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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

• Gary Bennett
• Melanie Bonner
• Karen Appleyard Carmody
• Avshalom Caspi
• David Goldston
• Francis Keefe
• Terrie Moffitt
• David Rabiner
• Zachary Rosenthal
• Moria Smoski (Area Head)
• Timothy Strauman
• Nancy Zucker

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. 

• Faculty will be posted fall 2024

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
• 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.

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
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Clinical Psychology PsyD Program

Latest News

The Psy.D. program is accredited on contingency by the Commission on Accreditation of the American Psychological Association (APA) effective February 2, 2024. Contingent status expires February 2, 2029. For more information about APA accreditation, see: apa.org/ed/accreditation . 

Office of Program Consultation and Accreditation 750 First St, NE Washington, DC 20002-4242

Telephone: (202) 336-5979 TDD/TTY: (202) 336-6123 Fax: (202) 336-5978

Congratulations to our PsyD students who applied for internships for 2024-25!

Our students will complete internship training at:

• Carnegie-Mellon University
• LSU Health Shreveport
• Minnesota Department of Corrections
• National Psychology Training Consortium - Cascades
• Utah Psychology Internship Consortium
• Valley Health Systems
• Western Carolina University CAPS

Congratulations to Emma Walker who was selected for a 2023-2024 APPIC Cynthia Belar Internship Applicant Scholarship!

Doctoral Program in Clinical Psychology (Psy.D.) Department of Psychology, Appalachian State University

The Psy.D. program at Appalachian State specifically aims to train students to serve rural populations, an important mission given the state and national needs to provide care to this underserved group which coincides with our history and heritage as a leading university in Appalachia. Effective service provision to rural populations inherently requires substantial training in applied research skills, given that there is relatively poor guidance for culturally-appropriate interventions. Consultation and evaluation will be an integral part of both training and future professional pursuits. As such, the program will follow a model of training that promotes application of the foundational knowledge of the science of psychology to clinical practice, and the development of interpersonal, applied clinical, and scientific skills for use in implementing evidence-based practice.

The Appalachian State Psy.D. program will maintain a low student-faculty ratio so that admitted students can receive close individual mentoring from faculty members. Individual mentoring will allow students to pursue clinical and research experience that best matches their interests and allows them to pursue the career path they seek. We anticipate admitting approximately 6 students per year, and graduate stipend support will be available for all incoming graduate students. 

• The terminal M.A. program in Clinical Psychology will no longer admit students who are only interested in an M.A. degree.

Appalachian State University has a history of providing a graduate program that prepared practicing M.A.-level psychologists for nearly 50 years. There are 8 faculty who are Licensed as Health Service Provider Psychologists in North Carolina who serve as core faculty in the Psy.D. program. In addition, the Department includes 28 other full-time faculty, many of whom contribute to existing graduate programs in Experimental, School, and Industrial/Organizational Psychology, as well as the Psy.D. program. The graduate program has an established Psychology Clinic for therapy and assessment training, staffed by Clinical graduate students and a full-time Director. The graduate program also has long-standing practicum sites arranged for graduate students including the Counseling and Psychological Services Center, several regional school mental health programs (Assessment, Support, & Counseling Centers), community health center (an integrated care placement), and the Psychology Clinic, among other placement options. The graduate curriculum provides a strong blend of applied and scientific training, and requires a three-year sequence of supervised practicum training.

Accreditation

The Doctor of Psychology (Psy.D.) program is accredited on contingency by the Commission on Accreditation of the American Psychological Association (APA) effective February 2, 2024. Continent status expires February 2, 2029.

For more information about APA accreditation, see: apa.org/ed/accreditation .

The Doctor of Psychology (Psy.D.) program has been approved by the Southern Association of Colleges and Schools Commission on Colleges.

The Psy.D. program will:

• Provide training in empirically supported and evidence-based practices for the direct and indirect delivery of behavioral health services.
• Address the demand for doctoral-level psychologists in the state of North Carolina, especially in underserved rural areas.
• Support the North Carolina western region through building the capacity for mental and behavioral health services for the region as well as through outreach, research, and collaboration for economic development.
• Support the mission of the Psychology Department, Appalachian State University, and the University of North Carolina System.

Expected Career Outcomes

The Psy.D. program at Appalachian State University is designed to prepare students for practice as a licensed psychologist- health service provider serving rural and underserved populations. The role of psychologist- health service providers in rural areas can be quite varied, and the breadth of the curriculum and experiences in the program reflect this reality. Graduates of the program who become licensed might expected to engage in a number of activities including (but not limited to): direct service provision to consumers in community mental health centers, hospitals/medical settings/federally qualified health centers in both inpatient and outpatient settings, private individual/group practices, schools, and/or correctional settings; professional consultation with community organizations, including conducting needs assessments, program development and evaluation, and staff training and development; teaching, supervision, and other educational activities; and organizational leadership, including administrative and managerial roles.

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Spartan Alert

Psychology, ph.d..

Students admitted to UNC Greensboro’s esteemed Psychology Ph.D. program choose from one of four areas of focus:

• Ph.D. in Clinical Psychology
• Ph.D. in Cognitive Psychology
• Ph.D. in Developmental Psychology
• Ph.D. in Social Psychology

Ph.D. students follow a single curriculum with a uniform set of requirements, but their research programs and seminar courses focus on their unique areas of interest.

PROGRAM DISTINCTIONS

• The Ph.D. in Psychology is one of the oldest doctoral degree programs at UNCG and is known for its rigorous research and clinical training.
• Equipment facilities include a 64 channel ERP system (Brain Products: actiCHamp and actiCap active electrodes system), remote eye tracking system (SensoMotoric Products), and access to a 3T scanner (Siemens Magnetom Trio).
• Methods training include experimental design, experience and thought sampling, protocol analysis, eye-tracking and pupillometry, and psychometrics.

THE STUDENT EXPERIENCE

• Students receive extensive one-on-one mentoring from a faculty advisor and collaborate with many faculty and students to develop research skills.
• Because the graduate program is small, each student’s course of study can be tailored to meet individual interests and needs. 
• Students typically receive five years of funding, including tuition remission.

AFTER GRADUATION

• Students are well-prepared for successful careers as researchers, consultants, or academic psychologists.
• Recent graduates have secured postdoctoral and tenure-track positions as well as positions in non-profit organizations and industry.

Want more information? Let’s get started!

Program details.

Degree Type: Doctoral

College/School: College of Arts and Sciences

Program Type: Majors & Concentrations

Class Type: In Person

Learn More About the Department of Psychology

Similar Degree Offerings

• Psychology, M.A./Ph.D.
• Psychology, M.A.

Dr. Ethan Zell Director of Graduate Studies Department of Psychology [email protected]

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PH.D. Program in Health Psychology

Health psychology ph.d. program, what is health psychology.

Health psychology is dedicated to conducting basic and applied research examining the contribution of biological, psychological, behavioral, social, cultural, and environmental factors to health and illness. Health Psychology builds from principles and theories of other areas of psychology, biology, health, and social sciences. Health psychologists are concerned with promotion and maintenance of health, the prevention and treatment of illness across the lifespan, and improvement of systems that promote and maintain health.

The Doctoral Program in Health Psychology at UNC Charlotte offers training in one of the following concentration areas :

• Clinical Health Psychology program
• Community Health Psychology program
• Behavioral Science Health Psychology program

Program Description

A particular emphasis of the program is on the development, implementation, and evaluation of prevention and treatment interventions that involve multiple disciplines. The program has links with other colleges, departments and programs in the university that allows students to select health courses across disciplines. Please see our Student Handbook for more information. The Health Psychology Ph.D. Program at UNC Charlotte offers students an opportunity to obtain their Ph. D in Health Psychology with a concentration in one of the following areas: B ehavioral Science , Clinical , and Community .

The Health Psychology PhD Program does not offer training at the MA level. Please visit the Department of Psychology for more information about their MA Program in Psychology .

Important Information for Applicants

Application deadline.

All materials must be submitted to The Graduate School by November 15th of each year , to be fully considered for admission during the Fall Semester. Students with master’s degrees in psychology or health related fields (biology, gerontology, nursing and allied health, public policy, and other health disciplines) as well as highly disciplined and competent undergraduates are encouraged to apply. For more information, please visit the “Information for Applicants” tab.

Note: The GRE general test requirement will be waived for the upcoming admission cycle (2023/2024)!

The Clinical Psychology program at UNC Charlotte has been APA-accredited since 2012 and recently received re-accreditation until 2027​. For an y questions about the program’s accreditation status or about APA accreditation, in general, please contact:

Office of Program Consultation and Accreditation / American Psychological Association

750 First Street, NE, Washington, DC 20002-4242

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

• For more information on the Clinical concentration please visit: http://healthpsych.charlotte.edu/concentration-areas/clinical
• For more information on the Behavioral Science concentration please visit: https://healthpsych.charlotte.edu/concentration-areas/general
• For more information on the Community concentration please visit: https://healthpsych.charlotte.edu/concentration-areas/community
• For additional information about the Health Psychology Ph.D. program, please contact: Dr. Amy H. Peterman at 704-687-1345 or [email protected]

We offer a Ph.D. program in Psychology that is designed to provide students with the knowledge, skills, and judgement needed to become active contributors at the highest-level to research, teach, and provide public and professional service in the community.

Training is offered in six sub-fields: Behavioral and Integrative Neuroscience , Clinical Psychology , Cognitive Psychology , Developmental Psychology , Quantitative Psychology , and Social Psychology .

Learn more about the application process and admission requirements .

Current students may be interested in our graduate courses or information for incoming graduate students .

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• Psychology and Neuroscience

Department of Psychology and Neuroscience (GRAD)

The Department of Psychology and Neuroscience offers training for the doctor of philosophy degree in six areas of psychology: behavioral and integrative neuroscience, clinical, cognitive, developmental, quantitative, and social. Each program is designed to acquaint students thoroughly with the theoretical and research content of a particular specialty and to train them in the research skills needed to become competent, creative investigators in their specialty area. In addition, the programs focus on the development of competence in appropriate professional skills.

While many of the requirements for a Ph.D. degree vary with the specialty program, certain requirements apply to all psychology graduate students. Each student must

• Engage in research during each year of enrollment
• Pass a Ph.D. written examination
• Pass a Ph.D. oral examination
• Submit an acceptable dissertation and pass a final oral examination
• In most cases, serve as a teaching assistant or teach a course for at least one academic year

Additional information about graduate training in these areas may be obtained from the department's website . New students are accepted for admission in the fall semester only. Individuals seeking the M.A. degree only are not accepted.

Following the faculty member's name is a section number that students should use when registering for independent studies, reading, research, and thesis and dissertation courses with that particular professor.

Jonathan Abramowitz (231), Psychopathology, Prevention, and Treatment of Anxiety and Related Problems, Especially Obsessive-Compulsive Disorder Sara Algoe (243), Role of Emotions in Social Interactions, Cumulative Influence of Positive Emotions Jennifer Arnold (221), Psychological Processes Underlying Language Production and Comprehension in Both Adults and Children Anna Bardone-Cone (239),  Etiology and Maintenance of Bulimia Nervosa with Particular Interests in the Roles of Perfectionism, Self-Efficacy, and Stress; Sociocultural Factors (Race/Ethnicity, Family, Media) in Relation to Body Image and Eating Disorders; Defining "Recovery" from an Eating Disorder Donald H. Baucom (104), Couple Therapy, Individual Psychopathology, and Couple Functioning; Health Concerns in a Couple/Family Context Daniel Bauer (224), Structural Equation Models, Multilevel Models, Mixture Models, Analysis of Change Charlotte Boettiger (234), Cognitive Neuroscience of Addiction, Executive Function, Functional Neuroimaging, Behavioral Pharmacology, Brain Mechanisms of Substance Abuse Treatments, Modulation of Decision Making by Genetics, Hormones, and Late Adolescent Development Kenneth Bollen (270), Structural Equation Models, Longitudinal Methods, Latent Curve Models Regina M. Carelli (187), Neurobiology of Reward, Drug Abuse, Behavioral Neurophysiology Shauna Cooper (272), Cultural and Contextual Factors that Contribute to Positive Youth Development, African American Adolescents and Families Patrick J. Curran (195), Structural Equation Modeling, Longitudinal Data Analysis, High-Risk Adolescent Development Stacey Daughters (263),  Addictive Disorders, Etiologic Predictors of Disorder Onset, and Predictors of Treatment Failure or Relapse; Distress Tolerance as an Individual Predictor Barbara Fredrickson (229), Emotions; Positive Emotions; Social, Cognitive, and Physical Effects of Pleasant Emotional States; Flourishing Mental Health Karen M. Gil (181), Health Psychology, Chronic Illness, Stress and Coping, Pain Management, Cancer Survivorship Kelly Giovanello (232), Cognitive Neuroscience of Human Learning and Memory; Behavioral, Neuropsychological, and Functional Neuroimaging Studies of Relational Memory Peter C. Gordon (180), Psychology of Language, Cognitive Neuroscience Kurt Gray (235), Moral Psychology and Mind Perception, Structure of Morality, Emotional Experiences Relative to the Intentions of Others Joseph B. Hopfinger (198), Neural Mechanisms of Visual Attention; Electrophysiological, Neuroimaging, and Eye-Tracking Studies of Attentional Control, Effects of Memory on Attention Andrea M. Hussong (188), Adolescent Substance Use; Models of Peer, Family, and Affective Risk Deborah Jones (223), Family Transmission of Mental and Physical Health in Underserved and At-Risk Families and the Development and Implementation of Family-Based Prevention and Intervention Programs for These Groups Kristen Lindquist (240),  Emotions and Affective Neuroscience, Basis of Human Emotion Donald T. Lysle (155), Neuroimmunology, Neurobiology of Drug Abuse, Evolutionary Theory Neil Mulligan (211), Cognitive Psychology, Human Memory, Implicit vs. Explicit Memory, Episodic Memory, Attention and Memory Abigail T. Panter (144), Evaluation, Measurement, Advanced Quantitative Methods, Survey Methodology, Personality, Educational Diversity in Higher Education Keith Payne (226), Social Cognition, Stereotyping, Prejudice, Emotions David L. Penn (196), Social Cognition and Social Impairment in Schizophrenia, Stigma, Cognitive-Behavior Therapy for Severe Mental Illness Mitch Prinstein (222), Developmental Psychopathology, Interpersonal Models of Adolescent Depression and Suicide, Peer Contagion of Health Risk Behaviors Paschal Sheeran (267), Self-Regulation; How People Direct Their Own Thoughts, Feelings, and Behaviors to Achieve Their Goals Eva Telzer (257), Adolescent Brain Development, Prosocial and Antisocial Behaviors, Family and Peer Relationships, and Long-Term Psychological Well-Being Todd Thiele (203), Neurobiology and Genetics of Alcoholism, Conditioned Taste Aversion Learning, Food Intake and Body Weight Regulation Eric Youngstrom (230), Bipolar Disorder across the Life Cycle, Emotions, Clinical Assessment, Developmental Psychopathology

Associate Professors

Carol Cheatham (199), Nutrition Individuality and Its Effects on the Development of Cognitive and Social Behaviors Jessica Cohen (256), Functional Brain Network Interactions and Reconfigurations When Confronted With Charging Cognitive Demands Sylvia Fitting (269), Drug Abuse and HIV-1 Comorbidity, Determining the Cellular, Structural, and Molecular Mechanisms Underlying Opioid Interaction with NeuroAIDS Kathleen Gates (265), Development and Application of Advanced Statistical Models for the Analysis of Individual-Level Human Behavior and Processing, Novel Methodologies for Detecting Signal from Noise in Time-Series Functional MRI Data Michael Hallquist (017), Borderline Personality Disorder, Personality Pathology, Computational Reinforcement Learning, Decision Neuroscience, Brain Development Keely Muscatell (273), Social Experiences Influencing Physical Health and Emotional Well-Being, Incorporating Techniques from Social Neuroscience and Psychoneuroimmunology Kathryn Reissner (266), Modifications of Cellular Dynamics and Synaptic Strength and Control of Behavior, Brain Changes Stemming from Chronic Exposure to Drugs of Abuse Margaret Sheridan (271), Neural Mechanisms, Attention-Deficit and Hyperactivity Disorder in Early Childhood, Typical and Atypical Development of Prefrontal Cortex

Assistant Professors

Dan Christoffel (242), Circuit Mechanisms of Consummatory and Reward Behaviors, Experience-Dependent Plasticity, Physiology, Stress Oscar Gonzalez (204), Statistical Mediation, Machine Learning/Data Mining, and Psychometrics Annie Maheux (196), Sociocultural Influences on Adolescent Development; Intersection of Digital Technologies with Gender, Racial/Ethnic, and Sexual Identity Dalal Safa (142), Antecedents and Consequents of Bicultural Identities and Competencies, Culture and Youth Development, Immigrant Adaptation, and Multiculturalism

Clinical Professors

Jennifer Kirby (214), Couple Therapy, Individual Psychopathology, and Couple Functioning; Health Concerns in a Couple/Family Context Jenn Youngstrom (233), Empirically Supported Treatments and Effectiveness Research with Children and Adolescents, Transporting Treatments into the Community, Assessment, Treatment of Childhood Mood Disorders, Supervision and Training

Professors Emeriti

Elliot Cramer David A. Eckerman Samuel Fillenbaum Mark Hollins Chester A. Insko Beth E. Kurtz-Costes Robert C. MacCallum David Penn Paul Shinkman David Thissen Vaida D. Thompson Erica Wise  

Advanced Undergraduate and Graduate-level Courses

This course will investigate the pharmacological effects and the clinical efficacy of drugs used to treat behavior disorders.

This course explores classic and current issues in the study of human memory. Topics include working memory, encoding and retrieval processes, implicit memory, reconstructive processes in memory, eyewitness memory, developmental changes in memory, neuropsychology and neuroscience of memory and memory disorders, memory improvement, and the repressed/recovered memory controversy.

Recommended preparation, PSYC 230 or LING 101 or LING 400. This course examines the mental representations and cognitive processes that underlie the human ability to use language. Covers what people know about language, how they process it, and how people make inferences about the speaker's meaning based on context. Recent work in experimental psycholinguistics is discussed.

Simple mathematical and psychological models of judgment and choice, and related experiments, are treated, as are applications to real world problems in medical, environmental, policy, business, and related domains.

This course offers an inside look at pronouns from an interdisciplinary perspective. From a cognitive perspective, we examine major models of the role that pronouns play, and the mental processes involved in using them. From a social perspective, we examine the role pronouns play in marking gender identity, and how both language usage and gender concepts are currently in flux. Students also learn about research methods and conduct a novel empirical study.

Examines the cognitive mechanisms behind language comprehension, focusing on how we make predictions about the speaker's meaning, based on context, background, gestures, and other cues. In this course-based undergraduate research experience (CURE), groups of students generate novel research questions, perform their own research experiments, and present the results in spoken and written format.

Developmental processes during early childhood as these relate to social behavior and personality.

PSYC 210 or 215 recommended. A survey of the literature on the development of black children. Topics include peer and social relations, self-esteem, identity development, cognitive development, school achievement, parenting, family management, and neighborhood influences.

Explores how the family influences children's development. Topics include family theories, genetics, family structure (e.g., single parents, working mothers, divorce), discipline, parent behavior and values and beliefs, fathers and ethnic diversity.

Examines the evolution and development of behavior patterns and their physiological substrates.

The developmental period of adolescence is studied from a multidisciplinary perspective. The course will distinguish among early, middle, and late adolescence and will cover several theoretical perspectives.

This course will provide an overview of the use of digital technologies to increase opportunities for training in, access to, and use of evidence-based mental health services. Coverage will include the current status of and future directions in research, innovations in service delivery, and policy implications. Special attention will be given to the evolution of the field, the potential costs and benefits, and the promise to address health disparities in particular.

Various special areas of psychological study, offered as needed. Course may be repeated for credit. Honors version available.

Required preparation, minimum of two other psychology courses and junior/senior standing. Designed for highly motivated psychology majors interested in exploring professional opportunities in psychology-related areas. Students complete hands-on internships at community sites for approximately 120 hours across the semester. Students also attend a weekly one-hour class with other interns.

A survey of theories bearing on atypical development and disordered behavior, and an examination of major child and adolescent behavior problems and clinical syndromes.

An in-depth coverage of the traditional clinically based personality theories of the early 20th century contrasted with more recent empirically based perspectives.

A developmental approach to the study of adulthood, from young adulthood through death. Topics include adult issues in personality, family dynamics, work, leisure and retirement, biological and intellectual aspects of aging, dying, and bereavement.

This course examines race and culture in the psychological processes and behavior of African Americans.

An in-depth coverage of psychological, biological, and social factors that may be involved with health.

This course examines the mental health and psychological factors that impact the performance of athletes. Furthermore, the mental health of sports fans, along with the physiological and psychological impact of being a spectator will be examined.

The social, developmental, and biological contributions to mania and depression are examined, as well as the impact of these moods on the brain, creativity, relationships, quality of life, and health.

PSYC 245 and 270 recommended but not required. This course will provide students with a comprehensive overview of the etiology and treatment of addiction, along with exposure to real-life stories of addiction.

In this upper-level course, students will learn about the interdisciplinary field of Positive Youth Development and create a digital tool to improve health, well-being, or developmental outcomes for youth through an intensive semester-long project.

This course addresses techniques in answering new questions with existing data. Students will learn about data from multiple perspectives: different data source and types, intended audiences, and visualization, analysis, and presentation formats. This will make students more savvy consumers as well as producers of data.

Students work with a community partner to identify a research question related to our understanding and treatment of psychological health. Using an iterative scientific method, students collaborate to develop hypotheses, to prepare and analyze data, to propose interpretations of data, and to present their results to the public.

Emphasis on the methodological principles underlying experimental and correlational research. Interaction of theory and practice in the design and interpretation of psychological studies. This is a course-based undergraduate research experience (CURE).

Basic psychometric theory underlying test construction and utilization. Detailed study of issues and instruments used in assessing intellectual functioning, educational progress, personality, and personnel selection.

This course examines the science of quantitative psychology. Topics include the analysis of data, the design of questionnaires, and the assessment of psychological attributes, among others. Honors version available.

Consideration of multiple regression and the general linear model in psychological research, including hypothesis testing, model formulation, and the analysis of observational and experimental data. Honors version available.

Introduction to programming and the implementation of statistical techniques. Topics include data manipulation, graphical procedures, writing loops and functions, data simulation, use of regular expressions, and scraping data from the web.

In this course, we will cover fundamental coding practices and computational tools used frequently in psychology research. We will go over the basics of coding, how to present computer-based experiments, how to keep a digital lab notebook, univariate data analyses, and visualization through programming. Through this process, students will have the opportunity to develop and run a simple experiment from start to finish.

As opposed to hypothesis-driven data analysis, machine learning takes an exploratory and predictive approach to data analysis. This course introduces machine learning approaches in psychology to identify important variables for prediction and uncover complex patterns in datasets, such as nonlinearity, interactions, or clusters. Classes include theoretical lectures and hands-on examples.

This course offers an overview of research investigating the psychological underpinnings and impacts of racialization, racism, and racial inequality. It will center research in social psychology, but will also feature work from other areas of psychology (e.g., developmental), as well as other social science disciplines (e.g., sociology, political science).

PSYC 270 Recommended. This advanced course will comprehensively cover the social psychological literature on normally-developing interpersonal relationships, with implications for relationships with family, friends, co-workers, and romantic partners. This is a research-intensive course with a major aspect involving an independent research project to facilitate learning by doing.

PSYC 270 recommended. Examines the determinants, functions, processes, and consequences of stereotyping, prejudice, and discrimination. Prospects for change are considered. Class presentations and participation required.

A detailed consideration of the theoretical issues in attitude and belief change.

Surveys cutting-edge research across the field of social psychology and how it matters for everyday life. Topics include morality, mind perception, judgment and decision making, happiness, affective forecasting, emotion, relationships, negotiation, personality, free will, stress/health, and religion. Clear communication of research also emphasized through figures, presentations, and papers.

PSYC 270 recommended. An intensive review of self-regulation theory and research, focusing on the cognitive, motivational, and affective processes involved in goal commitment, monitoring, and overriding behavioral responses.

Social neuroscience is the study of how social processes and experiences are represented in and influence the structure and function of the brain. This course will focus primarily on functional magnetic resonance imaging (fMRI) studies of humans, though we will also discuss other brain imaging techniques and patient studies. Previously offered as NSCI 571.

An in-depth examination of psychological research and theory pertaining to the influence of gender on the lives of men and women. In general, emphasis will be placed on understanding gender as a social psychological construct.

This course will discuss theories, methods, and empirical research findings on the physical, cognitive, emotional, and social aspects of the psychology of women, as well as topics such as feminist psychology, intersectionality, bias in psychological research, sexual orientation, sexuality, lifespan development, work, and health. Men and masculinity, the psychology of transgender persons, and a critique of the gender binary are also discussed.

Each of us is committed to our moral values and often struggle to understand those who with different beliefs. This course will focus on difficult moral disagreements (e.g., abortion, euthanasia), using social psychology and related disciplines to reveal the basis of our moral judgments, the drivers of moral divides, and how best to bridge them. We will cover both theory and application, and practice having constructive dialogue and civil disagreement to forge moral understanding.

This course examines positive psychology, also called the science of thriving. One basic premise of positive psychology is that thriving individuals and thriving communities require the presence and interplay of positive emotions, positive relationships, and positive meaning. A second basic premise is that thriving does not result simply by curing pathology and eliminating problems. Rather, thriving requires building and capitalizing on human strengths and capacities. Students will apply course concepts in their everyday lives.

Examines the legal system from the perspective of psychology methods and research, with a focus on criminal law. Discusses dilemmas within the law and between the legal system and psychology.

Major topics of general psychology are examined from an evolutionary perspective with an emphasis on empirical studies asking why much current human behavior and experience would have been adaptive for our early ancestors.

To be taken in the fall of the last year of studies as the first course in the two-semester honors sequence. Students conduct research under the direction of a faculty advisor and receive classroom instruction in research-related topics.

This course comprises the second semester in the two-semester sequence of Senior Honors in Psychology/Neuroscience. There are two components to the course: research that you will conduct under the direction of your faculty thesis advisor, and this class, which you will attend with the other senior honors students to learn about research-related topics and receive consultations with the instructor and your classmates. Admission to the psychology honors program required.

Graduate-level Courses

Graduate standing required. A survey of psychological and biological approaches to the study of sensory and perceptual information processing, with an emphasis on touch and pain.

A survey of psychological and biological approaches to the study of basic learning and higher integrative processing.

Each fall one special topic will be covered in depth (e.g., neural bases of memory storage, homeostasis, and perception). Format includes lectures and seminar meetings with student presentations.

This course provides a critical analysis of interdisciplinary research within experimental psychology, including such topics as psychopharmacology, psychoneuroimmunology, psychophysiology, and animal models of brain/behavior disorders.

Basic principles of pharmacology and behavior analysis are considered in relation to drugs that affect the central nervous system.

Examinations of the clinical efficacy, side effects, and neuropharmacological actions of drugs used in the treatment of behavioral disorders. Additional topics include the behavioral and neuropharmacological actions of drugs of abuse.

Limited to graduate students in psychology, neuroscience, and neurobiology. Experimental design, hypothesis testing, power analyses, ANOVAs, regression, correlations. Hands on data analysis with you being able to use your own data sets. Analyses will be conducted with SPSS and Prism. Permission of the instructor.

Lectures, discussions, and seminar presentations on current topics in experimental psychology.

An in-depth treatment of research topics in behavioral and biological aspects of health psychology.

Graduate standing in psychology required. Students design and conduct a supervised research project and engage in critical discussion of research performed by other students and faculty.

This course provides an overview of what the field of human neuroscience has revealed about neural structure and function with an eye to examining individual differences. Current knowledge about the neural mechanisms supporting cognitive and emotional function will be investigated in depth through chapters, review articles, and empirical studies.

This course will highlight recent research regarding the cognitive and neural architecture of human memory or attention, with the emphasis placed on studies using cognitive neuroscience methods (e.g. fMRI, EPRs).

Permission of the instructor. Discussion and critical evaluation of various theories of thinking; theories of concept formation, problem solving, and reasoning.

Graduate standing required. This course covers research strategies, research collaboration, giving talks, writing review papers, writing research reports, the peer-review editorial process, the grant-proposal process, the academic job search process, and nonacademic career.

Graduate standing in psychology required. This course will introduce the major issues in attention research and highlight recent work examining the neural mechanisms of attention and its interactions with other cognitive and social-cognitive processes.

This course examines theories of human cognitive aging and how these theories seek to explain age-group differences in various domains of cognitive functioning (e.g., episodic memory, language, judgment).

Graduate standing in psychology required. This seminar addresses the mental processes underlying human's ability to use language at a number of levels. Specific topics vary.

Selective overview of topics in the study of human memory. Course will examine the findings from laboratory research to gain a better understanding of memory structure and organization.

Graduate standing in psychology required. Students conduct a supervised research project in cognitive psychology, and participate in discussion of current research and related ethical and methodological issues.

This course covers the development of attention, perception, learning, memory, thinking, and language, beginning in infancy and covering the life-span from both information processing and Baldwin-Piaget approaches.

Current thinking and research relevant to social, emotional, and personality development across the life span. Topics include parent-child interaction, peer relations, aggression, competence, sex roles, and gender differences.

Philosophical and sociological perspectives on research in developmental psychology, with specific applications to ongoing projects. As announced.

The purpose of this course is to provide an introductory knowledge base of ethical and professional issues that guide the field of Psychology, with specific focus on the field of Developmental Psychology.

Provides an introduction to psychobiological research, focusing on early development in animals. Topics include embryology, developmental neurobiology, the development of sensory and communication systems, and social behavior. As announced.

Research related to family processes, especially regarding the developmental consequences of varying family environments on children. Topics include divorce, cognitive development, single parents, parental employment, discipline, cultural context.

Permission of the instructor. Intensive study of selected topics in developmental psychology.

The goal of this course is to understand the neural systems that support development from childhood to adulthood by drawing on theories and methods from developmental and social psychology as well as cognitive neuroscience. We will draw upon research examining the brain bases underlying the development of various social behaviors including social relationships, social stress, antisocial behavior, self-perception, and social influence.

Permission of the instructor. Presentations of research by faculty, students, and visitors; discussion of professional topics.

Intensive study of selected topics in human development that are being explored by members of the Carolina Consortium on Human Development staff. Permission of the instructor.

Review of the history of major areas of psychology, with special emphasis on the conceptual and methodological underpinnings of the discipline.

Permission of the instructor. Intended for advanced graduate students.

Permission of the instructor. Consideration of problems facing academic psychologists.

Specific training in presentational and interpersonal skills needed by college teachers, such as planning, lecturing, discussing, motivating, and evaluating.

This course provides a comprehensive and rigorous introduction to the technique of functional magnetic resonance imaging (fMRI). Students will learn the basic physics underlying MRI; the biological principles of fMRI, the principles of experimental design, data analysis, the use of available software packages, and special considerations for patient research.

This course serves as a gateway course to the Graduate Certificate in Biomedical Imaging Science. This course offers an introduction to the most common imaging modalities, including MR, CT, PET, SPECT, ultrasound, and optical imaging. Lectures include discussions of hardware, physics, as well as pre-clinical and clinical applications.

Graduate status in clinical psychology required. This course covers the research bases and clinical application of psychotherapeutic interventions that have demonstrated empirical validity for assisting children and families.

Graduate status in clinical psychology required. This course covers the research bases and clinical application of psychotherapeutic interventions that have demonstrated empirical validity for assisting adult clients.

Graduate status in clinical psychology required. Analysis of clinical and personality research in terms of their contribution to knowledge, their limitations, possibilities for their improvement, further research they suggest, etc. Preparation of individual research proposals for class presentation and critical evaluation. Three hours a week.

Graduate standing in clinical psychology required. Designing and presenting research proposals in individual students' research areas in oral and written form. Critiquing research proposals. Research ethics and preparing and evaluating protocols for ethical review.

First-year graduate status in clinical psychology required. The major forms of psychopathology are examined within a development framework.

Second-year graduate status in clinical psychology required. Supervised experience in psychological assessment and psychotherapy. Six to eight laboratory hours a week.

Graduate standing in clinical psychology required. Consideration of how various forms of assessment data can be utilized in understanding the structure and dynamics of adult personalities; problems of differential diagnosis, brain damage, etc., are also considered. Two lecture and two laboratory hours a week.

Theory, research, and application of objective and projective techniques for behavioral, emotional, psychiatric, interpersonal, and social cognitive assessment of cases across the lifespan (e.g., child, adolescent, adult). Two lecture and two laboratory hours a week.

Graduate standing in clinical psychology required. A survey and discussion of the ethical and legal issues that clinical psychologists confront in a variety of professional settings.

Supervised clinical work in an area of particular interest to the student. Clinical activity is coordinated with reading and discussion of literature or professional ethics.

Individualized clinical practicum for advanced doctoral students in clinical psychology. Supervised experience in psychotherapy, psychological assessment, and consultation. May be repeated for credit.

This course will survey contemporary neuroscience approaches to understanding mental illness, including mood, anxiety, and personality disorders, as well as addiction. We will also discuss the role of neurodevelopment and stress in the etiology of psychopathology. Students will become familiar with empirical studies encompassing animal models, computational models, and systems and molecular neuroscience. Finally, we will consider the tensions and synergies between psychological and neurobiological approaches to mental illness.

This course provides a foundation in affect, emotion, mood, and emotion regulation in theory and empirical findings, followed by a review of the tools needed to study change in individuals. Students will master a broad overview of current thinking on affect, emotion, mood, and emotion regulation. They will then learn about methods for studying change affect or emotion in individuals and propose a research project using what they have learned in the class.

Lectures, discussions, and seminar presentations on current topics in clinical psychology.

This course will familiarize fourth year clinical psychology doctoral students with methods and models of clinical supervision and consultation in an ethical and multicultural context. Includes a didactic seminar component and an applied supervision training component. Restricted to fourth year doctoral students in clinical psychology.

Individualized clinical practicum for advanced doctoral students in clinical psychology, namely: supervised experience in psychotherapy, psychological assessment, and consultation. Practicum experience is paired with a seminar within the academic program of the clinical psychology doctoral program to discuss external community practicum experiences and relate these to academic coursework and earlier clinical training.

Graduate standing in psychology and permission of the instructor. The development and format of this course is guided by current "best practice" in multicultural education in emphasizing three overriding goals: awareness and changes in attitudes and beliefs.

Graduate standing in psychology and permission of the instructor. This course provides students with an opportunity to integrate their academic foundation in clinical psychology assessment knowledge skills, ethics, and values in an applied practice setting with diverse clients.

Introduction to the principles and practices of evidence-based assessment for clinical psychology.

Required preparation, a course in introductory statistics. Data analysis, sampling, applied probability, elementary distribution theory, principles of statistical inference.

Statistical estimation and hypothesis testing for linear models (ANOVA, ANCOVA, regression analysis); statistical models in the design and analysis of experiments.

This course is designed for graduate students seeking training in quantitative methods for analyzing a range of data often encountered in psychological and neural sciences studies where numerous observations are collected across time per individual. This data enables the possibility for intra-individual variability analysis (IVA), or how to quantitatively describe individuals' dynamic process.

This course is an introductory seminar on the theory and application of machine learning to data analysis. A lot of research in psychology has focused on hypothesis-driven, explanatory approaches to data analysis. Machine learning could supplement a researcher's analytic toolbox to explore patterns and assess the predictive value of various combinations of variables on an outcome.

The goal of the course is to provide a firm foundation in the regression analysis of binary, ordinal, nominal, or count dependent variables. In addition, the course provides helpful background to those using other methods with categorical outcomes (e.g., item response theory, structural equation models). Students should have a solid background in OLS regression analysis and some familiarity with matrix notation.

Quantitative Research Methods explores the many dimensions of experimental and quasi-experimental design in the psychological sciences with a specific focus on topics that commonly arise in quantitative research. Exemplar topics include true- and quasi- experimental design, causal inference, sampling, randomization, self-selection, Monte Carlo computer simulation design, internal and external validity, and ethics.

Current computational environments for data analysis and visualization are taught and used as a basis for understanding current (and creating new) methods of computational statistics and dynamic statistical graphics.

Survey of classical test theory and more recent developments in item analysis and test construction.

Advanced topics in factor analytic models, multivariate correlational models, and analysis of covariance structures as applied in behavioral research.

Examination of a wide range of topics in covariance structure models, including their history, underlying theory, controversies, and practical use with major computer packages.

Latent curve modeling is a structural equations-based method for analyzing longitudinal data. Equal emphasis is placed on the statistical model and applications to real data.

This course demonstrates how multilevel models (or hierarchical linear models) can be used to appropriately analyze clustered data (i.e. persons within groups) and/or repeated measures data in psychological research.

This is a one-credit hour seminar focused on contemporary topics in advanced quantitative psychology with a focus on psychometrics and measurement.

This is a one-credit hour seminar focused on contemporary topics in advanced quantitative psychology with a focus on statistical and mathematical modeling.

This is a one-credit hour seminar focused on contemporary topics in advanced quantitative psychology with a focus on computational statistics.

Presentations of research by faculty, students, and visitors; discussion of professional topics such as ethics, the publication process, research funding, and the reviewing of articles.

Lectures, discussions, and seminar presentations on current topics in quantitative psychology.

Graduate status in social psychology or permission of the instructor. Directed research problems and seminar discussion of related issues.

First-year graduate status in social psychology or permission of the instructor. Directed research problems and seminar discussion of related issues.

Intensive study of interdependence theory and research of interpersonal relationships.

Methods of investigation in social psychology, with primary emphasis upon experimental design and the nature of the experimental situation.

A critical examination of selected topics in attitude theory and change.

Graduate standing required. Supervised research experience in an applied setting and accompanying methods of non-laboratory research, including nonquantitative methods of social psychology and evaluation of quasi-experimental and nonexperimental designs.

Intensive study of the processes by which adult close relationships are initiated and developed.

Graduate standing or permission of the instructor. Survey of research and theories of attitude change, interpersonal relations, and small groups.

Seminar in Social Psychology.

Advanced theory and research in social psychology that explores the cognitive processes underlying social phenomena. Specific topics include attributions, emotions, heuristics, self, goals, motives, and others.

Graduate standing required. Seminar featuring research and theory on emotions. It stretches across traditional psychological subdisciplines because emotions are complex, multiply determined phenomena.

Discusses both classic and contemporary theory and research related to group processes, including group performance, motivation, decision-making, social dilemmas, social justice, and other intragroup and intergroup phenomena.

Graduate standing required. This course surveys research in political psychology. Topics may include personality and politics, political values and attitudes, voter behavior, candidate evaluation, and the role of emotion in political decision-making.

Graduate standing required. Seminar reviews classic and current literature on the psychology of stereotyping and prejudice. Focus is on causes, consequences, and mental processes that maintain social biases.

Discusses both classic and contemporary theory and research related to social judgment and decision making, including basic psychological processes, heuristics and biases, models of decision making, and social influences.

Positive Psychology represents a scientific approach to understanding positive aspects of life, including character strengths and human flourishing. This seminar builds students' empirical skills in this vibrant area of inquiry.

This course will provide students with an understanding of the more basic biological (and psychological) mechanisms that contribute to social processes such as stereotypes, person perception, moral judgments, and emotions. The course will prepare students to be informed consumers of contemporary neuroscience research.

Psychological processes are increasingly being appreciated as key predictors of morbidity, mortality, and well-being. But how, exactly, do factors in the social environment "get under the skin" to influence health? This is the main question we will investigate in this course. We will accomplish this primarily through extensive reading and discussion of journal articles and presentations on a variety of biomarkers, physiological processes, and pharmacological approaches.

Course explores moral judgments and behavior; examines morality and cognition, emotion, mind perception, and religion; covers debates between reason vs. intuition, utilitarianism vs. deontology, and single vs. multiple domain theories. Discusses real world applications (courtroom, torture) and related concepts (free will).

This course offers training and discussion in a wide array of skills rarely covered within formal academic curricula, including: how to select a career path, financial planning, media training, balancing personal/professional lives, applying for postdocs, writing research statements, getting tenure, multiculturalism, applying for grants, consulting, etc.

Required preparation, third year or beyond in clinical psychology doctoral program. This advanced seminar provides clinical psychology graduate students with case formulation skills in the context of exposure to psychotherapy integration and contemporary evidence-based treatment models.

A first course in test theory (e.g., EDUC 829 , PSYC 842 ) is recommended but not required. Please ask the course instructor if you are unsure about prerequisites. This course covers basic and advanced topics in item response theory (IRT). Examples are taken from educational testing, psychological assessment, and patient-reported health outcomes. Students produce a term project applying IRT to assessment data, and / or addressing mathematical or computational aspects of IRT.

This is an independent study course on the topic of history and systems of psychology, providing a background on the origins and the development of core ideas in the field of psychology including psychoanalysis, behaviorism, and cognitive psychology, and on the development of applied and professional psychology in the United States. Restricted to: Clinical psychology doctoral students only.

This course provides students with hands-on experience in an area of psychology and neuroscience relevant to the student's research interests through projects and work outside the University, such as an internship experience. The course exposes students to a different range of problems and application areas than they would encounter in the classroom, which is an essential part of their graduate study. The student is to be registered for the course while working.

Six laboratory hours a week.

A course for Clinical Psychology PhD students to register for if they have defended their dissertation but are on internship and therefore are off campus

Department of Psychology and Neuroscience

Visit Program Website

Davie Hall, CB# 3270

(919) 843-5467

Regina M. Carelli

[email protected]

Associate Chair

[email protected]

Deborah Jones

[email protected]

Director of Graduate Studies

Keith Payne

[email protected]

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• PsyD vs PhD

North Carolina Psychology Doctorate Programs

This guide will explain your options for earning your PsyD degree in the state of North Carolina. You will learn about the programs that offer this prestigious psychology degree, as well as understand how to obtain licensure after you graduate.

SEE ALSO:   5+ Best Online PsyD Programs

Keep reading to learn more.

What’s On This Page

• Quick Facts
• North Carolina PsyD Programs
• Other North Carolina Doctorate Programs
• North Carolina Psychologist Requirements
• North Carolina Doctorate Salary Outlook

Quick Facts:

• The average annual tuition for students at Duke University is $55,960.
• North Carolina State University sports an impressive graduation rate of 75.2% for first-time, full-time students.
• North Carolina State University offers more than 220 different master and doctoral level degrees.
• The average tuition for an in-state student at the University of North Carolina at Chapel Hill is just $8,591.
• Duke is not only revered for their academic prowess but they are also a major sports school.

List of PsyD Programs In North Carolina

Below are the Psy.D. programs that are available in North Carolina. This is typically a four-year, clinically-focused degree that is ideal for the doctoral student who wants to practice as a clinical or counseling psychologist.

Appalachian State University

Appalachian State University offers a Psy.D. in Clinical Psychology that is focused on training doctoral students to work in rural populations. The four-year program has a practitioner-scientist training model, and it trains students to be excellent, evidence-based, health service provider psychologists by balancing training in applied clinical assessment and intervention. Also, the training program stresses the effects of diversity and culture on clinical practice. This aspect includes the ecological factors that affect the community and individual development in rural areas.

• Institution type: Public
• Main campus: Boone
• Annual tuition: $237 per credit hour in-state, $895 out-of-state
• Degrees offered: Psy.D. in Clinical Psychology
• Accreditation: Southern Association of Colleges and Schools
• Visit School: Click here

Western Carolina University

Western Carolina University offers a Psy.D. in Health Service Psychology that is designed to provide students with culturally competent, evidence-based clinical services while adhering to high ethical standards. Professional psychologists are trained to work in many settings that serve underserved citizens in the state, especially people living in North Carolina rural communities. This four-year program adheres to the practitioner-scholar model of professional psychological training, which puts more emphasis on clinical preparation than research training.

• Main campus: Cullowhee
• Annual tuition: $11,000 in-state, $20,500 out-of-state

SEE ALSO: No GRE Psychology Online PhD Programs

Other Psychology Doctorates in North Carolina

If you want to earn your Ph.D. in psychology with a focus on academic research, you have some good choices in North Carolina, which we highlight below:

Duke University

Duke University offers an APA-accredited Ph.D. in Clinical Psychology, as well as in the following specializations: Cognition and Cognitive Neuroscience; Developmental Psychology; Social Psychology, and Systems and Integrative Neuroscience. This program is five years in length and features an apprenticeship model that means students work closely with faculty advisors throughout the program. Mentors for the apprentice program can come from the main faculty of Neuroscience and Psychology or from the joint faculty. Core courses taken in the first three years include psychopathology, cognitive development, social behavior and personality, cognitive psychology, and cognitive neuroscience.

• Institution type: Private
• Main campus: Durham
• Annual tuition: $61,000
• Degrees offered: Ph.D. in Clinical Psychology
• Accreditation: APA

The University of North Carolina

The University of North Carolina offers a Ph.D. in Clinical Psychology that has been accredited by the APA since 1949. The five-year program stresses training in clinically informed research and evidence-based clinical work. The faculty recognizes that students have different career goals and may evolve over time. That is why the program has an Adult and Child and Family track.

• Main campus: Chapell Hill
• Annual tuition: $15,000 in-state $31,000 out-of-state

Eastern Carolina University

Eastern Carolina University offers a Ph.D. in Health Psychology that features a biopsychosocial approach to understanding illness and health. The training model used is where students are trained as both scientists and practitioners. You are provided with direct educational experiences with high-quality teaching, scholarship, and service. Students are prepared for leadership roles in health care, education, and business, and are provided with leadership skills by working on cutting edge research during the five-year program.

• Main campus: Greenville
• Annual tuition: $7,535 in-state, $20,684 out-of state
• Degrees offered: Ph.D. in Health Psychology

University of North Carolina Charlotte

The Clinical Health Ph.D. program at the University of North Carolina Charlotte is accredited by the APA, and students receive intensive training in foundational clinical psychology skills and clinical health psychology-specific skills. Students are taught how to be both excellent practitioners and researchers. The program also strongly adheres to the Biopsychosocial Cultural and Social-Ecological models of health, such as using holistic techniques to provide innovative ways to understand mental and physical disease, risk, and health promotion.

• Main campus: Charlotte
• Annual tuition: $213 per credit hour in-state, $872 per credit hour out-of-state
• Degrees offered: Ph.D. in Clinical Health Psychology

How To Become A Practicing Psychologist In North Carolina

Becoming a licensed practitioner of psychology in the state of North Carolina takes commitment and determination for a prolonged period of time. In order to become licensed, you will have to interface with the North Carolina Psychology Board after completing all of your education requirements.

SEE ALSO:   5+ Online PsyD Programs Accredited

In order to consider becoming a licensed psychologist in North Carolina, you’ll have to achieve at least a bachelor’s degree and potentially a master’s degree in psychology, as well. Earning your bachelor’s degree will typically take up to four years of full-time coursework en route to completing roughly 120 total credit hours. After you complete your B.A. in psychology or a closely related field, you can move on toward your master’s.

Some institutions will roll their master’s degree into their doctoral program in order to facilitate a shortened process. In any event, most master’s degree programs will require roughly two years of full-time coursework to the tune of 45 total credit hours. In order to get into one of these master’s programs, you’ll have to pass a Graduate Record Examination (GRE).

After you have completed your master’s degree, you will move on to pursue your PsyD degree from a university that meets the American Psychological Association (APA) standards. Along the way, you’ll have to complete your thesis and dissertation will pursuing up to seven total years of education.

After meeting education requirements, you are ready to begin the licensing process.

• To begin the licensing process, you’ll first submit an application to the North Carolina Psychology Board. You will include much in the way of information while primarily focusing on your clinical training. You’ll also include three professional references before completing a supervision contract form. Both forms must be notified.
• Next, you’ll need to go to your local law enforcement agency in order to get your fingerprints taken. You’ll also complete an information release form so that the Board will be allowed to do a thorough background check.
• Finally, you’ll get your school transcripts ready, along with $138 in total fees, and have all of your documents shipped off to the Board for reference.
• After your application is reviewed, the North Carolina Psychology Board will request that you take the Examination for Professional Practice in Psychology . This test requires a $650 fee as well as a scaled score that meets or exceeds 500. After you pass this exam, you will move on to the North Carolina State Examination. You will pay a $200 fee while requiring at least a 78% score to pass the test.
• If you wish to achieve a permanent license in North Carolina, you’ll have to complete at least 3,000 hours of supervised work experience. Half of those hours must be completed after you receive your doctoral degree. Additionally, a quarter of these hours must be spent working directly with patients. A majority of these hours will have been acquired during your doctoral pursuit.
• If you meet all examination requirements as well as the other information outlined above, the Board will award you your license to practice in the state of North Carolina.

North Carolina Clinical Psychologist Salary and Job Outlook

North Carolina has shown itself to be a strong place to pursue the field of clinical psychology. According to the Bureau of Labor Statistics, North Carolina is projected to see a job growth rate of 15.1% over the next ten years. Licensed and practicing clinical psychologists in the state are averaging an annual salary of $76,000 . The top earners in the state of North Carolina earn more than $108,000 per year.

Psychology Doctoral Programs in North Carolina

If you enjoy the change of seasons to be found in the northern states but also love the milder winters and charm found in the southern states, seeking doctoral programs in psychology in North Carolina can help you get the best of both worlds. This state boasts world-class educational institutions, a wide variety of recreational activities, and a rich culture of arts, music, and food. Working your way through a psychology doctoral program could lead you to the career and financial stability you need to carve out a piece of the North Carolina lifestyle for yourself.

Duke University

Graduate school, department of psychology and neuroscience.

In addition to its prowess in earning national championships for its various sports teams, Duke University is also listed among the best national universities by U.S. News & World Report . A top private research university, Duke also boasts a strong background in medical training, with one of the largest units on campus being the Department of Psychology and Neuroscience, offering both undergraduate and graduate degrees and placing many of its graduates in top academic positions, in clinical practices, in business and industry, and into positions as faculty in other top educational institutions nationwide.

Doctorate of Philosophy (PhD) in Psychology, Clinical Psychology Program Tract

The psychology doctoral program at Duke provides several program tracts to choose from, all of which result in the degree of PhD in Psychology. The clinical psychology program tract places emphasis on three main areas of knowledge: adult clinical, child clinical, and health psychology. Only four to six students are admitted into this graduate program each year, making this degree a fairly exclusive one. Excellent undergraduate work and academic records have been the norm in past years for those admitted to this program, as have GRE scores in excess of 1300 total. Training follows the scientist-practitioner model, in which students are prepared to excel as both scientists and clinicians, involving both research and practice in an ethical manner and with sensitivity toward various diversities. As a member of the Academy of Psychological Clinical Science, the clinical psychology program also emphasizes training those scientists who will study significant clinical questions.

Accreditations

• American Psychological Association on Accreditation (CoA)

Contact Information

Department of Psychology and Neuroscience Box 90086 417 Chapel Drive Duke University Durham, NC 27708-0086 919-660-5640 Program Website

East Carolina University

Graduate school.

The Graduate School at East Carolina University offers 77 masters programs and 15 doctoral programs. In addition, the Graduate School offers graduate certificate programs and professional programs to further careers already in motion. With a heavy emphasis on research as part of all graduate programs, students will participate in both scholarly activity and research, regardless of which degree program is chosen. It is the goal of the Graduate School and the University at large that educational, research, and outreach programs continually evolve to meet the needs of 21st century students and citizens, both local and global.

Doctorate of Philosophy (PhD) in Health Psychology, Clinical Psychology Concentration

The PhD in health psychology degree involves a five-year program that follows directly after the Bachelor degree. Students must choose one of three concentrations when applying to this graduate program, with clinical psychology being one of the options. Students in clinical psychology are required to participate in a one-year pre-doctoral internship and complete core coursework that involves foundational knowledge in psychology, professional ethics, and research methods involved with the dissertation. Subjects in the core classes include biological and social bases of behavior, cognitive and affective bases, and professional or school psychology ethics. In addition, clinical psychology doctoral candidates will take 38 semester hours in courses specific to this concentration and which include several practicum courses. Other subjects covered involve psychotherapy concepts, techniques, theories, and practices, and assessment, cognitive and clinical. The clinical psychology concentration meets all of the education requirements of the North Carolina Psychology Board to become a licensed psychologist.

East Carolina University Graduate School 113 Ragsdale Building Greenville, NC 27858 252-328-6073 Program Website

North Carolina State University

The graduate school, department of psychology.

North Carolina State University is a major research university located in Raleigh, NC, and globally recognized for its strengths in math and science leadership fields. The Graduate School handles all post-baccalaureate programs, offering over 220 different degrees at the master and doctoral levels. All graduate programs place an emphasis on real world experience by offering partnerships with local businesses, government, and other universities, and by offering unique research opportunities within the various fields. The various psychology degrees to be found are administered through the Department of Psychology but overseen by The Graduate School. Applicants are required to submit GRE scores at the very least in order to be considered for admission.

Doctorate of Philosophy (PhD) in School Psychology

The school psychology program, like the other psychology programs at North Carolina State University, does not offer a separate Master’s degree program, but rather allows for students to complete Master’s degree requirements as part of the PhD program. Students wishing to pursue the doctoral degree will follow an approximately four-year program beyond attainment of the bachelor degree. These four years include a master’s thesis, a full-year pre-doctoral internship, and defenses of a doctoral dissertation, done in that order. The program takes a scientist-practitioner approach, striving to produce graduates who are highly knowledgeable in both research and clinical practice. Upon gaining this PhD, graduates may be licensed as health service provider psychologists and can gain their Nationally Certified School Psychologist credential. These graduates can then be employed in public schools, research and academic facilities, and diagnostic centers.

Accreditation

• National Association of School Psychologists

Contact Information Department of Psychology North Carolina State University 640 Poe Hall Campus Box 7650 Raleigh, NC 27695-7650 919-515-2251 Program Website

University of North Carolina at Chapel Hill

College of arts & sciences, department of psychology.

The University of North Carolina at Chapel Hill is the nation’s first and oldest public university, having opened originally in 1795. The College of Arts & Sciences is, in turn, the largest unit on the campus and is considered the core of the university experience in that it offers a wide variety of undergraduate and graduate coursework. With the largest group of graduate students on the campus at about 2,700, the College houses more than 40 academic departments, including the Department of Psychology, offering both traditional and online doctoral programs. Students and faculty of all departments are encouraged to provide meaningful contributions to society within the state, nation, and the world.

Doctorate of Philosophy (PhD) in Clinical Psychology

As with some of the other schools, students seeking to earn a PhD in clinical psychology will be involved in the program directly following completion of their undergraduate degree. The first two years of this degree program will find all students following a common sequence of courses that are designed to provide a thorough foundation in the theories and techniques for their specialty area. Within these first two years, students will also complete their Master’s thesis. From there, students enter more advanced studies within their particular psychology specialty and subspecialty, if applicable, studies that involve more advanced research and dissertation, advanced practicum work, electives, and a one-year full-time internship. Graduates of this program can find themselves contributing at the highest levels of research, teaching, public, and professional service.

Doctorate of Philosophy (PhD) in Social Psychology

Like other psychology graduate programs here, this degree program is expected to take four to five years to complete and combines work for the master degree as well as the PhD degree. Students choosing to specialize in Social Psychology are offered a more flexible curriculum beyond the core courses required within the first two years of study. The idea behind the flexibility is to allow students to reach their highest potential as theorists and researchers. Coursework choices for the social psychology degree involve subjects such as interpersonal relationships, prejudice and stereotyping, and moral psychology, subjects that lend themselves well to an ultimate goal of becoming a school psychologist or academic researcher. In addition to the master’s thesis, advanced practicum work, and dissertation required for the psychology doctoral degree, students will also participate in a directed research seminar each semester within the first two years and periodically throughout the remaining time in the program.

Department of Psychology 235 East Cameron Ave. Davie Hall CB #3270 University of North Carolina at Chapel Hill Chapel Hill, NC 27599-3520 919-262-2111 Program Website

University of North Carolina at Charlotte

College of liberal arts & sciences, department of psychology.

Located in the state’s largest city, the University of North Carolina at Charlotte is the state’s urban research university, offering internationally competitive programs and focused community engagement initiatives. It offers more than 100 graduate degree programs through its seven colleges and in conjunction with The Graduate School. The Department of Psychology is part of the largest college of the university and offers one of the eight doctoral degrees available there. Students with the College of Liberal Arts & Sciences, regardless of major, undergraduate and graduate alike, are expected to leave their comfort zone and learn to think critically and deeply in coursework that values both diversity and inclusion.

Doctorate of Philosophy (PhD) in Health Psychology, Clinical Psychology Track

The health psychology doctoral degree provides the opportunity to become licensed health service providers in psychology or to become licensed in one of three specialty areas offered under the umbrella of this degree, including clinical psychology. The clinical psychology program prepares students to be both excellent researchers and excellent practitioners, and encourages coursework across other health disciplines to enhance the required coursework in psychology. Minimum number of credit hours for this degree is a total of 84 to 87 hours beyond the baccalaureate degree. As with the other programs discussed here, students are admitted to the PhD program directly from the undergraduate degree program and complete work for both Master and PhD degrees together. In addition, the master’s thesis, a written comprehensive exam, dissertation, and one-year pre-doctoral internship are all requirements for this degree.

University of North Carolina at Charlotte College of Liberal Arts & Sciences Health Psychology PhD Program Virginia Gil-Rivas, Ph.D Colvard 4006 9201 University City Blvd Charlotte NC 28223-0001 704-687-1330 [email protected] Program Website

University of North Carolina at Greensboro

One of the three original institutions within the University of North Carolina system, the University of North Carolina at Greensboro is the smallest of the three described here, with less than 20,000 total students. It is, nonetheless, a public, research, and residential university with a focus on community leadership and service. The Graduate School encompasses post-baccalaureate programs throughout the university and works in conjunction with the individual schools, colleges, and departments that make up the whole. The University of North Carolina at Greensboro offers online doctoral degrees as well as traditional degrees, although not in the area of psychology.

Ph.D. in Clinical Psychology

Once again, this degree program follows the scientist-practitioner model of training, preparing students to become both skilled scientists and adept clinicians, able to diagnose, research, treat and prevent behavioral disorders, regardless of the chosen work setting following graduation. Students are trained in the scientific method and participate in coursework that provides a broad foundation within the field of psychology, as well as coursework specific to their specialty in clinical psychology and in the practical side of becoming a professional and licensed psychologist. Total credit hours involved with earning a Ph.D. in clinical psychology here are 112 hours, of which 57 are applied toward the Master degree achieved as part of the overall program. In addition to coursework and practicums, students are required to complete a year-long pre-doctoral internship, so that the entire program is structured to be completed in five to six years beyond the original undergraduate degree.

Department of Psychology</strong> 296 Eberhart Bldg. PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 (336) 334-5013 [email protected] Program Website

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Psychology, Ph.D.

Concentrations: General Clinical, Applied Behavior Analysis and Psychological Science

Hands-on Opportunities to Put Your Knowledge in Action

Scholarship − Solid Foundation of Quantitative & Methodological Skills

Choose Your Area of Study

Psychology is natural science and social science used to advance areas ranging from basic brain, behavioral and developmental processes, to understanding cultural effects on behavior, to developing and evaluating treatments for chronic psychological and behavioral disorders.

At this level of study, you will conduct and disseminate human and non-human research in both laboratory and applied settings.

Our program offers three concentrations:

• General Clinical
• Applied Behavior Analysis
• Psychological Science

The Ph.D. program in General Clinical Psychology is accredited on contingency by the  Commission on Accreditation of the American Psychological Association , effective April 11, 2021. 

Learn more about APA accreditation

The Ph.D. program in Applied Behavior Analysis is accredited by the Association for Behavior Analysis International Accreditation Board.

Learn more about ABAI accreditation

Understand theoretical and empirical frameworks of the science and application of psychology

Demonstrate comprehensive knowledge in research design and quantitative methods

Effectively communicate empirical findings

Critically evaluate research and develop a plan based on empirical findings

“ I think this university is one of the most accommodating I’ve seen, and that’s a result of the supportive atmosphere if you communicate your needs. ”

A Core Connection

We not only provide training for specific pursuits within our own field, but we also provide instruction that translates to the disciplines of education, nursing, medicine, social work, business and law. Psychological literacy is achieved through active learning experiences, resulting in an improved ability to analyze and communicate.

The UNCW General Psychotherapy & Assessment Clinic (GPAC) is a psychology clinic serving the community while offering hands-on for training students in the general clinical psychology concentration . It provides affordable psychodiagnostic assessment services (e.g., testing for learning disabilities, ADHD, etc.) for individuals ages 18 and up.

Sound Scientists

Faculty members will treat you as a colleague fully supporting your advancing intellectual inquiry. The department recognizes scientific research as not only a teaching tool, but as a means to improving the quality of life. You will be equipped to translate basic science into clinical application and address societal challenges.

Psychology professors Raymond Pitts and Christine Hughes received a grant from the National Institute on Drug Abuse of the National Institutes of Health to research how acute and chronic exposure to oxycodone affect specific processes involved in impulsive and risky behavior.

Dr. Rachel Kohman works with her lab students studying the psychoneuroimmunology effects in mice brains.

Dr. Maria Graciela Espinosa leads a psychology lab that conducts research focusing on sexuality, romantic relationships and psychological adjustment among middle and late adolescents of Mexican origin.

Dr. Mark Galizio runs the Analysis of Behavior, Behavorial Pharmacology, Comparative Cognition Lab.

Sample Courses in the Psychology, Ph.D. Program

Admission Deadlines & Requirements

Information: ph.d. psychology.

• All complete applications received on or before the priority deadline will be reviewed immediately and will be considered for admission. 
• All application and supporting documents must be received by the published deadline. 
• All complete applications received after the priority deadline, but before the space available deadline will be reviewed and considered for admission until the class is filled and no other openings are available.

Coordinator

• Dr. Tom Cariveau [email protected]  

Location/Delivery Method

• Main Campus

Concentration

• General Clinical (Applicants with a master's degree in Psychology are NOT eligible for the General Clinical concentration.)

Deadlines (11:59 p.m. EST)

• Priority Consideration:  December 1, 2024
• Space Available Deadline:  January  1, 2025

Transcripts

• One official transcript is required from each U.S. post-secondary institution attended. Refer to the Getting Started page for international transcript instructions.

Test Scores

• GRE General Test
• WAIVED - Test scores are waived for this program during 2024 due to the pandemic.
• No additional action required. Test scores will be waived during application processing

Recommendations

• 3 letters of recommendation from professionals in a psychology-related field. At least two letters must be from faculty members.

Additional Requirements

• Upload Supplemental Documents After Application Submission Upload Supplemental Documents
• Curriculum Vitae/Resume:
• Statement of Interest:  A 500-800 word statement of interest written in essay form that is composed of research experiences, other psychology-related experiences, research interests to pursue within graduate school, career goals, and any other additional strengths that will make the applicant an excellent candidate for the graduate program.
• Degree & Prerequisite Requirements:   Major of psychology or at least 21 hr. of psychology with a GPA of at least 3.0 (on a 4.0 scale) with evidence of a grade of at least a B- in a course in statistics and a grade of at least a B in a course in psychology research methods. Note:  Science-based statistics and research methods courses in departments outside of psychology will be considered for non-psychology majors only after the application has been submitted. It will then be reviewed for possible approval by the graduate coordinator and graduate admissions committee. Applicants who are non-psychology majors may count these two courses for up to 6 hours of the 21 hours of psychology courses. Applicants who are considering this option must include relevant syllabi as part of their application.
• Interview:    Interview with the Department of Psychology faculty required to determine faculty research match.
• Concentration Note:  Individuals can apply to the Psychological Science or the Applied Behavioral Analysis concentrations, if they have a master’s in Psychology. At this time, individuals cannot apply to the General Clinical concentration if they have a master’s in Psychology.
• Review Timeline:  Our timeline is built around moving as many complete applications as possible through our process starting on the week after December 1. Therefore, having a complete application within a couple of days of this timeframe the ideal. Every application submitted during our application window will receive fair and equal consideration. We will move them through in batches as they come in.  We expect to invite selected applicants for interviews in late January, which is why having a complete application by the priority deadline is important.

Find your career in:

Promote socially significant improvements in behavior.

Lead in a variety of industry, academic, and government settings.

Write grants and work in sponsored research.

Work in exciting research careers in psychological and medical settings .

Work and do research in behavioral and health service clinical psychology settings. 


Learn more about the Ph.D. Program 

Learn more about the DEpartment 

Related Programs

Biology, b.a..

Designed to create professionals who are qualified for a wide array of positions working in the biological sciences.

Public Health, B.S.

Work with communities and individuals to protect, maintain and enhance health and quality of life.

Philosophy and Religion, B.A.

Foster philosophy and the study of religions, and encourage a critical appreciation of the deepest issues of human experience, in our own culture and globally.

Graduate Programs

Graduate programs to consider next, public administration, mpa.

Develop the skills and techniques used by managers to implement policies, projects and programs that resolve important problems within their organization and in society.

Application Process

To learn how to submit a complete application for the Clinical Psychology program, please read our Departmental application process . Find out which faculty are accepting a student for Fall admission online .

As a member of the Council of University Directors of Clinical Psychology , the Clinical Psychology program adheres to CUDCP’s policies and guidelines for graduate school admission, offers, and acceptance. Read more information about applying to clinical psychology programs.

Admission to the Clinical Psychology Program is extremely competitive. Typically, the program receives over 600 applications for 5-10 positions. Data regarding the academic records of our admitted students are available online . Minimum requirements include a Bachelor’s degree or its international equivalent at an accredited institution. Admissions decisions are based on a number of factors, including academic degrees and record, written statement of purpose, letters of recommendation, and relevant work and experience.  Note: We do not offer a Master’s degree here at UNC. 

In addition to measures of academic achievement, successful applicants typically have significant research experience prior to graduate school. Admitted applicants usually have participated in undergraduate research projects, Honors/Senior Theses, and/or additional research experience in post-baccalaureate years. The Statement of Purpose and letters of recommendation are used to assess applicants’ potential to succeed as an independent investigator, to generate novel hypotheses, and to be a productive scholar and consumer of scientific literature in research and/or practice.

Applicants admitted to the Clinical Psychology program usually have majored in Psychology, but other majors are acceptable if students have prior coursework in psychology (especially courses in psychological statistics, biological psychology, personality theory, abnormal behavior, developmental and social psychology). Applicants with Master’s degrees are occasionally accepted. When appropriate, these students may receive exemptions from a few departmental course requirements.

As indicated in the Departmental application process , the statement of purpose consists of four short essay questions, each of 250 words or less. (Specific questions are posted online .) One of these questions focuses on the area of research that interests you and motivates your desire to pursue graduate studies; this is where you would elaborate on your specific areas of research of interest and could indicate which faculty labs would align most closely with these interests. Note that in the application, separate from the statement of purpose, there is the opportunity to list faculty with whom you would like to work. It is important that students list the names of 1 to 2 faculty members they may like as a primary research mentor. If more than 1 faculty member is listed, please rank these faculty in preference (i.e. first choice mentor in the first position).

Applications for admissions to the Psychology Graduate Programs, including letters of recommendation, must be submitted through UNC Graduate School’s website . All application materials must be uploaded through this online application system; we do not accept materials via email or mail. Questions regarding the application or any supporting materials must be directed to UNC Graduate School .

Applicants who are invited to an interview will be notified by mid-January. Faculty may contact applicants informally before this date to ask questions regarding their applications. Being contacted, or not contacted, by faculty member for such an informal discussion does not signal who will be invited for a formal interview. Please note that applicants may hear about interviews at different times during the application process. When all applicants invited for an interview have been notified, this website will be promptly updated to indicate this . Applicants not invited for an interview will be notified by the UNC Graduate School, but this notification will be received towards the end of the application cycle.

Dual-Program Applicants

Applicants are asked to list an area of interest within the graduate school application. Most applicants should select only one area of interest (i.e. Clinical Psychology). Occasionally, applicants may feel an interest in two areas of interest and would prefer to receive training that integrates the curricula from two of our six graduate programs . Each year, we consider a small number of applicants for admission to a dual-area training program.

If interested, select Dual Program within the graduate school application and choose two programs of interest. Be certain to articulate the rationale within your statement of purpose (likely in your response to one of the first 2 questions in the statement of purpose) and identify at least one member of each program’s faculty to serve as potential co-mentors. We strongly recommend you contact both potential co-mentors to discuss the feasibility of your joint training program. Finally, be sure to indicate within your statement of purpose whether you would like to be considered for admission into a single program of study if you are not selected for a dual-program slot.

Please note that selecting more than one area of interest will not increase your chances of admission. Select this option only if you have a specific interest in dual-program training.

Visiting UNC

Future applicants often ask whether they may be able to meet with faculty to learn more about our program and research prior to the interview or application deadline. We are unfortunately not able to meet with current or future applicants for this purpose. We strongly believe that all applicants should have an equal opportunity to gain admission and do not wish to offer any unfair advantage to applicants who have the resources to travel to our campus.

We are very excited to help students learn about our program and research, however, and we strongly encourage applicants to contact us via phone or email with questions .

For More Information

General Questions about Application Submission:

Graduate School Admissions Process or Applications UNC Graduate School (919) 966-2611 [email protected]

Clinical Psychology Program Coordinator Yelly Gomes (919) 962-5082 [email protected]

Graduate Student Services Manager Ali Carson (919) 962-1454 [email protected]

Director of Graduate Studies Dr. Keith Payne [email protected]

Campus Tours UNC Visitor’s Center (919) 962-1630 [email protected]

• UNC Chapel Hill

Clinical Psychology Internship Program

Welcome to the university of north carolina school of medicine clinical psychology internship.

Explore Our Internship Tracks

Program Overview

What to expect.

Spend, on average, approximately 40% of the time in activities in their specialization area, in each of the six-month rotations.

Obtain significant experience in the areas of diagnosis and assessment, therapy, consultation, and severe mental illness.

Elect additional clinical experiences, choosing from almost all of the services offered within the internship, depending on interests and the feasibility of scheduling.

Participate in the weekly didactic and professional seminar series.

Elect to engage in research activities, up to one day a week. Research collaboration with a faculty member is required in the research elective.

Start Date: July 3

All interns participate in a weeklong orientation program at UNC. The starting date for this orientation will be July 1. All faculty members will be on hand to help orient the new trainees and facilitate a smooth transition.

Certificate of Internship Completion

Upon successful completion of the internship in clinical psychology, a certificate is awarded by the Department of Psychiatry of the University of North Carolina School of Medicine.

Crystal Schiller, PhD

Program Director

Our Program

The Internship, administered by psychologists within the Department of Psychiatry, provides a broad range of clinical training opportunities across the School of Medicine and the University of North Carolina Hospitals, as well as multiple community-based sites. These inpatient, outpatient, and community settings provide interns with opportunities to work with children, adolescents and adults, in interprofessional teams.

We know the COVID-19 pandemic has had an impact on training opportunities for internship applicants. As a result, we are adjusting our typical expectations for clinical training hours. Applicants are encouraged to describe the impact of the pandemic on their training hours in their cover letters and/or application materials.

The faculty place a high value on providing excellent clinical training, matched to each intern’s training goals. Internship positions include adult-focused internship tracks in Affective Neuroscience, Behavioral Medicine-Transplant, Primary Care, Addiction Medicine, Eating Disorder, and Reproductive Psychology programs; more child-focused internship tracks in the Clinical Child program, Carolina Institute for Developmental Disabilities (CIDD), and TEACCH Autism program. The Traumatic Stress track spans all ages.

Interns spend about half of their time in their primary area gaining depth in their chosen area gaining depth of expertise in their chosen area of focus, while having the opportunity to broaden their clinical training through rotations in other areas. Intern also participate in weekly didactic and professional development seminars and engage in clinical research.

Commitment to Diversity and Equity

Eligibility, financial support & benefits.

Policy on Non-Discrimination

Professional Training Philosophy & Model

Internship Admissions, Support & Initial Placement Data

Explore Our Program

Supervision & Evaluation of Interns

Application & Interview Process

Clinical Training Opportunities

Didactics & Research Opportunities

Frequently Asked Questions

Location & Facilities

Program highlights.

Jessica Coleman

Grace Lee Simmons

Mary Hill, PhD

Evette Horton, PhD

University Catalog 2024-2025

The Department of Psychology offers five concentrations leading to the Ph.D.:

• Applied Social Psychology,
• Human Factors and Applied Cognition,
• Industrial-Organizational Psychology,
• Lifespan Developmental Psychology, and
• School Psychology.

An additional master’s degree program is available for School Psychology.

Master's Degree Requirements

The department offers a terminal master’s degree in school psychology; students in the other concentrations are admitted only to the doctoral program, although students in the Industrial-Organizational Psychology concentration will earn a master of science degree en route to the Ph.D. Students completing the school psychology master’s program are eligible for licensure as public school psychologists in North Carolina. The program requires a total of 60 credit hours, including two years of course work, a summer practicum program, and a full-time internship in the third year.

Doctoral Degree Requirements

The graduate program for each doctoral student is determined in conjunction with the student's graduate advisory committee and tailored to the needs, interests, and accomplishments of the individual. Requirements vary across concentrations, but all doctoral plans of work include at least 72 credit hours.

Student Financial Support

Many graduate students receive financial support in the form of teaching or research assistantships. All admitted applicants are considered for assistantships.

More Information

Psychology Program Website

Admission Requirements

With the exception of the School Psychology master’s degree program, admitted students enter doctoral training programs. Applicants must be graduates of accredited institutions. Although a degree in psychology is not required, applicants must demonstrate that their academic backgrounds have prepared them for doctoral training in their specialty area. A strong academic record is required. GRE Test Scores are optional for Lifespan Developmental Psychology and Industrial-Organizational Psychology (GRE Scores are not accepted for Applied Social Psychology or Human Factors and Applied Cognition and School Psychology), and three satisfactory letters of recommendation are required for admission. Research experience is assessed. Match of applicants' research interests with current faculty research is an important consideration.

Applicant Information

• Delivery Method:  On-Campus
• Entrance Exam:  GRE Test Scores are not accepted for the following programs: Applied Social and Community Psychology, Human Factors and Applied Cognition and School Psychology. The GRE Scores are optional for Lifespan Developmental Psychology and Industrial-Organizational Psychology.
• Interview Required:  None

Application Deadlines

• Fall: December 1
• Psychology (MS): School Psychology Concentration
• Psychology (PhD)
• Psychology (PhD): Applied Social Psychology Concentration
• Psychology (PhD): Human Factors and Applied Cognition Concentration
• Psychology (PhD): Industrial-Organizational Psychology Concentration
• Psychology (PhD): Lifespan Developmental Psychology Concentration
• Psychology (PhD): School Psychology Concentration
• Psychology (Minor)

Full Professors

• John Charles Begeny
• Jeffery P. Braden
• Lori Lea Foster
• Amy G. Halberstadt
• Mary E. Haskett
• Christopher Brooke Mayhorn
• Anne Collins McLaughlin
• Adam W. Meade
• Rupert W. Nacoste
• Shevaun D. Neupert
• Katharine E. Stewart
• Eric N. Wiebe

Associate Professors

• Jason Christopher Allaire
• Jennifer L. Burnette
• S. Bartholomew Craig
• Daniel Gruehn
• Kelly Lynn Sara Mulvey
• Scott Andrew Stage
• Laura Marie Widman

Assistant Professors

• Whitney Griffin
• Yingchen He
• Lori Hoggard
• Kristen Mahony-Atallah
• Aura Ankita Mishra
• Kate Norwalk
• Colleen Patton
• Sydney Reichin
• Patsy Anne Sibley
• Vanessa V. Volpe

Practice/Research/Teaching Professors

• Virginia Baker-Russell
• Anna Maria Behler
• Sarah Louise Desmarais
• Dana Kotter-Gruehn
• Lindsey C. McGowen
• Natalie Simona Murr
• Joseph M. Simons-Rudolph
• Amanda Young

Emeritus Faculty

• Donald William Drewes
• William P. Erchul
• Denis O. Gray
• Thomas M. Hess
• James W. Kalat
• David W. Martin
• Samuel B. Pond III
• Frank J. Smith
• Michael S. Wogalter
• Mary B. Wyer

Adjunct Faculty

• David B. Kaber
• Laura Ann Matalenas

Detailed consideration of anatomy and physiology of visual system (both peripheral and central components). Modern quantitative approaches to psychophysical problems of detection, discrimination, scaling. Examination of chief determinants of visual perception, including both stimulus variables and such organismic variables as learning, motivation and attention. Discussion of perceptual theory and processes emphasizes several topics in two- and three-dimensional spatial perception.

Prerequisite: Graduate standing

Typically offered in Fall only

Physiological foundations of behavior, basic vertebrate neuroanatomy and neurophysiology.

Prerequisite: Twelve hours of PSY including PSY 200 , 400 ,410

Typically offered in Spring only

Emphasis upon use of evolutionary theory to understand the interaction of genetic and environmental influences on human behavior and thought. Topics include human mating, kinship, parenting, cooperation, aggression, cognition, and morality.

Typically offered in Fall and Spring

Emphasis upon the results from research on a number of complex processes (e.g., remembering, concept learning, problem solving, acquisition and use of language) and the theories that have been proposed to explain these results.

Prerequisite: Graduate standing or PBS status

Offers opportunities to explore various areas of psychology. Sections: Section D, developmental psychology; Section X, experimental psychology; Section I, industrial-organizational and vocational psychology; Section S, social psychology.

A survey of theory and research in social psychology through reading and discussion of primary source materials. In addition, the course deals with issues of methodology, ethical questions in social psychological research and application of researchfindings to the world at large.

Philosophical foundations and empirical fundamentals of cognitive science, an interdisciplinary approach to human cognition. Topics include: the computational model of mind, mental representation, cognitive architecture, the acquisition and use of language. Students cannot receive credit for both PHI/ PSY 425 and PHI/ PSY 525 .

Prerequisite: Graduate standing. Credit is not allowed for PHI 525 and PHI/ PSY 425 .

A study of the principles of psychological testing including norms and units of measurement, elementary statistical concepts, reliability and validity. In addition, some attention devoted to the major types of available tests such as general intellectual development, tests of separate abilities, achievement tests, measures of personality and interest inventories.

Prerequisite: Six hours of PSY program

Introduction to problems of the systems development cycle, including human-machine function allocation, military specifications, display-control compatibility, the personnel sub-system concept and maintainability design. Detailed treatment given to people as information processing mechanisms.

Prerequisite: IE 452 or PSY 340 , Corequisite: ST 507 or 515

An overview of Human Factors Psychology covering a large number of tools, topics, and exercises important for the field of human factors. Includes topics fundamental to human factors research, such as attention, decision making, and motor control, as well as specific domains within human factors, such as information technology, healthcare, aging, and transportation, with particular emphasis on the methods used for study of these areas. A group project will give students experience with the usability evaluation process.

An ethnographic approach to the psychology of peoples of African descent through examination of the influence of historical and cultural phenomena. Specific attention to understanding the Africentric world view and issues of mental health, personality and identity development, racism, oppression and empowerment.

Prerequisite: Six hours PSY program

This course is offered alternate years

Current theories and research on development during adolescence. Topics include: physical growth, cognitive changes, relationships with peers, parents and teachers, quest for identity and independence, morality and sexuality.

Prerequisite: 6 hours in PSY

Typically offered in Spring and Summer

A survey of the role of growth and development in human behavior, particularly during the child and adolescent periods. This course pays particular attention to basic principles and theories in the area of developmental psychology.

Prerequisite: Nine hrs. of PSY, including PSY 376 , PSY 475 or PSY 476

Exploration in depth of advanced areas and topics of current interest in psychology.

Prerequisite: PSY 200

Aim of this course is to acquaint students with the history of psychology and psychological systems and to give students some practice in taking different approaches to a particular problem area.

Prerequisite: PSY 200,400,410,420, Consent of Instructor or Graduate standing

Clinical participation in interviewing, counseling, psycho-therapy and administration of psychological tests. Practicum to be concerned with adults and children.

Prerequisite: Twelve hrs. in grad. PSY, which must include clinical skill courses PSY 722 and PSY 723 .

Supervised work experience in an appropriate setting with professional supervision in the field from a doctoral level psychologist with credentials and/or experience in the appropriate specialty in psychology. Experience consists of full time for one semester or half time for an academic year or equivalent time.

Prerequisite: Approval of advisory committee

Research project for graduate students supervised by members of the graduate faculty. Research to be elected on basis of interest of student and not to be part of thesis or dissertation research. Credits Arranged

Typically offered in Fall, Spring, and Summer

Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Master's student

Instruction in research and research under the mentorship of a member of the Graduate Faculty.

Thesis Research

For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.

Typically offered in Summer only

For students who have completed all credit hour requirements and full-time enrollment for the master's degree and are writing and defending their thesis. Credits arranged

A systematic analysis of some of the major classes of variables determining behavioral change. Learning variables analyzed within their primary experimental setting, and emphasis upon the diversity of the functions governing behavior change rather than upon the development of some comprehensive theory. Examination of both learning and motivational variables as they contribute to changes in performance within the experimental setting.

Critical examination of research and theory dealing with the intersection of affect and cognition. Topics will include the impact of emotion, mood and other aspects of affective experience on memory, decision making, judgment, and reasoning. Developmental and individual difference will be explored, as will the neuropsychological underpinnings of observed relationships.

Prerequisite: SIx Hours of Graduate Level PSY

This course is offered alternate even years

Current theory and research on perceived and actual biological, social, cognitive, personality, and emotional similarities and differences of men and women throughout lifespan. Construction and consequences of gender in our society and others.

Course provides opportunity for exploration in depth of advanced topical areas which, because of their degree of specialization, are not generally involved in other courses; for example, multivariate methodology in psychology, computer simulation, mathematical model building. Some new 700-level courses will first be offered under this title during developmental phase and as such may involve lectures and/or laboratories.

Surveys the literature and research pertaining to social psychological processes in and between groups. Course content includes basic principles of group formation, role differentiation, communication, influence, norms, social exchange, equity, cooperation/conflict, decision making and pro-social behavior. Environmental factors affecting group behavior also considered. In conjunction with each substantive topic, suitable methodologies for research considered.

Prerequisite: PSY 511

The following topics dealt with: (1) the development of school psychology as a professional area, (2) methods of inquiry, (3) scientific and theoretical bases, (4) contemporary issues, (5) ethical questions, (6) relationship to other areas within psychology.

Theoretical approaches to and individual assessment of intellectual functioning, child development, adaptive behavior, and visual motor functioning. Administration, scoring, and interpretation of current standardized instruments and nonstandardizedassessment. Written communication of findings.

Prerequisite: PSY 535 and consent of school psychology coordinator

Theory and practicum in individual personality testing of children and adults with emphasis on projective techniques, other personality measures, report writing and case studies.

Prerequisite: PSY 722

Designed to examine theories, research, techniques, ethics and professional responsibilities related to approaches to psychological intervention. Types of psychological intervention include behavior modification, milieu approaches, crisis intervention techniques and group process methods, in addition to more intensive relationship approaches. A close integration of experiences, content and supervision emphasized in a variety of professional settings with a wide range of personal problems and age groups.

Prerequisite: PSY 723

The primary purpose of this course is to provide students opportunities to acquire information, conceptual frameworks, interpersonal skills and a sense of ethical responsibility, all basic to their further development as practicing psychologists. A major effort in the course made to help the student increase his/her interpersonal skills as a means of promoting the psychological growth and effective-ness of others.

Prerequisite: PSY 724

Introduction to psychological consultation with emphasis on school setting. Presentation of various consultation models and theoretical bases. Development of skills in practice of consultation.

Prerequisite: Nine hrs. grad. PSY or ED

Exploration of usability of computer technology. Theory and practice of user-centered design for HCI applications. Course focuses on current usability paradigms and principles, psychology of users, iterative and participatory design processes, system requirements specification, prototyping, user support systems, usability evaluation and engineering, interface design guidelines and standards. Application domains include, universal design, virtual reality, and scientific data visualization.

Prerequisite: IE(PSY) 540 or CSC 554

Fundamentals of ergonomic performance measurement used to assess the effects of environment and system design on human performance. Treatment of topics such as workload measurement, measurement of complex performance, simulator studies, measurement of change, task taxonomies, criterion task sets and statistical methods of task analysis. Problems of laboratory and field research, measurement of change and generalizability of findings.

Prerequisite: PSY 200 , ST 507 and 508

Advanced aspects of human performance research. Qualitative models of human information processing. Characteristics and role of memory in decision making and response execution. Sensory channel parameters, attention allocation, time-sharing of tasks. Situation awareness and workload responses in complext tasks. Limitations of human factors experimentation. Factors in human multiple task performance. Cognitive task analysis and computational cognitave modeling/simulation of user behavior in specific applications.

Prerequisite: ST 507 or 515 or equivalent; IE (PSY) 540, CSC 554 or IE (PSY) 744

The following topics dealt with: (1) inequality and social justice as key areas of inquiry for Applied Social and Community Psychology, (2) methods of inquiry for social change, (3) contemporary issues, (4) ethical questions, (5) relationship to other areas within psychology.

Review of the literature, methods and research issues in the field of program intervention, planning and evaluation. Goal-setting, needs assessment, information systems, subjective probability, human resource accounting, decision processes, incentive programs, human productivity and related subjects. Focus on planning and evaluation methods for communities and organizations.

Prerequisite: Graduate standing or PBS status, Corequisite: ST 507

Research Methods in Psychology offers a broad overview of behavioral science research methods. It starts with an understanding of the philosophy of psychological science and then elaborates on fundamental research methodologies in psychology. Discussions of open science, replication, and best practices are integrated throughout.

Prerequisite: ST 511 , Corequisite: ST 508

Introduction to community psychology and its attempt to redefine social problems according to an ecological frame-of-reference with emphasis on humanitarian values, cultural diversity, the promotion of a psychological sense of community among individuals and groups, and the need for psychologists to engage in systematic community research and action.

Social science theory and research on innovation process and consequences of deploying and implementing technologies. Interactions between social and technical systems: R&D management; social/administrative technology; adoption and dissemination; public policy; computer-mediated communications; implementation; and intended and unintended outcomes for individuals, organizations and society.

Prerequisite: 3 hrs. grad. ST or research methods

Exploration of advanced specialized topics in Applied Social and Community Psychology to enhance in-depth graduate training in specific applied theories and methods. Seminar content will rotate, with attention to the development and evaluation of interventions to address important problems in individuals' well-being in society, particularly those faced by underrepresented groups. Graduate standing is required.

Prerequisite: 6 credit hours in GRAD PSY

Theoretical and statistical approaches to understanding psychological measurement. Topics include detailed coverage of reliability, validity, and factor analysis.

Prerequisite: Six hours of graduate statistics, including linear regression

Item Response Theory approaches to advanced test construction and scoring; the investigation of test bias via item response theory methods.

Prerequisite: PSY 760

An introduction to quasi-experimental design as applied to HRD program evaluation: (1) Methods of assessing informational needs, (2) recognition of internal and external validity threats, (3) design of quasi-experiments to minimize threats and (4) use of results by program decision makers.

Prerequisite: ST 507

Issues in psychology literature surrounding the person, organization, and job. Work analysis and design, recruitment, selection, training, and performance appraisal of employees. Emphasis on scientist-practitioner model throughout the course. Graduate standing or PBS status.

A survey of theoretical, methodological and research literature on personnel selection. Topics include organization, task and person analyses, validation strategies, utility and equal opportunity issues and selection strategies. Emphasis on research.

Prerequisite: Six hrs. of grad. ST, PSY 760

A survey of conceptual and research literature on training. Topics include needs assessments, learning, transfer, maintenance, criterial and evaluation issues, as well as a review of research on specific training techniques. Emphasis on research methods and findings, not skill development in specific training techniques.

Prerequisite: Six hrs. of grad. PSY and six hrs. of grad. ST

A survey of the application of behavioral science, particularly psychology and social psychology literature and research to organizational and management problems. Topics include work motivation and attitudes, job design, employee organizational commitment and work engagement.

P: ST 511 and 512

Theory and research in work motivation. An in-depth examination of motivation theory as it pertains to the study of individual behavior in work settings.

Prerequisite: PSY 768

A survey of theory and research in organization development. Attention directed to: (1) methods of diagnosing need for organizational change, (2) techniques currently used to implement and evaluate organizational change, (3) professional ethics and other issues dealing with client-consultant relationship. Emphasis on developmental approaches originating from psychology and allied fields.

A survey of the applications of behavioral science, particularly psychology and social psychology literature and research to organizational and management problems. Topics will pertain to the role of leadership in individual, team, and organizational performance.

Methodological issues, research designs and statistical techniques in developmental psychology. Role and meaning of age as a research variable. Interpretation of research reports. Ethical issues.

Prerequisite: PSY 584 and 3 hrs. of grad. statistics

Examination of research and theory in cognitive development. Primary focus on childhood, but implications for the entire life span addressed. Application of cognitive developmental principles in creating interventions and educational programs also discussed.

Prerequisite: PSY 584

Survey of current theory and research on the development of social behavior systems, including attachment, aggression, gender-role behavior, prosocial behavior. Attention to the role of social class, race and culture, and to contemporary phenomena such as day care, single-parent and dual-career families, child abuse.

R: Psychology Graduate Status or Permission of Instructor

Critical examination of theory and research associated with the study of cognitive and intellectual change in adulthood and aging. Memory and learning, information processing, language, intelligence, social cognition and expertise.

Prerequisite: PSY 584 or PSY 508

Current theory and research on social, emotional and personality development during adulthood and aging. Generally including self-concept and identity, interpersonal relations (friendship, marriage, parenting, work), control, coping and life satisfaction. Attention to gender, culture and contemporary issues in adult development and aging.

This course is offered alternate odd years

Special topics in the area, including family influences on cognitive development, effects of parental divorce on children, single-parenting, step-families, child abuse and ethnic/cultural differences in family functioning. A critical examination of traditional and contemporary parenting approaches and an introduction to family therapy.

Discussion of current research findings and theories in area of psycho-social stress. Topics include: biology of the stress response, methodology, physical, behavioral and psychological reactions to stress, and relationships between personality and social support to the development of stress-related disorders.

Prerequisite: Two grad. PSY courses

Course provides opportunity for exploration in depth of advanced areas and topics of current interest.

Prerequisite: 6 hrs. of PSY, Corequisite: 3 hrs. of ST

Prerequisite: Twelve hrs. in grad. PSY, which must include clinical skill courses PSY 722 and PSY 723

Procedures and techniques used by Industrial and Organizational Psychologists in the field. Students write work proposals, conduct interventions in field, and codument results. Review one or more I/O procedure step-by-step.

Prerequisite: PSY 764

Prerequisite: Master's degree in PSY and approval of advisory committee

Teaching experience under the mentorship of faculty who assist the student in planing for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Doctoral student

For students who are preparing for and taking written and/or oral preliminary exams.

Dissertation Research

For students who have completed all credit hour requirements, full-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations.

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Nav-main-mobile, vanguard university, header-utility-container, drawer trigger, nav-sub-horizontal, nav-breadcrumb, master of science in clinical psychology.

A t Vanguard University, we are known as one of the leading clinical psychology master’s programs in California.

Our Master of Science (MS) in Clinical Psychology program is designed to provide you with a strong foundation in varying theoretical and clinical modalities that will help you choose and develop your clinical and professional identity. Throughout your studies, you’ll gain the tools and techniques to work with those who struggle with behavioral, cognitive and emotional challenges. 

Designed with working professionals in mind, the clinical psychology master’s program is offered on campus or online. In the on-campus program, located at our convenient Santa Ana campus , take coursework in tracks varying from two to four years, with classes available in the late afternoon and evening. In the online program, you’ll learn from the same experts who teach our on-campus courses while having the resources and support to find success. 

This program meets the education requirements for licensure as a Marriage and Family Therapist (MFT) and/or Professional Clinical Counselor (PCC) in the state of California.

• Application Deadline: Fall - July 1st Spring - October 1
• Number of Units:  61-66
• Cost per Unit: $840
• Time to Degree: 2-4 years

Pricing is based on the current academic year and is subject to change. Scholarships or partner discounts may be available. 

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Why earn your ms in clinical psychology from vanguard university.

The MS in Clinical Psychology program equips its students to serve with excellence as Christian mental health professionals by providing the highest quality of rigorous academic training, guided professional development and integrative faith-based learning in a collaborative and supportive environment.

Practicum & Licensure

A culture of mentorship, program learning outcomes, program formats, christ-centered education, hands-on experience.

During the program, you will complete a practicum placement at sites such as college counseling centers, substance abuse treatment centers, community counseling centers or others such as the  Journeys at Vanguard  counseling center, located on the campus. The program will support and assist you in securing a placement at one of our more than 60 partner sites. If you are interested in becoming a partner site, please see our colleague resources for more information. 

Clinical Skill Development & Practicum

• You will gain practical experience beginning your first semester in our clinical psychology degree as you meet with Vanguard University undergraduate volunteers and practice the clinical skills you’re learning in class. This applied experience will prepare you for your practicum placements and help you grow as a clinician.
• You will complete supervised field experience at your practicum placement and begin earning hours towards licensure.
• Required personal therapy will give you the opportunity to be engaged in the therapeutic process as a client.

Accreditation/Program Approval

Our degree fulfills all academic requirements that are set forth by the California Board of Behavioral Sciences for licensure as a Marriage and Family Therapist (MFT) (Business and Professions Code of California Section 4980.36). The program also offers additional coursework for students interested in dual licensure as both an MFT and a Professional Clinical Counselor (LPCC). With this additional coursework, the degree also fulfills all academic requirements that are set forth by the California Board of Behavioral Sciences for both licenses (Business and Professions Code of California Section 4980.36 and 4999.33). You can see our most recent pass rates for the licensing exams on the  BBS website .

Vanguard University is accredited by the Western Association of Schools and Colleges (WASC).

American Psychological Association (APA) Accreditation – APA only accredits doctoral level programs in psychology. Since our program is a Masters level degree APA does not accredit us.

The program emphasizes mentoring and individual attention from faculty and staff in an environment that facilitates development of a cohesive and supportive community. We continue to support students in their career journey after Vanguard and maintain alumni groups and resources . 

Upon completion of the MS in Clinical Psychology  program, you will be prepared to:

• Core Knowledge of Psychotherapy.  Apply fundamental knowledge within the field of clinical psychology and psychotherapy to the treatment of individuals, families and groups.
• Diversity.  Demonstrate and apply cultural competency and sensitivity in the psychotherapeutic process.
• Integration of Faith.  Demonstrate and apply the integration of faith in the psychotherapeutic process.
• Clinical Skills.  Demonstrate effective clinical techniques within a therapeutic relationship.
• Communication.  Demonstrate effective written and oral communication skills as it specifically pertains to the field of psychotherapy.
• Professional/Personal Qualities.  Develop the professional and personal qualities that are intimately related to effective psychotherapy, including competence, acceptance, curiosity, caring, integrity, sensitivity, flexibility, insight, compassion, and personal presence.

Whether you’re studying on campus or online, our MS in Clinical Psychology is designed with the purpose of providing you with personalized attention. Both track schedules are convenient for working professionals with tracks varying from two to four years, and courses are offered in the late afternoon and evening. You’ll greatly benefit from our small class sizes which average 12 students.

In addition, you will have opportunities to connect and network with classmates, faculty and staff outside of class time. We offer an environment that facilitates the development of an inclusive and supportive community—giving you a strong support system and sense of community throughout your studies.

Online Track

Our online Master’s in Clinical Psychology program is available for residents of the state of California. Most courses are eight weeks long. Learning online will give you the best of both worlds—flexible online coursework and live class time with other students and faculty on a weekly basis.

On Campus Track

Our on-campus program offers 16-week courses on our Santa Ana Campus. Learning in person provides ongoing interaction with your faculty and classmates, and allows for spontaneous discussions, meals together, and making connections in between classes.

What Will My Class Schedule Look Like?

The 3-year track is the most popular with our students and consists of 7.5-10 units per semester, in both the afternoon and evening. For all track options and sample schedules, see our Sample Curriculum Schedules page . 

At Vanguard University, you will experience personalized instruction paired with a strong spiritual foundation that fosters knowledge, cultivates character and deepens faith. Our Christian professor-mentors will prepare you to make meaningful contributions in your profession and community, equipping you to lead a Spirit-empowered life of Christ-centered leadership and service.

Get Started at VU

My favorite part of the clinical psychology degree program was the small class sizes; you get to have a close relationship with your professors and peers. Wherever you see yourself in the mental health field, Vanguard will prepare you for the journey. And if you’re looking for integration of faith in the classroom, this is the program for you. Now in private practice—not too far from campus—I am constantly being reminded of lessons and clinical skills that I learned at Vanguard.

Jacqueline Islas, MS '12 Alumna

Featured Courses in the MS in Clinical Psychology Program

Clinical foundations i.

Clinical and theoretical foundations of the field of clinical psychology are presented with an emphasis on Client-Centered therapy and the development of beginning level skills. Course includes  supervised experience which will be used in assessing eligibility for trainee status.

Psychodynamic Theory and Treatment

A study of the theories and processes of therapy based on the psychodynamic modality. Emphasis is placed on understanding a client's internal dynamics. Application is made in relation to theoretical and DSM diagnoses, assessment and treatment of individuals as well as an understanding how this approach can be utilized in multiple settings and with multiple populations.

Cognitive-Behavioral Theory and Treatment

A study of the theories and processes of therapy based on the cognitive-behavioral modality. Focus is placed on how belief systems interface with behavior and emotion. Application is made in relation to theoretical diagnosis, assessment and treatment of individuals, particularly with anxiety based or related conditions.

Psychology, Theology and Spirituality

Explores the integration of psychology, theology, and spiritual formation and how it affects the mental health of the client. Consideration given to the role of the therapist and the therapeutic relationship with an emphasis on the Christian faith.

Where can I Work with a MS in Clinical Psychology?

Our clinical psychology graduate program will help you pursue a fulfilling career as a Licensed Marriage and Family Therapist and/or Licensed Professional Clinical Counselor. Graduates of our master’s in clinical psychology program work as mental health clinicians, providing assessment, diagnosis, case management and therapy. You may also want to read this helpful article on career outlooks  for clinical psychology. 

Community Counseling Centers

County Mental Health Agencies

Foster Care/Adoption Agencies

Substance Abuse Treatment Centers

Private Practice

Psychiatric Hospitals

Rehabilitation Centers

Group  Homes

We recognize that our clinical education is rigorous, and we ensure that you have faculty who are dedicated to supporting you as soon as you begin your graduate coursework. Our program respects diversity and promotes an inclusive community. We focus on the therapeutic relationship, understanding counter-transferential and transferential data and learning in an experiential manner.

Brenda Gesell, PhD Program Director

Meet more Clinical Psychology Faculty

MS in Clinical Psychology Admissions Requirements

Application & admissions info, what to expect, admissions requirements - domestic applicants.

The university requirements for program admission below must be met before an application is considered complete.  

• Online application for admission
• Non-refundable $45  application fee  
• Request Official Transcripts from  any  colleges or universities attended. Vanguard graduates need only request transcripts from institutions attended after Vanguard.
• Any program-specific supporting materials (see below)

Required Supporting Materials

Applicants for the MS in Clinical Psychology  should also submit the following:

• References: (3) letters of recommendation from people who can speak about various aspects of your suitability, such as academic ability (professor), professional performance (i.e. work performance), clinical/leadership/relationship ability, or other relevant experience. The recommender cannot be a family member or friend.
• Personal Statement (750 words): Provide a detailed statement describing your significant life experiences and how they have lead you to pursue a degree in Clinical Psychology. In addition, discuss your future plans and professional goals as a result of obtaining this degree.
• Resume/Curriculum Vitae: Provide a detailed resume or curriculum vitae listing all employment, experience, education, training, etc.

Prerequisite Courses or Requirements

Applicants should also have completed:

• Introduction to Statistics
• Psychopathology or Abnormal Psychology
• Developmental Psychology or Human Development
• Counseling Theories or Theories of Personality

It is required that all prerequisite courses have been completed with a grade of B- or better. For assistance with questions regarding prerequisite requirements or whether any exceptions would apply, please email [email protected] .

Submission Instructions

All supporting documents should be submitted to the Graduate & Professional Education Office:

If possible, please submit transcripts electronically (e.g. Parchment). Unofficial transcripts and test scores* (with student name, test date and subscores), may be scanned and emailed to  [email protected] . 

• Electronically through Parchment
• Email:  [email protected]
• Mail/Drop-Off: ATTN: Vanguard University Graduate & Professional Education 55 Fair Drive Costa Mesa, CA 92626

*GRE Test scores are not required for admission into programs and are not considered in evaluating applications.

Admissions Requirements - International Applicants

To apply for a degree program at Vanguard, the following requirements must be fulfilled in addition to meeting the domestic applicant and any program-specific admission requirements specified above.

• Evalution of Official Transcript(s):  All transcripts reflecting prior coursework must be submitted. Transcripts must be evaluated, not just translated, by an official agency.
• Official TOEFL ( Test of English as a Foreign Language ) Scores:  The minimum TOEFL score requirement is 80 on the web version. If English is the primary spoken language and medium of instruction at the institution(s) attended and at least two years of full-time study occurred at such institution(s), the TOEFL may be waived.
• Affidavit of Financial Support: If supported by personal and/or family funds, submit this form with an original bank statement in U.S. currency reflecting bank balance availability of the total amount listed below. If sponsored by a government or other official agency, an official letter stating that the funding and/or scholarship is valid for use at Vanguard University must be submitted. Please contact [email protected] to obtain the Affidavit of Financial Support.
• Copy of Valid Passport
• Students applying within the U.S. must submit copies of their visa , I-94 , and if on a student visa, copies of their I-20 A-B Form .

All materials must be received in the Admissions Office by the appropriate deadline:

• Fall semester - June 1  |  Spring semester - October 1

International students must be enrolled full-time within their program. For information on specific unit requirements, please contact the Graduate & Professional Education Office at [email protected] . International students are not eligible for any financial aid with the exception of institutional talent scholarships.

For current tuition rates and fees, please visit Account Services .

Scholarships

Vanguard University offers graduate academic scholarships for the biotechnology, clinical psychology, education, leadership studies, organizational psychology, and theology programs. These 10-15% tuition scholarships are based on cumulative undergraduate GPA calculations.  You will automatically be awarded a scholarship if you qualify. Vanguard University also offers a colleague discount for the MSN and post graduate certificate programs and the Ministry Grant for applicants working full time in ministry as ordained or licensed ministers or missionaries. Please ask your admissions counselor for more information.

Financial Aid

Financial aid is offered through the FAFSA application. Please see the  Financial Aid  page for further information and talk to your admissions counselor. 

Once an applicant’s file is complete, with all required items submitted, the file is forwarded to the department for review and potential admissions interview invitation.

From there, the Office of Graduate & Professional Education will inform the applicant of their admissions decision via email with a) a program acceptance to the university, or b) a program denial with recommendations for improving their file for potential resubmission. 

Admissions Deadlines

Applications are accepted year-round. Priority and standard deadlines for specific academic terms can be viewed on the graduate admissions page . 

Have Questions?

Fill out the request information form or reach out directly to one of our team of dedicated admissions counselors. 

Office Hours: Monday-Friday 8am-5pm

Phone: 714.966.5499

Email:   Graduate Admissions Email

Campus Locations

The Office of Graduate and Professional Admissions is located on Vanguard's main campus in Costa Mesa. 

The Clinical Psychology program's administrative and faculty offices and on campus classes are located on Vanguard's Santa Ana campus at  3000 W MacArthur Blvd, Ste 200, Santa Ana, CA 92704 .

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