uc berkeley phd psychology application

Undergraduate

Berkeley Economics affects the lives of by far the largest number of undergraduates, whether measured in enrollments or in majors.

Admissions (Prospective Majors)

Programs (Current Majors)

Commencement

Visiting Program (BESAP)

• Application Questions

Q: How do I apply?

A: Submit your program application directly to UC Berkeley Department of Psychology’s Post-Baccalaureate Certificate Program at link .

Q: I want to maximize my chances of getting into your program.  What should I include in my cover letter?  In other words, what are you looking for in a student?

A: Our program does not have a specific student in mind when reviewing application materials. We expect to admit students with a wide range of experiences and backgrounds.  We want to hear why you have decided on a long-term goal of obtaining a Ph.D. in psychology or a related field. This should be reflected in your application materials. Our goal is to accept students who demonstrate the motivation and capacity to thrive in our program and who will, upon completion of the program, be competitive in their applications to graduate school.

Q: How do I pay for the $75 program application fee after I have applied?

A: Students are instructed to submit their $75 application fee via the online payment system. Please follow the instructions and contact the Program Director at [email protected]  should you experience an error in payment submission. 

Q: Who do I contact with questions about my application?

A: Please send application questions to the Program Director at  [email protected] . 

Q: Where do I have my letters of recommendation sent?

A: Please ask your letter writers to submit materials to [email protected] .  Make sure that they indicate your name in the message heading of the email.

Q: When do I find out if I was accepted?

A: We accept applications each spring for the following fall semester. Applicants are notified of admission roughly 2-3 weeks after the listed application deadline. 

Q: Is my application fee refundable?

A: Application processing fee of $75 is non-refundable.

• General Questions
• Financial Questions
• Coursework Questions
• Research Lab Questions
• International Student Questions

Postbac Contact Us

Postdoctoral Employee-The Cal Mania (CALM) Laboratory Apply now to Postdoctoral Employee-The Cal Mania (CALM) Laboratory

• Psychology / College of Letters & Science - Social Sciences / UC Berkeley

Position overview

Application window.

Open date: September 23, 2024

Next review date: Tuesday, Oct 8, 2024 at 11:59pm (Pacific Time) Apply by this date to ensure full consideration by the committee.

Final date: Monday, Jan 20, 2025 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

Position description

The Department of Psychology at the University of California Berkeley invites applications for a Postdoctoral Scholar Employee, specifically in the area of neural correlation of bipolar disorder.

The Cal Mania (CALM) Laboratory at the University of California, Berkeley, led by Dr. Sheri Johnson, collaborates with Dr. Ming Hsu, Dr. Lance Kriegsfeld, and the broader research team to advance the laboratory's objectives. Successful candidate will be expected to contribute to research to study the neural basis of reward dysregulation in bipolar disorder, and the contributions of circadian disruption to reward dysregulation. The broader study will integrate diagnostic and symptom severity assessments, fMRI, and ambulatory assessments of mood and reward-related decision-making.

Specific duties include: • Help gather and process fMRI assessments • Support study staff in the diagnostic, symptom severity, and ambulatory facets of the study • Conduct data analysis connecting model and experimental observations. • Interface with ethics and grant oversight committees. • Prepare manuscripts, write reports, and give presentations as part of the research team • Provide mentorship to the post-baccalaureate, and undergraduate students

Qualifications

PhD or equivalent international degree or enrolled in a PhD program or equivalent international degree program at the time of application

-PhD or equivalent international degree -No more than 3 years of post PhD research experience

• PhD or equivalent international degree in Neuroscience, Economics, Psychology, Decision Sciences or related discipline • Experience in experimental human cognitive neuroscience (fMRI, ECoG, single-unit recordings) are highly desirable. • Strong programming skills (e.g., Matlab, R, Python) and deep understanding of statistical methods are a must. • Experience with mental health populations, including diagnostic and symptom severity assessment is a strong asset for this position. • Excellent verbal and written communication. • Interest and willingness to work in an highly interdisciplinary environment.

Application Requirements

Curriculum Vitae - Your most recently updated C.V.

Cover Letter

• 3-6 required (contact information only)

Help contact: [email protected]

About UC Berkeley

UC Berkeley is committed to diversity, equity, inclusion, and belonging. The excellence of the institution requires an environment in which the diverse community of faculty, students, and staff are welcome and included. Successful candidates will demonstrate knowledge and skill related to ensuring equity and inclusion in the activities of their academic position (e.g., teaching, research, and service, as applicable).

The University of California, Berkeley is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status.

Please refer to the University of California’s Affirmative Action Policy and the University of California’s Anti-Discrimination Policy .

In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Job location

Berkeley Neuroscience

Prospective Students

Current students, program activities, gsi hiring information, student services & advising, phd program.

The Neuroscience PhD Program at UC Berkeley is run jointly by the Department of Neuroscience and the Helen Wills Neuroscience Institute (HWNI) . The program offers intensive training in neuroscience research through a combination of coursework, research training, mentoring, and professional development. More than 65 program faculty from the Neuroscience Department and HWNI faculty members in other allied departments on campus provide broad expertise from molecular and cellular neuroscience to systems and computational neuroscience, to human cognitive neuroscience.

A unique feature of the neuroscience training at Berkeley is the highly multidisciplinary research environment. For instance, neuroscientists work side-by-side in the lab with engineers and roboticists to study motor control, with bioengineers to grow stem cells for regenerative medicine and tissue engineering, and with chemists to develop new reagents for optical monitoring and control of neural activity. Neuroscience PhD Program students are trained at these intersections between fields and help drive scientific and technological advances.

The Neuroscience PhD Program trains a select group of students (about 10-12 entering students per year) in an intellectually stimulating and supportive environment. Since its official launch in 2000, the program has trained more than 150 students. Our applicants have outstanding undergraduate records in both research and scholarship from diverse academic disciplines, including biology, chemistry, psychology, physics, engineering, and computer science. We carefully select students with the expectation that, given strong graduate training, they will develop into tomorrow’s leaders in the field of neuroscience. We welcome you to apply to our program.

Please see the Neuroscience Department page:  Diversity, Equity & Inclusion .

Annual Message from Our PhD Program Director

"I am delighted to be the new director of our graduate program. I have inherited a program that I am proud to tell everyone is the best run graduate program on campus..."  Read More

Neuroscience PhD Program

UC Berkeley | 444 Li Ka Shing, MC#3370 | Berkeley, CA 94720-3370 | [email protected]

About the Program

Psychology as a scientific discipline aims to describe, understand, and predict the behavior of living organisms. In doing so, psychology embraces the many factors that influence behavior—from sensory experience to complex cognition, from the role of genetics to that of social and cultural environments, from the processes that explain behavior in early childhood to those that operate in older ages, and from typical development to pathological conditions. The Department of Psychology at Berkeley reflects the diversity of our discipline's mission covering six key areas of research: Behavioral and Systems Neuroscience; Clinical Science; Cognition; Cognitive Neuroscience; Developmental, and Social-Personality Psychology. Our program learning goals focus on honing methodological, statistical and critical thinking skills relevant to all areas of Psychology research, enabling students with sufficient breadth to retain perspective in the field of psychology and sufficient depth to permit successful independent and significant research.

• The major academic objectives of the PhD program are for students to:
• Develop an understanding of the different theoretical and empirical frameworks that have defined and shaped the field
• Develop an understanding of the central questions and issues in contemporary psychology
• Develop expertise in one or more relevant research methodologies
• Build expertise in formulating testable hypotheses and designing appropriate studies
• Hone ability to critically evaluate scientific research
• Develop expertise in statistics and advanced data analytic approaches
• Develop an awareness of the importance of science to humanity while recognizing its limits (i.e., some scientific knowledge is culture-specific and may not be applicable to the human condition universally)
• Develop competence as a teacher of undergraduates and mentor to graduate students

Students select one of the following concentrations:

Behavioral and Systems Neuroscience: The Behavioral and Systems Neuroscience area encompasses faculty and students united by a common interest in the neurobiological/physiological bases of behavior, including but not limited to circadian and seasonal rhythms, decision-making, sex differentiation and behavior, energy balance, birdsong and animal communication, animal spatial orientation and navigation, gene-environment interactions, selective attention and visual perception, social behavior, attachment, developmental processes, physiological substrates of emotion and stress, and motivation. The methodologies currently employed by faculty and students cover the entire spectrum from the behavioral study of animals and humans to computational, cellular, molecular and neuroimaging analyses.

Clinical Science: Graduate students in Clinical Science combine rigorous research with hands-on clinical experience. In addition, students take courses that cover general areas of psychological science as well as more specialized areas based on a student’s interests. Most students will spend four to six years in residence at Berkeley plus one year at a Clinical Internship site, at or near the completion of the dissertation. Degrees are awarded after completion of the internship, even if the dissertation is completed earlier. The faculty advisor/mentor plays an important role in a student’s training. At the beginning of Year 1, each student is matched with a faculty advisor, usually one of the core Clinical Science Program Faculty, who supervises the student's research. In subsequent years, the student is free to continue working with that person or to seek a new research advisor. In addition to research supervision, the advisor works with the student in planning a program that fits that student's interests, while at the same time meeting program requirements. If a student is conducting research under the supervision of someone other than a core Clinical Science Program Faculty member (e.g., a faculty member in another area of the Psychology Department), then a core Clinical Science Program Faculty member is assigned to advise that student in matters related program requirements.

Cognition: The Cognition Program brings together faculty and students engaged in behavioral and computational investigations of fundamental cognitive processes, including learning, memory, categorization, reasoning, language, and perception. Our interdisciplinary approach borrows methods and insights from the cognitive sciences and other areas within the department.

Cognitive Neuroscience: Programs in Cognitive Neuroscience focus on neuroimaging and neuropsychological approaches to human behavior. Functional neuroimaging techniques, such as magnetic resonance imaging (MRI), electroencephalography (EEG), and intracranial EEG (iEEG) are used to study the neural bases of human behavior. Neuropsychological methods assess varieties of psychological dysfunction associated with brain damage or disease. Areas of specialty within this track include Sensory and Perceptual Processes, Attention and Working Memory, Learning and Memory, Emotion, and Motor Control.

Developmental: Our research goal is to understand how the organism and its capabilities develop throughout the lifespan. Our interdisciplinary approach is multi-species, multi-system, and multidisciplinary in nature. We study change over time in cognitive, linguistic, social, emotional, and neural processes. Our explanations include both neural accounts of the plasticity that is observed in the developing brain and other systems, and computational and psychological accounts of development. The bi-directionality of these processes is emphasized, with the organism's genetically program development being influenced by its physical and social environments and in turn influencing those environments. Thus, our research is situated at the interface between the fields of developmental psychology, computational modeling, psycholinguistics, cognitive psychology, developmental cognitive neuroscience, social psychology, cultural psychology, and clinical psychology. Our research examines numerous areas of development, plasticity, and change including sensory processes, cognitive capacities, language, reasoning, everyday knowledge of the world, emotions, and social relationships. We examine both typical and atypical development, each providing rich insights for better understanding the other and suggesting new approaches for effective treatments and preventive interventions.

Social-Personality Psychology:  The social-personality program is devoted to training graduate students for careers in research and teaching. The program faculty and several affiliates conduct research and provide intensive training in six core areas of the field: (1) Self and identity; (2) Social cognition; (3) Emotion, emotion regulation, and affective neuroscience; (4) Personality processes and adult development; (5) Interpersonal, intergroup, and intercultural processes; and (6) Power, hierarchy, and social class. In addition to training in these core areas, the program encourages graduate students to develop their own research interests and build an independent research program. The program is characterized by considerable breadth and diversity. It provides students with special research opportunities, such as access to unique longitudinal databases, multi-method approaches (self-report, observational, archival, life-data, physiological), and biological perspectives on social behavior (e.g., evolutionary, neuroimaging). 

Visit Department Website

Admission to the University

Applying for graduate admission.

Thank you for considering UC Berkeley for graduate study! UC Berkeley offers more than 120 graduate programs representing the breadth and depth of interdisciplinary scholarship. The Graduate Division hosts a complete list of graduate academic programs, departments, degrees offered, and application deadlines can be found on the Graduate Division website.

Prospective students must submit an online application to be considered for admission, in addition to any supplemental materials specific to the program for which they are applying. The online application and steps to take to apply can be found on the Graduate Division website .

Admission Requirements

The minimum graduate admission requirements are:

A bachelor’s degree or recognized equivalent from an accredited institution;

A satisfactory scholastic average, usually a minimum grade-point average (GPA) of 3.0 (B) on a 4.0 scale; and

Enough undergraduate training to do graduate work in your chosen field.

For a list of requirements to complete your graduate application, please see the Graduate Division’s Admissions Requirements page . It is also important to check with the program or department of interest, as they may have additional requirements specific to their program of study and degree. Department contact information can be found here .

Where to apply?

Visit the Berkeley Graduate Division application page .

Admission to the Program

The Department of Psychology invites applications from students who are primarily interested in research. Applicants for the Psychology PhD are required to specify the area to which they wish to apply: Behavioral and Systems Neuroscience; Clinical Science; Cognition; Cognitive Neuroscience; Developmental; and Social-Personality. Applicants are required to name at least one faculty member with whom they wish to work.

Applicants must hold a bachelor’s degree or its equivalent from an institution of acceptable standing, and may hold a master in psychology or another field. Previous concentration in psychology is not required. The department does not have an application for a terminal master’s degree: PhD only.

Doctoral Degree Requirements

Normative time requirements, normative time in the program.

Normative time in the Department of Psychology for doctoral degree completion is 10 semesters, and normative time in candidacy is 4 semesters. (See departmental website for details.)

Step I: Students take courses, narrow down their interests to particular areas of specialization, and begin research projects. This takes approximately 1 year.

Step II: Students complete the majority of course requirements and prepare for their written and oral Qualifying Examination. This takes approximately 1-2 years.

Step III: Students undertake research for the PhD dissertation under a 3-4 person committee in charge of their research and dissertation. Students do original research and write up the dissertation based on their results. On completion of course requirements and approval of the dissertation by the committee, students are awarded the doctorate. This takes approximately 2-3 years.

Time to Advancement

Behavioral and systems neuroscience concentration.

Clinical Science Concentration

Cognition Concentration

COGNITIVE NEUROSCIENCE CONCENTRATION

Developmental Concentration

Social-Personality Concentration

Additional Program Requirements

• Second-Year Poster Presentation
• Third-Year Paper Requirement
• Qualifying Examination
• CITI Protocol Course Certifications
• Internship, Field Work, or Practicum– Clinical Science only
• Clinical Practice– Clinical Science only

Time in Candidacy

• Dissertation Proposal
• Dissertation
• Dissertation Presentation/Exit Talk

Professional Development

• PSYCH 292 , PSYCH 293 , and PSYCH 375
• Presentations
• Professional Conference Attendance

PSYCH 204 Intro to Advanced Methods in Psychological Science 3 Units

Terms offered: Fall 2023 This course is intended to introduce a collection of core “advanced” methodologies common in the psychological sciences. Specifically, the course is focused on 3 core quantitative methodological topics: 1) latent variable and structural equation modeling, 2) multilevel modeling, and 3) psychometrics (e.g., item response theory). Data analytic examples and assignments will all be from applied psychological research examples. Students are also encouraged to incorporate their own data as well. Intro to Advanced Methods in Psychological Science: Read More [+]

Objectives & Outcomes

Course Objectives: Achieve proficiency with R and relevant packages for latent variable, multilevel, and psychometric modeling. Successfully conduct and interpret several types of structural equation models, multilevel models, and item response theory models. Understand how repeated measures (and by extension, random effects) are handled by structural equation models versus multilevel models. Understand the theoretical rationales for latent variable modeling, psychometric theory, and multilevel modeling.

Rules & Requirements

Prerequisites: Prerequisites include Psych 205 or equivalent graduate introductory data analysis course and at minimum, a basic proficiency with R. Analyses in this course will be primarily conducted using R, and little to no course time will be devoted to teaching basic data management/data wrangling techniques in R; as such, this skill will already be expected

Hours & Format

Fall and/or spring: 15 weeks - 3 hours of lecture per week

Additional Format: Three hours of lecture per week.

Additional Details

Subject/Course Level: Psychology/Graduate

Grading: Letter grade.

Intro to Advanced Methods in Psychological Science: Read Less [-]

PSYCH 205 Data Analysis 3 Units

Terms offered: Spring 2024, Spring 2023, Spring 2022 This course serves both as a refresher for undergraduate statistics and as a preparation for more advanced courses. This course will cover fundamental principles of statistical thinking including probability theory, distributions, modeling, parameter fitting, error estimation, statistical significance and cross-validation. In addition, the course will cover all statistical tests that are part of the generalized mixed effect models: n-way analysis of variance (ANOVA), multiple regression, analysis of covariance, logistic regression, between subjects, within subjects, mixed designs and designs with random factors. Students will also be introduced to statistical programming using the computer language R. Data Analysis: Read More [+]

Fall and/or spring: 15 weeks - 3 hours of lecture and 1 hour of discussion per week

Additional Format: Three hours of lecture and one hour of discussion per week.

Data Analysis: Read Less [-]

PSYCH 206 Structural Equation Modeling 3 Units

Terms offered: Spring 2023, Spring 2019, Spring 2017 This course is intended to provide an introduction to the principles and practice of structural equation modeling, including matrix algebra, LISREL notation, measurement models and confirmatory factor analysis (CFA), path models, and structural models. In addition, we will cover multiple ways to handle longitudinal data (e.g., latent growth and simplex models) and advanced topics such as mediation and latent variable interactions. Data analytic examples and assignments will come from psychological research applications. Students will be strongly encouraged to incorporate their own data as well. Structural Equation Modeling: Read More [+]

Prerequisites: Psychology 205

Structural Equation Modeling: Read Less [-]

PSYCH 207 Person-Specific Data Analysis 3 Units

Terms offered: Spring 2024, Spring 2021, Spring 2020 The course will cover the historical background and development of person-specific analyses as well statistical and theoretical arguments for conducting idiographic research. It will discuss time series data, what it is, and how it differs from cross-sectional and longitudinal data; topics such as including temporal features like trends, cycles, and events, lagged and contemporaneous data structures, sampling frequency and time scale, autocorrelation and cross-correlation; and study design, data acquisition, data pre-processing, and a variety of analytic approaches. Topics will include P-technique Factor Analysis, Vector Autoregression, the GIMME model, Network Analysis, Regression, Machine Learning, and Guassian Finite Mixture Modeling. Person-Specific Data Analysis: Read More [+]

Course Objectives: Describe methods for study design and data collection. Introduce students to behavioral time series data. Provide the theoretical and statistical motivations for idiographic research and person-specific analysis.

Prerequisites: Students are expected to have relative mastery of the general linear model and linear regression

Instructor: Fisher

Person-Specific Data Analysis: Read Less [-]

PSYCH 208 Methods in Computational Modeling for Cognitive Science 3 Units

Terms offered: Fall 2021 The objective of this course is to provide with the skills to use computational techniques to model behavioral data. Computational modeling is becoming an essential tool to study cognition, and neuroscience. The course will cover all the steps needed to fit computational models to data in a rigorous way. It will provide both theoretical knowledge, as well as hands-on experience (matlab or python), and will include a computational modeling project. In-class examples will focus on reinforcement learning and decision theory models, but the skills are more widely applicable. Methods in Computational Modeling for Cognitive Science: Read More [+]

Course Objectives: Develop a strong understanding of the theory of computational model fitting Develop hands-on skills in fitting computational models to behavioral data

Prerequisites: Students enrolling in the class should be comfortable programming in either matlab or python

Methods in Computational Modeling for Cognitive Science: Read Less [-]

PSYCH 209 Bayesian Models of Cognition 3 Units

Terms offered: Fall 2022 This course provides students with hands-on experience with Bayesian models of cognitive science. The course has three parts: (i) probability and Bayesian statistics, (ii) Bayesian models of psychophysics and decision making, and (iii) Bayesian models of higher-level cognition. Students are expected to bring experience in basic statistics and probability, but will be taught the required math in the first part of the course. The bulk of the course applies Bayesian models to understand cognitive and neural processes, with hands-on modeling assignments. Bayesian Models of Cognition: Read More [+]

Course Objectives: Be able to use Bayesian techniques to analyze data (e.g. regression). Develop a conceptual understanding of Bayesian data analysis. Implement Bayesian models of higher-level cognitive processes. Understand applications of Bayesian tools to cognitive science.

Student Learning Outcomes: A final project that uses Bayesian tools to explain an interesting cognitive phenomenon.

Prerequisites: Psych 205

Bayesian Models of Cognition: Read Less [-]

PSYCH 210B Proseminar: Cognition, Brain, and Behavior 3 Units

Terms offered: Fall 2023, Fall 2022, Fall 2019 A survey of the field of biological psychology. Areas covered are (a) cognitive neuroscience; (b) biological bases of behavior; (c) sensation and perception (d) learning and memory, (e) thought and language. Proseminar: Cognition, Brain, and Behavior: Read More [+]

Prerequisites: Consent of instructor

Additional Format: Three hours of Lecture per week for 15 weeks.

Proseminar: Cognition, Brain, and Behavior: Read Less [-]

PSYCH C210A Proseminar: Cognition, Brain, and Behavior 3 Units

Terms offered: Not yet offered A survey of the field of biological psychology. Areas covered are (a) cognitive neuroscience; (b) biological bases of behavior; (c) sensation and perception (d) learning and memory, (e) thought and language. Proseminar: Cognition, Brain, and Behavior: Read More [+]

Formerly known as: Psychology 210A

Also listed as: NEU C241

PSYCH 214 Functional MRI Methods 3 Units

Terms offered: Fall 2016, Fall 2015, Fall 2014 This is a hands-on course teaching the principles of functional MRI (fMRI) data analysis. We will teach you how to work with data and code to get a deeper understanding of how fMRI methods work, how they can fail, how to fix them, and how to develop new methods. We will cover the basic concepts in neuroimaging analysis, and how they relate to the wider world of statistics, engineering and computer science. At the same time we will teach you techniques of data analysis that will make your work easier to organize, understand, explain and share. At the end of the course we expect you to be able to analyze fMRI data using Python and keep track of your work with version control using git. Functional MRI Methods: Read More [+]

Functional MRI Methods: Read Less [-]

PSYCH C223 Proseminar: Problem Solving and Understanding 3 Units

Terms offered: Spring 2019, Spring 2018, Spring 2016, Fall 2013 Students will examine problem solving in children and adults, from a predominantly cognitive science perspective, beginning with an examination of thinking involved in diverse problem types. Students will then analyze the literature concerning cognitive issues that transcend problem types, including representation, "understanding," access and availability of knowledge, access to one's own cognitive processing, categorization , the architecture of knowledge, and the control of cognition. Proseminar: Problem Solving and Understanding: Read More [+]

Formerly known as: Education C229A, Psychology C220D

Also listed as: EDUC C229A

Proseminar: Problem Solving and Understanding: Read Less [-]

PSYCH 229 Cognition, Brain, and Behavior Colloquium 1 Unit

Terms offered: Spring 2015, Fall 2014, Spring 2014 Reports and discussions of original research in the area of cognitive psychology. Not all participants must report in any given semester, but all are expected to attend and to enter into the discussions. Required course for all students in the cognition, brain, and behavior graduate program. Cognition, Brain, and Behavior Colloquium: Read More [+]

Prerequisites: Graduate standing or consent of instructor

Repeat rules: Course may be repeated for credit without restriction.

Fall and/or spring: 15 weeks - 1.5 hours of colloquium per week

Additional Format: One and one-half hours of Colloquium per week for 15 weeks.

Grading: Offered for satisfactory/unsatisfactory grade only.

Cognition, Brain, and Behavior Colloquium: Read Less [-]

PSYCH 229A Cognition Colloquium 1 Unit

Terms offered: Fall 2024, Spring 2024, Fall 2023 Reports and discussions of original research in the area of cognitive psychology, by guest speakers, UCB faculty, and graduate students. Topics change depending on the speaker. Not all participants must report in any given semester, but all are expected to attend and to enter into the discussions. Required course for all students in the cognition area graduate program. Cognition Colloquium: Read More [+]

Additional Format: One and one-half hours of colloquium per week.

Cognition Colloquium: Read Less [-]

PSYCH 229B Cognitive Neuroscience Colloquium 1 Unit

Terms offered: Fall 2024, Spring 2024, Fall 2023 Reports and discussions of original research in the area of cognitive neuroscience by guest speakers, UCB faculty, and graduate students. Topics will vary depending on the speaker. Not all participants must report in any given semester, but all are expected to attend and to enter into the discussions. Required course for all students in the cognitive neuroscience area graduate program. Cognitive Neuroscience Colloquium: Read More [+]

Cognitive Neuroscience Colloquium: Read Less [-]

PSYCH 230 Proseminar: Clinical Psychology 3 Units

Terms offered: Fall 2020, Fall 2019, Fall 2018 This course is a review of the history and theory of the field of clinical psychology. The course covers adult and child psychopathology, ethnic minority mental health, culture, and community influences. Proseminar: Clinical Psychology: Read More [+]

Prerequisites: Required of all 1st-year Clinical Science Program graduate students

Formerly known as: 230A-230B

Proseminar: Clinical Psychology: Read Less [-]

PSYCH 230A Proseminar: Developmental Psychopathology 2 Units

Terms offered: Fall 2023, Fall 2021, Fall 2012 The course is part of a series required of all Clinical Science students. The sequence (230ABCD) introduces core issues in developmental and adult psychopathology, cultural issues, research methods, and intervention principles. It brings together varied disciplines and perspectives such as neuroscience, social science, public health, cultural perspectives, and the importance of humanization and human rights. The 230A course focuses on developmental psychopathology, basic psychometric principles, integration of heritable and psychosocial risk (including adverse childhood experiences), neurodevelopmental and mental disorders and dimensions of childhood and adolescence, stigmatization of mental disorders, and intervention implications. Proseminar: Developmental Psychopathology: Read More [+]

Course Objectives: Develop knowledge in translational research, which requires knowledge of foundational mechanistic processes, as well as moving productively from discovery to application (in assessment, intervention, and prevention) and back to discovery. Develop skills in research methods, grant writing, and academic writing. Provide an opportunity for integration of theory, research, and clinical application. Provide exposure to knowledge in emerging fields and methodologies.

Prerequisites: Doctoral student status within the Clinical Science area of Psychology. Permission of Instructor for other graduate students or registered post-bac students in Psychology

Credit Restrictions: Students will receive no credit for PSYCH 230A after completing PSYCH 230A . A deficient grade in PSYCH 230A may be removed by taking PSYCH 230A .

Fall and/or spring: 15 weeks - 2 hours of seminar per week

Additional Format: Two hours of seminar per week.

Proseminar: Developmental Psychopathology: Read Less [-]

PSYCH 230B Proseminar: Clinical Psychological Science 2 Units

Terms offered: Spring 2024, Spring 2022, Spring 2006 The course is part of a series required of all Clinical Science students. The sequence (230ABCD) introduces core issues in developmental and adult psychopathology, cultural issues, research methods, and intervention principles. It brings together varied disciplines and perspectives such as neuroscience, social science, public health, cultural perspectives, and the importance of humanization and human rights. The 230B course focuses on bench-to-bedside translation, implementation science, sleep and circadian disorders and cognitive approaches to anxiety and depression. Grant writing mini-workshops will also be included. Proseminar: Clinical Psychological Science: Read More [+]

Credit Restrictions: Students will receive no credit for PSYCH 230B after completing PSYCH 230B . A deficient grade in PSYCH 230B may be removed by taking PSYCH 230B .

Proseminar: Clinical Psychological Science: Read Less [-]

PSYCH 230C Proseminar: Context, Culture, and Diversity Issues in Clinical Science 2 Units

Terms offered: Fall 2024, Fall 2022 PSY230C is the third course of the PSY230 sequence (Clinical Science PCSAS Core Seminar Series). The purpose of 230C is to introduce students to core themes in scientific research on how context, culture, and diversity-related factors shape the prevalence, presentation, and development of psychopathology in diverse populations. We will also discuss how scientific knowledge on context, culture, and diversity-related issues in psychopathology informs the development , adaptation, and dissemination of evidence-based mental health interventions/services to diverse populations. Proseminar: Context, Culture, and Diversity Issues in Clinical Science: Read More [+]

Course Objectives: Develop knowledge on core research and theory on socio-cultural disparity in mental health and mental health services Develop knowledge on core theoretical framework and key research findings on unique risk and protective factors for mental health issues in special populations: immigrant and refugee populations, members of the LGBTQ community, and people of color Develop knowledge on core theoretical models and concepts for studying cultural and contextual influences on psychopathology, ethical issues and key methodological challenges in conducting clinical research with diverse populations, and cultural competence and cultural humility in mental health care Develop knowledge on core theories, research methods, and key findings on family, school, and neighborhood influences on the development of psychopathology, and development and evaluation of family-based, school-based, and community-based mental health interventions Gain experience in writing a literature review paper or a research proposal.

Prerequisites: As an advanced elective for the undergraduate minor, all prerequisites must be completed by the time the student is enrolled in this course

Proseminar: Context, Culture, and Diversity Issues in Clinical Science: Read Less [-]

PSYCH 231 Clinical Neuroscience 2 Units

Terms offered: Spring 2015, Fall 2014 This course examines how psychology, neuroscience, pharmacology, and medicine come together to understand psychiatric and neurological disorders, and through this understanding, develop and deliver evidence-based treatments. Class format consists of attending patient care clinics, lectures, paper reviews and class discussions. Clinical Neuroscience: Read More [+]

Prerequisites: Open only to Clinical Science Program graduate students or with the consent of instructor

Fall and/or spring: 15 weeks - 0-3 hours of seminar and 3-0 hours of clinic per week

Additional Format: Three hours of clinic or seminar per week.

Clinical Neuroscience: Read Less [-]

PSYCH 232 History, Systems, and Diversity in Psychology 1 Unit

Terms offered: Spring 2023, Fall 2018, Spring 2000 The overall goal of the course is to enhance your critical thinking and your knowledge of the historical views in clinical psychology. One of the concerns about United States psychology theory and research historically has been a focus on Eurocentric ideas and contributions. Accordingly, several weeks of this class will be focused on enriching your understanding of some key perspectives on diversity in psychology. History, Systems, and Diversity in Psychology: Read More [+]

Prerequisites: This class is required of clinical science graduate students

Credit Restrictions: This class is required of clinical science graduate students. Students from other programs and other departments will be able to take part if space is available.

Fall and/or spring: 15 weeks - 1 hour of lecture per week

Additional Format: One hour of lecture per week.

History, Systems, and Diversity in Psychology: Read Less [-]

PSYCH 233A Clinical Assessment: Theory, Application, and Practicum 3 Units

Terms offered: Spring 2020, Spring 2018, Spring 2016 This course covers assessment of intellectual and cognitive functioning and selected measures of emotional and personality functioning in adults. It also covers ethical and cultural issues associated with psychological assessment, case formulation, integrative report writing, and the principles of psychological measurement (including reliability, validity, norms, and standardized scores). Clinical Assessment: Theory, Application, and Practicum: Read More [+]

Prerequisites: First-year status as graduate student in clinical psychology or enrollment in limited training in clinical psychology

Clinical Assessment: Theory, Application, and Practicum: Read Less [-]

PSYCH 233B Clinical Assessment: Theory, Application, and Practicum 3 Units

Terms offered: Spring 2023, Spring 2022, Spring 2019 This course covers the psychological assessment of children, with a focus on cognitive, emotional, and diagnostic assessment. Content will include placing these issues in a developmental context, report writing, culture, ethical issues, and psychometric principles. Clinical Assessment: Theory, Application, and Practicum: Read More [+]

Prerequisites: First year status as graduate student in clinical psychology or enrollment in limited training in clinical psychology

PSYCH 234D Theories of Cognitive Behavior Therapy 3 Units

Terms offered: Fall 2023, Fall 2020, Fall 2018 Central features of cognitive behavior therapy; basics of several cognitive-behavioral theories; evidence of efficacy and effectiveness of methods; methods for assessing, conceptualizing and treating patients; theories, methods, and efficacy evidence for several disorders, primarily anxiety and affective disorders. Theories of Cognitive Behavior Therapy: Read More [+]

Theories of Cognitive Behavior Therapy: Read Less [-]

PSYCH 235 Clinical Research 3 Units

Terms offered: Spring 2020, Fall 2016, Fall 2014 Strategies of research in clinical issues; clinical methods of gathering and interpreting data; case examples from the research in progress of participants in the seminar. Clinical Research: Read More [+]

Clinical Research: Read Less [-]

PSYCH 236 Specialty Clinic 3 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 A Specialty Clinic is offered to graduate students in the Clinical Science program. Each course combines didactics and hands-on clinical work. Students in the course work with the instructor to develop the topic of interest by reviewing the empirical literature, defining and developing an intervention/consultation, defining a clinical population, marketing and delivering the intervention/consultation, and evaluating the effectiveness of the intervention/consultation. A number of readings are included in the course, and class discussion is a central part of the course. Written products are also a part of the course, either in the form of a presentation or publication of findings from the clinic. A Specialty Clinic also includes its own Case Conference and supervisors to handle supervision of the clinical cases. Specialty Clinic: Read More [+]

Prerequisites: Open only to Clinical Science Program graduate students

Fall and/or spring: 15 weeks - 3 hours of clinic per week

Additional Format: Three hours of clinic per week.

Specialty Clinic: Read Less [-]

PSYCH 237E Professional Development in Clinical Science 3 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 Issues in decisions about providing psychological services to individuals, families, groups and social systems. Professional Development in Clinical Science: Read More [+]

Prerequisites: Limited to second and third year clinical psychology students or consent of instructor

Fall and/or spring: 15 weeks - 2 hours of lecture per week

Additional Format: Two hours of lecture and one hour of individual meetings per week.

Professional Development in Clinical Science: Read Less [-]

PSYCH 237F Intervention: Couples Therapy 1 Unit

Terms offered: Fall 2012, Fall 2011, Fall 2010 Psychological intervention with couples. Intervention: Couples Therapy: Read More [+]

Prerequisites: Limited to second- and third-year clinical psychology students or consent of instructor

Additional Format: Two hours of Lecture per week for 15 weeks.

Intervention: Couples Therapy: Read Less [-]

PSYCH 237G Intervention: Specialty Clinics 1 or 2 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 Psychological intervention with and evaluation of specially designated populations. Intervention: Specialty Clinics: Read More [+]

Fall and/or spring: 15 weeks - 1-2 hours of lecture per week

Additional Format: One to Two hour of Lecture per week for 15 weeks.

Intervention: Specialty Clinics: Read Less [-]

PSYCH 237H Intervention: Introduction to Clinical Methods 3 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 This course is an introduction to clinical methods in preparation for the clinical practicum in the Psychology Clinic during the second and third years of the clinical graduate program. Topics covered include clinical policies and procedures, legal and ethical issues, risk management, standards of care, HIPAA, and consultations. Intervention: Introduction to Clinical Methods: Read More [+]

Prerequisites: Limited to first-year clinical psychology students or consent of instructor

Intervention: Introduction to Clinical Methods: Read Less [-]

PSYCH 237S Introduction to Clinical Supervision 1 Unit

Terms offered: Fall 2024, Fall 2023, Fall 2022 This semester course focuses on introducing graduate students to the ethical, conceptual, and practical issues related to the practice of evidence-based supervision with focused discussion and a practicum/experiential component focused on supervising a peer. Using a problem-based learning approach, the course has three primary components: review of theoretical models and empirical literature, direct supervision and supervision of supervision, and ongoing supervision and discussion surrounding supervision issues and problem-based learning. Introduction to Clinical Supervision: Read More [+]

Course Objectives: Gain competence in learning supervision models, understanding supervisee competencies, evaluating supervisees, providing formative feedback, troubleshooting issues that arise during the training of novice clinicians in learning foundational clinical skills Integrate the empirical literature and scientific understandings of cultural adaptation into applied clinical supervision Learn how to present clinical cases and develop appropriate questions and recommendations for consultation with families, healthcare professionals and others Learn how to utilize supervision of supervision and provide supervision to others, including models of evaluating supervision practices Understand APA and California legal and ethical codes about supervision and gain experience conducting clinical supervision ethically.

Prerequisites: Only those students who have successfully completed the following courses (at least 1 semester of each) are allowed to take this course. • PSYC 237H • PSYC 237E • PSYC 236 • PSYC 237G

Fall and/or spring: 15 weeks - 1 hour of seminar per week

Additional Format: One hour of seminar per week.

Introduction to Clinical Supervision: Read Less [-]

PSYCH 239 Clinical Seminar 1 Unit

Terms offered: Fall 2024, Spring 2024, Fall 2023 Reports and discussions of original research in the area of clinical psychology. Not all participants need report in any given semester, but all are expected to attend and to enter into the discussions. Required course for all students in the clinical graduate program. Clinical Seminar: Read More [+]

Fall and/or spring: 15 weeks - 1.5 hours of seminar per week

Additional Format: One and one-half hours of Seminar per week for 15 weeks.

Clinical Seminar: Read Less [-]

PSYCH 240A Proseminar: Biological, Cognitive, and Language Development 3 Units

Terms offered: Spring 2024, Spring 2022, Spring 2020 Survey of the biology of the nervous system and behavior; the cellular interactions during development in animals and humans, including neurogenesis, synaptogenesis, cell death and synapse elimination; and the genetic and experiential determinants of neural development. Exploration of the origins and development of knowledge from infancy through childhood; the development of children's concepts across multiple domains including physics, biology , math, and psychology. Survey of facts and theories of language acquisition; focus on what learners acquire and the role of input in the process; review of phonology, syntax, and morphology. Proseminar: Biological, Cognitive, and Language Development: Read More [+]

Proseminar: Biological, Cognitive, and Language Development: Read Less [-]

PSYCH 240B Proseminar: Emotional, Social, and Psychopathological Development 3 Units

Terms offered: Fall 2023, Fall 2021, Fall 2019 Survey of current research and theory on the origins and maintenance of normal and pathological socioemotional development in infancy. Exploration of biological, psychological, familial, and cultural factors affecting social and emotional development through childhood and adolescence. Focus of the course includes how normal or pathological trajectories are maintained in some children, while others shift into or out of clinically diagnosable di sorders. Proseminar: Emotional, Social, and Psychopathological Development: Read More [+]

Proseminar: Emotional, Social, and Psychopathological Development: Read Less [-]

PSYCH 249 Developmental Colloquium 1 Unit

Terms offered: Fall 2024, Spring 2024, Fall 2023 Reports and discussions of original research in the area of developmental psychology. Not all participants need report in any given semester, but all are expected to attend and to enter into the discussions. Required course for all students in the developmental graduate program. Developmental Colloquium: Read More [+]

Developmental Colloquium: Read Less [-]

PSYCH 250A Perspectives in Personality: Overview 3 Units

Terms offered: Fall 2020, Fall 2018, Fall 2017 Introduces the perspectives and research programs of the personality faculty to graduate students having an interest in their field. Each week, attention is directed to the work of a different faculty member associated with the personality program. Perspectives in Personality: Overview: Read More [+]

Perspectives in Personality: Overview: Read Less [-]

PSYCH 250B Perspectives in Personality: Trends and Issues 3 Units

Terms offered: Spring 2021, Spring 2019, Spring 2018 Considers historical trends and current discussions regarding such topics as (1) the concept of disposition; (2) person by environment transactions; (3) observational assessment of persons; (4) personality systematics; (5) personality development and concepts of structure, and (6) formulations of personality system-social system interactions. Perspectives in Personality: Trends and Issues: Read More [+]

Perspectives in Personality: Trends and Issues: Read Less [-]

PSYCH 250D Principles and Pragmatics of Personality Measurement 3 Units

Terms offered: Fall 2023, Fall 2021, Spring 2019 Methods of personality measurement and assessment, with particular attention to the qualities, attributes, talents and dispositions considered in the everyday evaluations people make of self and others. Principles and Pragmatics of Personality Measurement: Read More [+]

Principles and Pragmatics of Personality Measurement: Read Less [-]

PSYCH 259 Personality Seminar 1 Unit

Terms offered: Fall 2024, Spring 2024, Fall 2023 Reports and discussions of original research in the area of personality psychology. Not all participants need report in any given semester, but all are expected to attend and to enter into the discussions. Required course for all students in the personality graduate program. Personality Seminar: Read More [+]

Prerequisites: Graduate standing and consent of instructor

Personality Seminar: Read Less [-]

PSYCH 260A Proseminar Course in Social and Personality Psychology 3 Units

Terms offered: Fall 2024, Fall 2022 Extensive coverage of theoretical and research literature in social and personality psychology. Topics include history and systems, attitudes and attitude change, interpersonal processes, motivation, social interaction, small groups, and organizational behavior, personality measurement, and personality processes. Required course for all students in the social-personality graduate program. Proseminar Course in Social and Personality Psychology: Read More [+]

Proseminar Course in Social and Personality Psychology: Read Less [-]

PSYCH 260B Proseminar Course in Social and Personality Psychology 3 Units

Terms offered: Spring 2023, Spring 2017, Fall 2015 Extensive coverage of theoretical and research literature in social and personality psychology. Topics include history and systems, attitudes and attitude change, interpersonal processes, motivation, social interaction, small groups, and organizational behavior, personality measurement, and personality processes. Required course for all students in the social-personality graduate program. Proseminar Course in Social and Personality Psychology: Read More [+]

PSYCH 269 Social Seminar 1 Unit

Terms offered: Fall 2024, Spring 2024, Fall 2023 Reports and discussion of original research in the area of social psychology. Not all participants need report in any given semester, but all are expected to attend and to enter into the discussions. Required for all students in the social graduate program. Social Seminar: Read More [+]

Social Seminar: Read Less [-]

PSYCH 290B Seminars: Biological 2 Units

Terms offered: Spring 2024, Fall 2023, Spring 2023 Seminars: Biological: Read More [+]

Additional Format: Two hours of Seminar per week for 15 weeks.

Seminars: Biological: Read Less [-]

PSYCH 290E Seminars: Perception 2 Units

Terms offered: Spring 2022, Fall 2018, Spring 2016 Seminars: Perception: Read More [+]

Seminars: Perception: Read Less [-]

PSYCH 290H Seminars: Developmental 2 Units

Terms offered: Fall 2024, Spring 2023, Fall 2022 Seminars: Developmental: Read More [+]

Seminars: Developmental: Read Less [-]

PSYCH 290I Seminars: Personality 2 Units

Terms offered: Fall 2022, Spring 2022, Spring 2017 Seminars: Personality: Read More [+]

Seminars: Personality: Read Less [-]

PSYCH 290J Seminars: Social 2 Units

Terms offered: Fall 2024, Spring 2023, Fall 2021 Seminars: Social: Read More [+]

Seminars: Social: Read Less [-]

PSYCH 290K Seminars: Clinical 2 Units

Terms offered: Spring 2024, Fall 2015, Spring 2015 Seminars: Clinical: Read More [+]

Seminars: Clinical: Read Less [-]

PSYCH 290Q Seminars: Cognition 2 Units

Terms offered: Fall 2024, Spring 2024, Spring 2023 Seminars: Cognition: Read More [+]

Seminars: Cognition: Read Less [-]

PSYCH 290Z Seminars 1 - 3 Units

Terms offered: Fall 2024, Spring 2023, Spring 2022 Special section. Seminars: Read More [+]

Fall and/or spring: 15 weeks - 1-3 hours of seminar per week

Additional Format: One to three hours of seminar per week.

Seminars: Read Less [-]

PSYCH 292 Introduction to the Profession of Psychology 2 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 This course provides both a broad review of the field of psychology and an introduction to the faculty of this department. Faculty from various program areas will present biographical information and discuss their particular research programs, as well as summarizing current developments in their areas. The course will also cover topics in professional development (e.g., scientific writing, convention presentations, journal review processes, professional and scientific ethics, and special issues facing women and minority psychologists). Required of all first-year students in the graduate program. Introduction to the Profession of Psychology: Read More [+]

Formerly known as: 292A

Introduction to the Profession of Psychology: Read Less [-]

PSYCH 293 Second-Year Seminar on Professional Development 2 Units

Terms offered: Spring 2024, Spring 2023, Spring 2022 This course will focus on various issues related to professional development. Topics may include planning a research program, preparing for qualifying exams, choosing a dissertation committee, identifying career options, presenting work at conferences and in journals, preparing grant proposals, preparing for job interviews, juggling professional and personal life, and recognizing obstacles in career development. The seminar participants will select actual topics at the beginning of the term, and all will be expected to participate in the discussions. All participants will present their research at a departmental poster session at the end of the term. Required of all second-year students. Second-Year Seminar on Professional Development: Read More [+]

Formerly known as: 293A-293B

Second-Year Seminar on Professional Development: Read Less [-]

PSYCH 294 Current Issues Colloquium Series 1 Unit

Terms offered: Spring 2018, Fall 2017, Spring 2017 Current issues in specified areas of psychology presented weekly by announced speakers. Current Issues Colloquium Series: Read More [+]

Repeat rules: Course may be repeated for credit with instructor consent.

Fall and/or spring: 15 weeks - 1-2 hours of colloquium per week

Additional Format: One to Two hour of Colloquium per week for 15 weeks.

Current Issues Colloquium Series: Read Less [-]

PSYCH 298 Directed Study 1 - 12 Units

Terms offered: Spring 2019, Fall 2018, Spring 2018 Special study under the direction of a member of the staff. Directed Study: Read More [+]

Fall and/or spring: 15 weeks - 0 hours of independent study per week

Summer: 6 weeks - 1-5 hours of independent study per week 8 weeks - 1-4 hours of independent study per week

Additional Format: Individual conference.

Directed Study: Read Less [-]

PSYCH 299 Research 1 - 12 Units

Terms offered: Summer 2022, Fall 2017, Summer 2017 8 Week Session Individual research. Research: Read More [+]

Additional Format: Individual conferences.

Research: Read Less [-]

PSYCH 301 Supervision for Teaching Psychology 2 2 Units

Terms offered: Spring 2016, Fall 2015, Spring 2015 Supervised teaching experience for graduate student instructors of Psych 2. Supervision for Teaching Psychology 2: Read More [+]

Prerequisites: 300, advancement to candidacy, and consent of instructor

Subject/Course Level: Psychology/Professional course for teachers or prospective teachers

Supervision for Teaching Psychology 2: Read Less [-]

PSYCH 375 Teaching Psychology 2 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 This course will provide training in a variety of teaching techniques, will review relevant pedagogical issues, and will assist graduate students in mastering their initial teaching experiences. Teaching Psychology: Read More [+]

Formerly known as: Psychology 300

Teaching Psychology: Read Less [-]

PSYCH 401A Clinical Internship (Off Campus) 1 - 12 Units

Terms offered: Fall 2010, Fall 2009, Fall 2008 Individual programs of practice and supervision in approved off-campus agencies. Clinical Internship (Off Campus): Read More [+]

Prerequisites: Advancement to candidacy; limited to clinical psychology graduate students or consent of instructor

Fall and/or spring: 15 weeks - 0 hours of internship per week

Summer: 6 weeks - 1-12 hours of internship per week 8 weeks - 1-12 hours of internship per week

Subject/Course Level: Psychology/Other professional

Grading: The grading option will be decided by the instructor when the class is offered.

Clinical Internship (Off Campus): Read Less [-]

PSYCH 401B Clinical Internship (Off Campus) 1 - 12 Units

Terms offered: Spring 2014, Spring 2013, Spring 2012 Individual programs of practice and supervision in approved off-campus agencies. Clinical Internship (Off Campus): Read More [+]

PSYCH 602 Individual Study for Doctoral Students 1 - 8 Units

Terms offered: Spring 2014, Spring 2013, Spring 2012 Individual study in consultation with the major field adviser, intended to provide opportunity for qualified students to prepare themselves for the various examinations required of candidates for the Ph.D. May not be used for unit or residence requirements for the doctoral degree. Individual Study for Doctoral Students: Read More [+]

Subject/Course Level: Psychology/Graduate examination preparation

Individual Study for Doctoral Students: Read Less [-]

Contact Information

Department of psychology.

2121 Berkeley Way

Phone: 510-642-5292

Fax: 510-642-5293

Department Chair

Ozelm Ayduk, PhD

3430 Berkeley Way West

[email protected]

Department Vice-Chair

Allison Harvey, PhD

3250 Berkeley Way West

[email protected]

Lance Kriegsfeld, PhD

G71A Koshland

[email protected]

Student Services Director

Harumi Quinones

2210 Berkeley Way West

Phone: 510-642-7097

[email protected]

Graduate Student Services Advisor

Kai Santiago

3412 Berkeley Way West

[email protected]

Fonda Yoshimoto-Reed

Print Options

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Postdoctoral Fellowship in Health Service Psychology

The University of California at Berkeley is accepting applications for up to 4 postdoctoral positions in professional psychology.

The postdoctoral fellowship program is committed to providing comprehensive training experiences that will facilitate postdoctoral fellows’ development as independent professional psychologists. A primary goal of the program is to assist fellows in strengthening and consolidating their clinical and professional skills and integrating these skills into their professional identities as psychologists. The postdoctoral year marks a significant developmental transition of fellows from trainees to well-rounded, independent professionals. It is expected that fellows will be able to function competently and autonomously by the end of the training year. The fellows will receive advanced clinical training and supervision in brief therapy and crisis intervention in a multidisciplinary, multicultural university counseling service. T he postdoctoral fellowship at UC Berkeley meets the postdoc requirement for licensure in the state of California.  The responsibilities of the fellows include:   

• crisis intervention
• individual personal and career counseling
• co-facilitation of structured CBT, process, or support groups (typically in the 2nd semester)
• providing workshops/ outreach to the campus community
• special projects as needed (e.g., groups, outreach, research)

Postdoctoral fellows typically provide 20-22 hours of clinical work per week, which includes brief individual, group therapy, and couples therapy. Postdoctoral fellows receive 2 hours of individual clinical supervision, and one hour of group supervision, and participate in a weekly multidisciplinary case conference. Additionally, postdoctoral fellows participate in a weekly Professional Development seminar and spend 2 hours per week working on a project/apprenticeship (with 1 hour of supervision for this project). Apprenticeship offerings are subject to change given the needs of the center and availability of supervisors. In previous years, choices have included the following: Career Program, Clinical Administration Program, Hospitalization Program, Outreach Program, and Training Program. 

Application Requirements and Procedures

Applicants must possess a doctoral degree in counseling or clinical Psychology from an APA/CPA accredited program and preference given to applicants who have completed an APA/CPA accredited internship.  Please note that current doctoral interns from this program are given preference when applying for the postdoctoral fellowship positions.  It is expected that applicants will have completed all degree requirements by the beginning of the fellowship year.  Applicants must also possess a strong demonstrated interest in working with a diverse, multicultural college student population. The fellowship begins on  July 28, 2025,  with a stipend of $71,760 . Fellows also receive medical insurance,  vacation, sick leave, professional development time, and other university benefits (e.g., library privileges, and access to university recreational facilities for a fee).  According to the University of California policies, this fellowship is considered a sensitive position and requires a background check and medical clearance as a condition of employment. 

Application Procedures  

Our Postdoctoral Fellowship Program will be using the uniform notification date set forth by the Association of Psychology Postdoctoral and Internship Center (APPIC) .  Our Postdoctoral Fellowship Program uses the APPIC Psychology Postdoctoral Application – Centralized Application System (APPA CAS) . The specific application requirements for our Postdoctoral Fellowship Program are indicated below as well as within the APPA CAS system. The following must be submitted through the APPA CAS system by January 5, 2025  (9:00 PM PST/midnight EST):

• A cover letter indicating your specific interests in our program 
• A current vita
• Two letters of recommendation from individuals knowledgeable about your clinical skill
• A letter (statement) from your dissertation Chair stating your anticipated defense date

Applications can be addressed to the Chair of the Search,  Kusha Murarka, PsyDm

2024-2025 Postdoctoral Fellowship Manual

• Yes. Please email the Chair of the Search,  Kusha Murarka, PsyD  ( [email protected] )  to request current trainees and staff contact information. When contacting trainees and staff, please ask how they would prefer to be in communication (e.g., phone or email).
• UC Berkeley’s community has rich cultural, ethnic, social, and socioeconomic diversity in which every state and over 100 countries are represented. For instance, in Fall 2021, Berkeley had 31,814 undergraduate students, and about 29% of them were first-generation college students; about 23% of them were from underrepresented groups; about 13% of them identified as LGBTQ+ individuals; about 13% of them are international students. More diversity data can be viewed on the  Berkeley Equity and Inclusion  website.
• We will accept it but we may not read it. Given the number of applications we receive and the short time allotted before we need to make very important decisions (i.e., who to interview) we suggest only sending 2 letters from individuals you believe can best speak to your skills and areas for growth. This will ensure we read your best letters of support. 
• The majority of our postdoctoral fellows have previous practical experience in counseling centers, experience providing brief therapy, and experience with crisis management. It is helpful if the fellows have some knowledge of career counseling/assessment. As a staff, we value diversity both in terms of learning from each other and from the students we serve. Applicants who can articulate how diversity has impacted them on a personal and professional level tend to be a good fit for our training program. Similarly, we are looking for individuals who enjoy working collaboratively in a multidisciplinary team setting. 
• Currently, we do not seek out information from social networking sites as part of our evaluation process. 
• Yes, we offer the option of receiving mental health services remotely through phone and Zoom video. Fellows are issued laptops so they can work from home and provide these telemental health options. However, post-pandemic campus life and student demand have increased the need for on-site, in-person services, so the majority of services are now being offered in person. 
• You will get specialized training in providing multiculturally competent brief therapy; crisis management; and group therapy. Other specialized training (e.g., specific clinical issues, couples counseling, specific populations) can occur through individual supervision. However, this needs to be discussed with the Training Director and your supervisor. If you have specific training goals/needs that are not specified in our materials please ask before, or during, the interview so we can discuss the possibilities. 
• Two. However, the clients you see for longer-term therapy need to fit specific criteria that you will discuss with your supervisor and colleagues in case conference.
• There are a number of assessments available for fellows to use in working with students. Our staff primarily uses the Strong Interest Inventory, Myers-Briggs Type Indicator, the California Psychological Inventory, MMPI-II, and depression and anxiety inventories.
• Yes. CAPS frequently gets requests from the campus to do workshops, trainings, and other preventive mental health programs as well as doing proactive outreach work to the campus to reach underserved populations. CAPS does approximately 100 outreach events/year. Fellows are expected to be involved in these outreach efforts (the expectation is that fellows will be involved in approximately two programs per semester) and to develop their skills and comfort level in leading such programs. In addition, fellows are paired with senior clinicians to respond to urgent outreach requests (e.g., crisis debriefings, and responses to campus emergencies), which may involve evening work. Finally, fellows have served as liaisons to residential life (dormitories), providing consultation to resident advisors and resident directors, as needed.
• Typically, there are no opportunities for fellows to provide supervision; our doctoral interns provide supervision to career interns. Fellows may lead a group with a doctoral intern or career intern in the Spring or Summer semester and provide secondary supervision.
• During the summer, fellows are sent an email asking, among other things, what their goals are for supervision and what they would like in a supervisor. The training staff meets to discuss possible matches based on the stated interests and goals of the incoming doctoral intern. Similarly, staff also have a say in whom they would like to work with based on their availability and own interests.
• We like to have fun with each other, love working with college students, and enjoy celebrating each other's accomplishments (with food). That said, this is a fast-paced setting that is highly utilized. Thus, there can be increased stress during certain times of the year when demand for services is high. We continually look at how we can better meet the need for student access while at the same time monitoring self-care.
• A few members are involved in research and publishing. However, there is no formal program of research taking place at Counseling & Psychological Services. Fellows who are interested in developing research skills may also consider participating in the research apprenticeship.
• There is no formal opportunity to teach on an ongoing basis; however, there are opportunities to guest lecture. In the past, some fellows have taken adjunct teaching positions at neighboring universities (e.g., the University of San Francisco, Santa Clara, and the Wright Institute).
• Due to hybrid schedules, we are currently sharing offices. Fellows will be assigned a specific office for the days they are designated to work on-site.
• Of course. Each office is equipped with a desktop computer and each fellow will be issued a Chromebook which allows access to patient information. All notes and scheduling are done electronically on our electronic medical records system.
• We typically receive 25-35 for 3-4 postdoctoral fellowship positions.
• No. However, feel free to contact us if you have any questions that are not addressed on our website or that were not addressed during the interview. Email is often the easiest way to reach us.
• Yes, we do offer a virtual open house opportunity in a Q&A format on Zoom. If you would like to visit in-person, please email the Chair of the Search, Kusha Murarka, PsyD ( [email protected] ).
• All kinds of things. The majority go on to work in university counseling centers; others go on to teach, and fewer go into private practice.
• Not really, although several postdoctoral fellows have joined our staff at some point after finishing their training experience. Having worked here helps you understand the challenges and rewards of working at CAPS and thus gives any applicant somewhat of an advantage during an interview.
• Our counseling center prides itself on the diversity of the staff. Our staff is diverse with respect to age, gender, ethnicity, ableness, sexual orientation, religion/spirituality, and size. In addition, theoretical orientations and areas of expertise vary among staff members.  Learn more about our staff.   

Related resources

• Meet the Staff
• Former Postdoctoral Fellows

Lenia Chae, PhD

Elizabeth Quintero, MA

Teresa Rosenberger, PhD

Himadhari Sharma, PhD

Student Admissions, Outcomes, and Other Data

Return to school psychology program.

The following provides prospective applicants with information about several key aspects of the School Psychology Program at the University of California, Berkeley. The information also includes the disclosure data for the American Psychological Association (APA) *.

Time to Degree Completion

Program Costs

Internship Placement - Table 1

Internship Placement - Table 2

* Cell should only include students who applied for internship and are included in applied cell count from “Internship Placement – Table 1"

• Student & Alumni Work
• What It’s Like To Be Here
• Our History
• Master’s of Journalism
• Concurrent Degrees
• For Undergrads
• For Mid-Career Journalists
• Costs & Funding
• News & Events
• Faculty & Lecturers
• Media Guide to Faculty Experts
• Reserve Radio & TV Studio

“Right to Remain Secret”: Q&A with Katey Rusch (’20) about her investigation with Casey Smith (’20) into secret system to conceal police misconduct

September 24, 2024

Credit: San Francisco Chronicle

A secret system of legal settlements has concealed corruption, criminality and misconduct by law enforcement officers throughout California for decades, according to a new investigation “Right to Remain Secret” by Katey Rusch (‘20) and Casey Smith (‘20) of UC Berkeley Journalism’s Investigative Reporting Program. The investigation, published in collaboration with The San Francisco Chronicle, reveals the widespread use of so-called “clean-record agreements,” which mask problematic and even illegal police conduct — including dishonesty, sexual assault and excessive force — allowing errant officers whose careers in law enforcement are in peril to end up at new jobs with other agencies. These agreements often sit in locked filing cabinets. Rusch and Smith’s story is the first to describe how they protect and perpetuate police misconduct.

Rusch published a second story showing that in some cases, a clean-record agreement not only made it possible for troubled officers to hide misconduct but it also enabled them to qualify for a disability pension.

The Investigative Reporting Program’s Aysha Pettigrew interviews Rusch about these stories and genesis. This conversation has been edited for clarity.

___________________________________

Aysha Pettigrew: How did you start reporting about clean-record agreements?

Katey Rusch

Katey: I was working on a project [between my first and second years at UC Berkeley Journalism] with other reporters at the time about officers in California who had criminal convictions. We were reporting on a story about a police department in the middle of California that had hired a number of officers with criminal convictions and other alleged misconduct. Some of these officers had said contradictory things to what we had seen in the documents. They had received notices of termination, which basically, in the police world, means that they’ve been fired. But the officers, once we talked to them, claimed, ‘No we hadn’t been fired, we’d never been fired. Check your sources. Check with the department. Check with the state.’

[Fellow J-School student] Casey Smith , who is the co-byline on the story, had been working on another project about police departments and settlement agreements with victims of police violence. And she said, ‘Well, maybe they have some sort of legal agreement.’

I knew some of the officers had sued their department, but somewhat on a lark, I requested these agreements — specifically settlement agreements involving any lawsuits, grievances or other mediated conflicts — from the Banning Police Department, which is in the Inland Empire. I got back five agreements within the week and I was shocked to see that in fact, these agreements made sure that it looked as if the officers hadn’t been fired. In other words, the agreements said that any records related to their termination would be placed in separate files and the department would report to the state that they hadn’t been fired and that they had resigned voluntarily.

Casey Smith (’20)

I remember pretty vividly that Casey and I took these agreements up to [IRP Director] David [Barstow]’s office and he said,“You’ve got to see if this is happening everywhere.” So we started requesting these agreements and we started seeing the same things. That’s how it started.

Aysha: How did you learn how to file public records requests? Was that something you were doing in your previous job as a TV journalist? Was that something you learned to do here?

Katey: I had done it a little bit, but I wasn’t doing it that much. I actually learned how to do it from Tom Peele, who worked at the Bay Area News Group. He taught a class at the journalism school where he helped all of us send public records requests.

He was leading a project related to police misconduct records that were newly disclosable under state law and he taught me the basics. From there, I got really into it. I did deep dives on case law and started requesting records. I also worked with Susan Seager at UC Irvine and she was really helpful in helping me understand the basics of the CPRA [California Public Records Act] and how we could get records that were confidential, like the clean-record agreements.

Aysha: Once David Barstow advised you to ‘find out if this is happening everywhere,’ how did you start?

Katey: We initially started by filing records requests with a smattering of agencies at a bunch of different locations, to find out if it was happening in one area of the state, if it was happening in just big departments or also in small departments. Once we saw that it was something that was happening at a bunch of other law enforcement agencies, then we  kept growing and growing and growing the number of requests.

Aysha: Reading the stories, something that really struck me is just how many of these agreements you found and how many officers you talked to. When did you realize the scale of this reporting? 

Katey: I think I realized it probably a year and a half in. It took a long time to get agencies to actually understand what we were requesting because these documents are so confidential that the records custodians — primarily city clerks and county counsel — are not even aware that they exist. The defining moment was talking to an attorney representing the  L.A. County Sheriff’s Department [about] executing these agreements and how many agreements they had within the L.A. Sheriff’s [Department]. And that made me realize, “Oh, this is a thing.”

I don’t think there’s anything better I could have done with the last four years than getting to work with David [Barstow] and all of you folks at the IRP. Even in the depths of a pandemic, I woke up every day grateful that I got to do this work. 

Aysha: How long did you spend on this project in total?

Katey: Four years.

One of the great things about the Investigative Reporting Program — one of the reasons I’m so happy I get to work for an organization like this — is that every single word in here reflects hours and hours of work. And we’re allowed to take the time to do that.

Katey Rusch reviews documents at the offices of the Investigative Reporting Program at UC Berkeley Journalism.

Aysha: What were some of the challenges that you faced doing this reporting?

Katey: Well, we were requesting the records during COVID. So at first, it was just getting agencies to comply with the Public Records Act during a pandemic.

After that, it was the challenge of trying to get people to speak about information that was made confidential by these agreements. Some of the people in this story are speaking out in potential violation of some of these agreements because they feel strongly that the information should be out there. That was one of the most difficult parts — finding sources who felt comfortable speaking about something that they thought they would never talk about again.

Aysha: What is the impact that this project has had so far?

Katey: There have been a few people who are under investigation by their current employers. And there have been a few people who have left jobs because of some of the questions that I have asked. That’s what I can say officially.

Aysha: What do you think are the most important things you want people to take away from these two stories? 

Katey: I’d really like people to understand that there was a system at play, and that some of the results of this system are that these employment agreements can hide misconduct.

Aysha: Outside of California, how many other states allow law enforcement agencies to use clean-record agreements?

Katey: I have seen clean-record agreements in almost every state in the United States. Some of the sources I talked to in other states say they are more pervasive in places like California, where the unions are more robust, than in places like Kansas. But as far as I can tell, these agreements are pretty commonplace in law enforcement agencies across America.

Aysha: What drew you to the Investigative Reporting Program at UC Berkeley Journalism? 

Katey: I was working as a TV journalist in Seattle, and I always wanted to do investigative work. And I thought that the place where I was working as a TV journalist would not allow me to do that. And I just wasn’t finding that I was doing as much work on the reporting as I was on the actual production of video and audio. I had been watching PBS Frontline and was a huge fan of now-Emeritus Professor Lowell Bergman . And I just thought, ‘Man, this is the place where I want to work.’

Aysha: In closing, what do you wish you’d known as an IRP student?

Katey: I think that as a student, and as someone coming into this, I thought, ‘The longest I could work on something is six months. I can never work on something for so long.’ I wish I would have known that it does take time…that good things take time.

But as frustrating as parts of this project were, I don’t think there’s anything better I could have done with the last four years than getting to work with David and all of you folks at the IRP. Even in the depths of a pandemic, I woke up every day grateful that I got to do this work.

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Focus your Statement of Purpose on the reasons you are interested in attending the UC San Diego Biomedical Sciences Graduate Program. The statement has a 1500 word limit and should be well organized, concise, and completely free of grammar, punctuation, and spelling errors.

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The marketing program offers two broad areas of research:  consumer behavior and quantitative marketing. Alternatively, students may focus on the interplay between these two broad areas (consumer behavior and quantitative marketing) and how the economics and psychology interface can help researchers better understand and predict marketing phenomena.

Consumer Behavior Track

In the consumer behavior track, students are exposed to the fundamentals of psychology (cognitive psychology, social psychology, and behavioral decision theory) and experimental research and on how to use them to address marketing problems, such as consumer judgment and decision making and the role of the multiple variables influencing this process (e.g., attitudes, emotions, motivation, individual differences, perception, social influence, etc).

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In the quantitative marketing track, students are exposed to the fundamentals of economics (microeconomics, industrial organization, econometrics, etc.) and how to use them to address marketing problems such as mathematical modeling of buyer-seller interactions, consumer choice processes, the allocation of marketing resources into components of the marketing mix, and product development.

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To cope with these expanding horizons, the program is designed to provide broad exposure to the advanced literature in each field. The program includes a series of marketing PhD seminars, the development of expertise in a particular social science discipline (economics and/or psychology), and technical skills appropriate to the analysis of the problems to be studied. Students select an area for intensive study and develop a program that trains them to comprehend and perform cutting-edge research in that field.

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We offer an outstanding research-oriented Ph.D. program in the following areas:

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Our graduates secure positions in academic institutions, research institutes, government health and social service agencies, and corporate research and consulting companies.

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