Clinical Psychology PhD Handbook .

Student Admissions, Outcomes & Data

Download documentation on our student admissions, outcomes, and other data.

Accreditation Questions

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 202.336.5979 [email protected]

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INFORMATION FOR

• Residents & Fellows
• Researchers

Doctoral Internship in Clinical and Community Psychology Matches New Fellows

Yale doctoral internship in clinical and community psychology graduates celebrate.

The results of the national match were announced for psychology internship programs on Feb. 16. Through this process, the Yale Department of Psychiatry's Doctoral Internship in Clinical and Community Psychology selected its incoming class of 14 fellows who will spend a year training at one of nine clinical sites based at the Connecticut Mental Health Center and Yale New Haven Hospital.

Fellows were selected from a large pool of over 300 highly qualified applicants. Donna LaPaglia, PsyD, ABPP, the department's acting director of training, said, These individuals represent the future leaders of the field, I have no doubt that they will make significant contributions to our Yale community and to the field of psychology.”

The success of this year’s match speaks to the faculty and staff investment in the internship recruitment process. Rajita Sinha, PhD, deputy chair of psychiatry for psychology and chief of psychology said, "We have one of the largest Psychology Sections among academic medical centers across the country with stellar psychology faculty involved in this training program. Their efforts have yielded an exceptional internship program that draws the best graduate students from across the country. We look forward to training the next generation of health service psychology leaders.”

Jacob Tebes, PhD, chief of psychology at the Connecticut Mental Health Center, said, “We had another outstanding match this year, one of our best ever. We look forward to welcoming an exceptional group of psychology fellows.”

" We couldn’t be more pleased with the results of this year’s match," said Dwain Fehon, PsyD, chief of psychology at Yale New Haven Hospital. "The pool of applicants was quite competitive, and we were able to match with our top choices. We are truly looking forward to their arrival in July.”

Students typically complete this clinically oriented internship as the final year of a five-year program of graduate study, which leads to a PhD or PsyD. Additional information on the internship is available at www.psychologytraining.yale.edu .

Connecticut Mental Health Center

Yale new haven hospital, featured in this article.

• Donna LaPaglia, PsyD, ABPP Associate Professor of Psychiatry; Director of the Substance Abuse Treatment Unit of the Connecticut Mental Health Center; Associate Director of Addiction Services, the Connecticut Mental Health Center
• Rajita Sinha, PhD Foundations Fund Professor of Psychiatry and Professor in the Child Study Center and of Neuroscience; Deputy Chair of Psychiatry for Psychology, Psychiatry; Director, Yale Interdisciplinary Stress Center; Chief, Psychology Section in Psychiatry
• Jacob Tebes, PhD, BS Professor of Psychiatry (Psychology), in the Child Study Center and of Public Health (Social and Behavioral Sciences); Director, Division of Prevention and Community Research, Department of Psychiatry; Director, The Consultation Center; Chief Psychologist, Connecticut Mental Health Center; Program Director, NIDA T32 Postdoctoral Research Training Program in Substance Abuse Prevention; Director, Elm City COMPASS, Psychiatry
• Dwain Fehon, PsyD Professor of Psychiatry; Chief Psychologist, Psychiatric Services, Yale New Haven Hospital; Director, Behavioral Medicine Service

Program Mission

The program trains students according to the scientist-practitioner model in mental health diagnosis, assessment, and intervention for adults and older adults, and in basic and applied research on the psychological functioning of adults and aging individuals. Upon completion of the program, students will be prepared to work in a range of settings, including mental health clinics and clinical practices, hospitals, nursing homes, colleges and universities, state offices, research institutes, and as consultants to a wide variety of housing and social service providers to adults and older adults.

For more information on faculty and their areas of specialization, please see the faculty web page at  https://psychology.uccs.edu/faculty

Program Goals and Objectives

Students will develop foundational skills in the science and practice of clinical psychology with an emphasis on aging. They will be prepared to: provide diverse, empirically-based assessment and psychotherapeutic services; conduct research; educate, and provide leadership. Specifically, the three formal goals of the program (and the objectives of each goal) are:

Goal #1: Produce graduates who have the requisite knowledge and skills for entry into the professional practice of clinical psychology

Objectives for Goal #1

1-A: Demonstrate knowledge and skill in clinical assessment 1-B: Demonstrate knowledge and skill in psychological and psychotherapeutic interventions 1-C: Demonstrate knowledge in the ethics of clinical practice, including ethical practice with diverse populations 1-D: Demonstrate knowledge of clinical supervision and consultation that is commensurate with level of training

Goal #2: Produce graduates who are capable of conducting, evaluating, and disseminating research 

Objectives for Goal #2

2-A: Demonstrate attitudes and skills essential for life-long learning and scholarly inquiry 2-B: Demonstrate knowledge and skills to conduct empirical psychological research 2-C: Demonstrate knowledge and skills to disseminate research effectively to professional and lay audiences

Goal #3: Produce graduates who demonstrate competence in knowledge and skills in geropsychology

Objectives for goal #3.

3-A: Demonstrate knowledge and skills in professional practice consistent with competencies associated with graduate training within     the Pikes Peak Model of Training in Geropsychology 3-B: Demonstrate knowledge and skills needed to conduct empirical research in geropsychology

These Goals are consistent with training in health service psychology; we aim to provide foundational knowledge to students seeking scientist-practitioner careers and specialty training in Geropsychology.

Program Requirements

Knowledge and skills in clinical psychology and basic scientific psychology are the foundations on which the geropsychology focus is built. Students in this program are preparing to be clinical psychologists first and foremost, with a focus on geropsychology as their curricular emphasis. Students entering this program are essentially agreeing to focus their work on aging rather than sampling the variety of populations and problems that might form the elective offerings in another program.

This program adheres to the scientist-practitioner model of training in clinical psychology, commonly referred to as the Boulder model. Under this model, professional psychologists are trained to be both scientists and practitioners with the goal of enhancing the interplay between science and practice. In an emerging field, such as geropsychology, it is of utmost importance that practitioners add to the existing knowledge base regarding application strategies that are effective, and that scientists be informed of applied issues in shaping their pursuit of knowledge.

The curriculum will require at least five years of post-baccalaureate work to accomplish requirements of the doctoral degree. Students complete 120 hours of required and elective courses, a comprehensive exam, a dissertation of original scholarship, clinical practical, and a clinical internship (off-site). The clinical curriculum requires specific coursework, required for licensure and accreditation, and an off-site internship year. Students who enter the program with a BA or BS degree will earn an MA en route to the doctoral degree through the mechanism of the existing MA program.

Timeline for program completion: Completion of the Clinical Psychology PhD program from the BA or BS starting point will typically take five years of residence on campus with the sixth year allocated for internship (students should expect this time frame as the general rule pending unusual exceptions).

Doctoral students are also advised that this is a 12-month program with clinical Practicum obligations during the summers and some limited Spring pre-term course requirements. Clinical and research work are continuous without regard to the semester structures and students are funded to participate year round.

Successful completion of an APA-approved (or equivalent) one year (2000 hour) pre-doctoral internship is required for graduation.

This program values and promotes self-awareness as a significant component of training in clinical psychology. Students in this program engage in self-awareness exercises within their courses and practicum training, including assignments that promote growth in awareness of social structures that sustain privilege and oppression. Students are also strongly encouraged to engage in their own psychotherapy during their training.

Accreditation

The PhD program is accredited by the Commission on Accreditation of the American Psychological Association through 2029.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street, N.E. Washington, DC 2002-4242 Tel: (202)336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation

Admissions Requirements

 Applicants should have the following credentials:

• A BS or BA degree or its equivalent from an accredited college or university.
• An overall average of 3.0 (“A” is equivalent to 4.0) or above in all undergraduate courses, and 3.5 or better in all graduate courses.
• Graduate Record Exam scores of the 50th percentile or above on the verbal and quantitative sections. The advanced psychology subject test is strongly recommended.
• Three letters of recommendation from professors, clinical supervisors, and/or employers.
• An adequate undergraduate program in psychology including college-level mathematics, statistics, experimental psychology, and some background in the biological, physical, and social sciences.
• Applicants should have career goals consistent with the program emphasis in geropsychology and desire training consistent with the scientist-practitioner model of training.

Promising students who do not meet all the requirements may be considered as applicants. Graduate level courses completed prior to admission may be transferable into the program. Applicants with previous graduate coursework or degree may request a review of their transcript and related materials to determine whether specific courses or thesis requirements may be waived.

Faculty of the program and of the psychology department are strongly committed to respecting diversity in all of its forms. We strive to recruit and retain a diverse faculty and student body.

Application Material and Deadlines

The application deadline for fall admission each year is December 1. Please see the Graduate School website at https://www.uccs.edu/admissionsenrollment/graduate for an online application.

Contact Information

Questions concerning the Clinical Psychology PhD with Major Area of Study in Geropsychology can also be addressed by calling (719) 255-4500 or e-mailing Mr. David DuBois at  [email protected] .

For further information on the PhD program, please see the department website at  https://www.uccs.edu/psych/graduate/phd-program.html.

Doctoral Psychology Faculty

Derner faculty members are distinguished scholars dedicated to preparing doctoral students for empathetic professionals knowledge and contributors to field.

Our faculty members have received prestigious awards for career contributions to research by the American Psychological Association and other leading organizations. They welcome doctoral students as research partners and regularly co-author articles with them published in leading journals.

Discover more about their teaching and research interests, publication history, and professional honors in their faculty profiles.

Doctoral Program Leadership

School Psychology PsyD Program Faculty

Clinical Psychology PhD Program Faculty

Clinic Faculty

Clinical Assessment Supervisors

Clinical supervisors.

In addition to our full-time and clinic faculty, we are fortunate to have the following clinical psychologists generously provide their extensive expertise and serve as clinical supervisors.

• Steve Alter
• Brittany Bascetta
• Linda LaMarca
• Glenna Rubin
• Shahal Rozenblatt
• Helit Atar-Greenfield
• Kathy Bacon-Greenberg
• David Brand
• Beth Feldman
• Muriel Friedman
• Muriel Frischer
• Clark Goldstein
• Lisa Harris
• Lynn Hugger
• Jonathan Jackson
• Karen Jason
• Dustin Kahoud
• Steve Kearney
• Michael Kestenbaum
• Joel Kuppersmith
• Stacy Kurtz
• Eva Lapidos
• June Lee Kwan
• Julie Lehane
• Patrick Mele
• Andrea Muras
• Neil Newman
• John Pasagiannis
• Deborah Ramirez
• Michael Ritter
• Marc Sammons
• Nicholas Samstag
• Maria Shifrin
• Eilon Shomron-Atar
• Warren Spielberg
• Jephtha Tausig
• Jackson Taylor
• Monica Thomas
• Nancy Ulrich

Gordon F. Derner School of Psychology

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