clinical psychology phd programs arizona

Program Overview

The Doctor of Psychology (PsyD) in Clinical Psychology degree program has been designed to train prospective psychologists in the delivery of ethical, culturally-competent and evidence-based diagnostic, intervention and assessment services that effectively meet the needs of diverse populations in diverse settings. To help to ensure that students are adequately prepared, the curriculum is designed to provide for the meaningful integration of theory, training, and practice. The PsyD in Clinical Psychology degree program at the Arizona School of Professional Psychology at Argosy University is designed to emphasize the development of attitudes, knowledge, and skills essential to the training of clinical psychologists who are committed to the ethical provision of quality services. Specific goals of the program include the following:

Program Aims and Competencies

Program aims.

The Arizona School of Professional Psychology at Argosy University (AZSPP) clinical psychology doctoral program’s aim is to train prospective psychologists in the delivery of ethical, culturally-competent and evidence-based diagnostic, intervention and assessment services that effectively meet the needs of diverse populations in diverse settings. To ensure that students are adequately prepared, the curriculum is designed to provide for the meaningful integration of psychological science, theory, and clinical practice. The clinical psychology program at the AZSPP is designed to emphasize the development of knowledge, skills and attitudes essential in the training of health service psychologists who are committed to the ethical provision of quality, evidence based services to diverse populations and able to apply multiple theoretical perspectives to clinical issues.

Program Competencies

AZSPP’s clinical psychology doctoral program subscribes to the APA Standards of Accreditation. As such, students are expected to establish an identity in and orientation to health service psychology by acquiring the necessary discipline-specific knowledge and profession-wide competencies as follows:

• Students will demonstrate competency in research, including knowledge of research and quantitative methods as well as psychometrics
• Students will demonstrate knowledge of ethical and legal standards and conduct themselves in an ethical manner
• Students will demonstrate competency in individual and cultural diversity, including the knowledge of the theoretical and empirical knowledge base and the ability to apply it
• Students will demonstrate knowledge of professional values and attitudes as well as self-reflective practice and openness to supervision and feedback
• Students will evidence both communication and interpersonal skills, including producing clear, informative, well-integrated communication and effective interpersonal skills in professional interactions
• Students will demonstrate competency in assessment, including the ability to administer and interpret psychological tests and apply knowledge of strengths and psychopathology to the assessment process
• Students will demonstrate competency in intervention, including developing and applying evidence based treatment plans, and evaluating treatment effectiveness
• Students will evidence knowledge of supervision models and practices
• Students will evidence knowledge of consultation models and practices, and demonstrate interprofessional/interdisciplinary skills
• Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive, developmental, and social aspects of behavior; and the history and systems of psychology
• Students will demonstrate advanced skills in integrating knowledge in scientific psychology

Optional Concentration in Neuropsychology

The Doctor of Psychology (PsyD) in the Clinical Psychology degree program with a Neuropsychology Concentration was designed to comply with Division-40 standards for doctoral training in Clinical Neuropsychology and to prepare students for internship and post-doctoral training consistent with the Houston Conference Guidelines. The competencies were developed using the American Board of Professional Psychology (ABPP) guidelines and are as follows:

• Knowledge of Brain Behavior Relationships
• Foundations for the practice of neuropsychology

Students are required to complete a minimum of 12 credit hours (six credit hours in each of the two areas listed above), complete a practicum in a neuropsychological setting, and a Clinical Research Project in the area of Neuropsychology.

Optional Concentration in Diversity

The Doctor of Psychology (PsyD) in the Clinical Psychology degree program with a Diversity Concentration defines diversity broadly to include ethnic/cultural as well as individual diversity variables. It was designed to comply with the American Psychological Association (2003) Guidelines on multicultural education, training, research, practice and organizational change for psychologists. The competencies were developed using the APA guidelines for diverse populations. The competencies are developed in the following areas:

• Knowledge of foundational skills for practice with diverse populations
• Skill development in specific diversity competences
• Awareness, attitudes, self-reflection and self-correction

Students are required to complete a minimum of 12 credit hours in diversity-related courses, complete a practicum in a diversity focused setting and complete a Clinical Research Project with a diversity focus.

Clinical Training Overview

Clinical training involves the supervised out-of-class contact of students with a clinical population. Through this contact, students can apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical training, Arizona School of Professional Psychology at Argosy University students receive the requisite training for effective assessment and intervention skills, and to practice in an ethical manner.

During their clinical training, students advance through progressively more challenging levels of training. At each level, a student’s progress is assessed in multiple ways by several faculty members and field supervisors. Students in the PsyD in Clinical Psychology degree program can generally complete their practicum in the second and third years of the program and their pre-doctoral internship in the fifth year of the program.

Foundation Courses

The Arizona School of Professional Psychology at Argosy University requires applicants to successfully complete, with a “C” or better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of these courses serve as direct prerequisites to the Arizona School of Professional Psychology courses. The following three courses are required:

• *Introduction to psychology or general psychology 
• Abnormal, psychopathology, or maladaptive behavior
• Statistics or research methods

Two additional courses in field of psychology must also be completed.

Students must complete foundation courses before they matriculate in the PsyD in Clinical Psychology degree program

* This course may be waived if the applicant has completed a Bachelors or Masters degree in Psychology.

Enrollment Requirements

All students in the PsyD in Clinical Psychology degree program must enroll for the equivalent of 9 credit hours in the fall and spring semesters and 3 credit hours in the summer semester, except during internship. Doctoral degree program students wishing to be enrolled less than 9 credit hours must petition the Program Dean. No pre-internship doctoral degree program students will be permitted to take less than the equivalent of 6 credit hours per semester except those students who have fewer than 6 credit hours of required coursework to take prior to internship.

Additional Requirements for Academic Progress

Students must make satisfactory progress toward their degree by maintaining a GPA of 3.0 (on a scale of 4.0). A grade of “No Credit” (“NC”) is considered a grade lower than “B-” for purposes of academic warning, dismissal, or academic standing matters other than calculation of GPA. This applies to all courses that are graded as “Credit/No Credit” (“CR/NC”) [See “ Retaking Courses ,”]. Students must complete the program within seven years after matriculation, with all coursework and Practicum completed by the end of the fifth year and the Clinical Research Project completed by the end of the sixth year.

Students who have temporarily withdrawn from Argosy University will have the maximum time frame for completion of the program extended for the length of the withdrawn period, up to a period of one year. The withdrawn period will not be counted in the determination of the student’s year in the program. Students are required to complete 98 credit hours within the incremental maximum time frame.

Retaking Courses

Students who receive a grade below “B-” in a core course must retake this course no later than the end of the next calendar year. Core courses in the PsyD in Clinical Psychology degree program include all courses except electives, which need not be re-taken unless a grade of “F” is received. Students who receive an “F” in an elective course may either re-take the same course or substitute another elective in order to satisfy the credit hour requirement for the program. However, it is in the student’s best interest to re-take the same course, since the original grade of “F” is not used to calculate the cumulative grade point average.

Graduation Requirements

Students who are admitted into the PsyD in Clinical Psychology degree program will be responsible for completing the program requirements that are in effect at the time of their admission. The school retains the right to modify these requirements in accordance with the demands of the profession of psychology.

To be eligible for awarding of the PsyD in Clinical Psychology Degree, students must meet the following requirements:

• 2 credit hours of Professionalization Group
• 69 credit hours of required coursework (all required courses are 3 credit hours)
• 12 credit hours of elective coursework, including at least 3 credit hours in advanced intervention and 3 credit hours in special populations.
• 12 credit hours of practicum and practicum seminars, in the two years of required practicum.
• 3 credit hours of Clinical Research Project (CRP)
• Successful completion of the Clinical Evaluation Competency
• Successful completion of the Clinical Comprehensive Examination
• Grade point average of at least 3.0 on a scale of 4.0, and a grade of “B-” or better in all required courses
• Completion of the Clinical Research Project
• Successful completion of full year internship
• Completion of all degree requirements within maximum time frame of seven years, with all coursework and practicum completed by the end of the fifth year
• A completed Petition to Graduate submitted to campus administration

Program Requirements

Students enrolled in the PsyD in Clinical Psychology degree program  at the Arizona School of Professional Psychology at Argosy University are required to satisfactorily complete 98 credit hours distributed as follows: assessment requirements, 12 credit hours; clinical intervention and psychotherapy requirements, 24 credit hours; consultation and supervision requirements, 3 credit hours; elective requirements, 12 credit hours; ethics and professional conduct requirements, 5 credit hours; human development requirements, 3 credit hours; psychology foundations: basic science/psychology requirements, 12 credit hours; psychopathology requirements, 6 credit hours; statistics and research methods requirements, 6 credit hours; practicum and practicum seminar requirements, 12 credit hours; and clinical research project requirements, 3 credit hours.

Assessment Requirements — Students Are Required to Take the Following

• PP7370 - Cognitive Assessment (3)
• PP7371 - Objective Personality Assessment (3)
• PP7372 - Projective Personality Assessment (3)
• PP7373 - Integrative Assessment (3)

Assessment Requirements — 12 Credit Hours

Clinical intervention and psychotherapy requirements — students are required to take the following.

• PP7340 - Issues in the Assessment and Treatment of Diverse Populations (3)
• PP7360 - Clinical Psychopharmacology (3)
• PP8010 - Cognitive Behavioral Theory and Therapy (3)
• PP8020 - Person-Centered and Experiential Theory and Therapy (3)
• PP8030 - Psychodynamic Theory and Therapy (3)
• PP8036 - Basic Assessment and Intervention Skills (3)
• PP8050 - Family and Couples Therapy (3)
• PP8060 - Group Psychotherapy (3)

Clinical Intervention and Psychotherapy Requirements — 24 Credit Hours

Consultation and supervision requirements — students are required to take the following.

• PP7350 - Consultation and Supervision (3)

Consultation and Supervision Requirements — 3 Credit Hours

Ethics and professional conduct requirements — students are required to take the following.

• PP7100 - Professional Issues: Ethics, Conduct, and Law (3)
• PP7110 - Professionalization Group I (1)
• PP7111 - Professionalization Group II (1)

Ethics and Professional Conduct Requirements — 5 Credit Hours

Human development requirements — students are required to take the following.

• PP7010 - Lifespan Development (3)

Human Development Requirements — 3 Credit Hours

Psychology foundations: basic science/psychology requirements — students are required to take the following.

• PP7000 - History and Systems (3)
• PP7040 - Cognition and Affective Processes (3)
• PP7050 - Physiological Psychology (3)
• PP7060 - Social Psychology (3)

Psychology Foundations: Basic Science/Psychology Requirements — 12 Credit Hours

Psychopathology requirements — students are required to take the following.

• PP7330 - Child and Adolescent Psychopathology (3)
• PP7501 - Adult Psychopathology (3)

Psychopathology Requirements — 6 Credit Hours

Statistics and research methods requirements—students are required to take the following.

• PP7200 - Statistics and Research I (3)
• PP7201 - Statistics and Research II (3)

Statistics and Research Methods Requirements — 6 Credit Hours

Practicum and practicum seminar requirements—students are required to take the following.

• PP8201 - Practicum I (3)
• PP8202 - Practicum II (3)
• PP8203 - Practicum III (3)
• PP8204 - Practicum IV (3)

Practicum and Practicum Seminar Requirements — 12 Credit Hours

Clinical research project requirements — students are required to take the following.

• PP8501 - Clinical Research Project I (1)
• PP8502 - Clinical Research Project II (1)
• PP8503 - Clinical Research Project III (1)

Clinical Research Project Requirements — 3 Credit Hours

Elective requirements.

12 credit hours of electives are available for advanced general studies or specialization areas.

Additionally, 3 credit hours of Advanced Practicum (PP8300 Advanced Practicum) may be counted toward the elective requirements.

Neuropsychology Concentration Requirements

Students who select the Neuropsychology concentration are required to complete a minimum of 12 credit hours (six credit hours in each of the two areas listed below) which are applied to the elective requirements of the PsyD in Clinical Psychology degree program.  They must also complete a practicum in a neuropsychological setting and Clinical Research Project in the area  of Neuropsychology.

Brain-Behavior Relationship Requirements—Students Choose From the Following

• PP7362 - Advanced Clinical Psychopharmacology (3)
• PP7530 - Neuroanatomy and Pathology (3)
• PP7532 - Psychopharmacology for Neuropsychologists (3)
• PP7534 - Pain Assessment (3)
• PP7611 - Health Psychology: Pain, Neurological Conditions and Rehabilitation (3)
• PP7615 - Health Psychology: Prevention, Stress and Serious Illness (3)
• PP8111 - Pediatric Neuropsychology (3)
• PP8333 - Treatment and Diagnosis of ADHD (3)
• PP8601 - Clinical Health Psychology I (3)
• PP8602 - Clinical Health Psychology II (3)
• PP8603 - Child Clinical Health Psychology (3)
• PP8645 - Introduction to Neuropsychology (3)

Brain-Behavior Relationship Requirements—6 Credit Hours

Foundations for the practice of neuropsychology requirements–students choose from the following.

• PP8220 - Adult Neuropsychological Assessment (1.5)
• PP8330 - Rehabilitation Psychology (1.5)
• PP8430 - ADHD (3)
• PP8432 - Geriatric Neuropsychology (3)
• PP8434 - Learning Disabilities (3)
• PP8450 - Advanced Child Neuropsychology (3)
• PP8648 - Neuropsychological Assessment (3)
• PP8701 - Geriatric Assessment/Introduction to Neuropsychological Screening (3)
• PP8702 - Neuropsychological Assessment I (3)
• PP8704 - Neuropsychological Assessment II (1.5)
• PP8750 - Evaluation And Treatment of Behavioral Health Problems (3)

Foundations for the Practice of Neuropsychology Requirements—6 Credit Hours

Neuropsychology concentration requirements—12 credit hours, professionalization group requirements.

During the first year, students participate in weekly Professionalization Groups that focus on topics related to professional psychology. Through readings and discussions led by a faculty member, students can begin to develop a professional identity and become familiar with current issues in clinical psychology. The groups are designed to provide a comfortable environment in which students can freely exchange concerns, questions, and issues relevant to their studies and their future careers. The faculty member who leads the student’s Professionalization Group also serves as his/her academic advisor.

Practicum and Practicum Seminar Requirements

The practica are designed to provide opportunities for students to gain clinical field training by working under supervision with a clinical population in a behavioral health delivery system. Practica are an essential part of clinical training, and all students are required to participate in two years of practicum experience, typically during their second and third years of study. During each year of practicum, students participate in a practicum seminar.

PsyD in Clinical Psychology degree program students are usually assigned to interview at a practicum site the year prior to undertaking the experience. Site supervisors decide who they accept. Each practicum requires a minimum of 500 hours (approximately 16 hours per week) of clinical training. One half of the practicum hours should be in direct client contact. The practicum/practicum seminar carries 3 credit hours per semester, or 6 credit hours per academic year (see course listing above).

Practicum sites require placements for either ten or twelve months. All Arizona School of Professional Psychology at Argosy University students enrolled in practicum meet in a weekly, ninety minute, year-long practicum seminar led by a faculty member. A practicum may not be done in a student’s place of employment, nor are practica requirements waived.

All students placed on practicum are covered by professional liability insurance, purchased through the school. This coverage is mandatory even if the student is otherwise insured. Payment for insurance coverage is made through the Student Services Department at the time of practicum registration. Students are strongly encouraged to purchase their own professional liability insurance in addition to the school policy.

Students are expected to demonstrate mastery of the necessary psychological knowledge base, learn basic clinical assessment and intervention skills, and demonstrate appropriate professional attitudes throughout the practicum. Evaluation of student progress will be based on these domains.

Students may not register for two practica simultaneously. Students may not repeat any practicum site for a second year, except as advanced practicum, in which case, it cannot be substituted for an elective course. Students may not register for practicum seminar for a second year with the same practicum seminar instructor.

Practicum Eligibility Requirements

All students who enter the practicum application process must be in good academic standing, be enrolled in the doctoral program, have a minimum GPA of 3.0 (on a scale of 4.0), and have completed all of the practicum prerequisite courses. Students must demonstrate the readiness to assume a professional role and interact appropriately with clients. Personal adjustment issues, interpersonal difficulties, poor communication skills, or other behavioral problems may reflect on a student’s ability to interact with clients in a competent and ethical manner. Students on probation are not eligible to make application to practicum or to begin practicum. Students placed on probation during practicum must petition the Director of Clinical Training regarding their eligibility to continue practicum. Students may be evaluated for practicum readiness by faculty and/or the Clinical Training Committee (CTC) using a variety of methods, for example, a practicum readiness exam, and/or a formal student review process. If a student is deemed not ready for Practicum, the CTC will develop a remediation plan in conjunction with the student focused on preparing the student for practicum readiness.

To be eligible for PP8201 - Practicum I   , a student must have successfully completed (or transferred, if applicable) the following courses:

To be eligible for PP8203 - Practicum III    second year of practicum, students must have fulfilled the following requirements:

• Successful completion of the CEC
• Successful completion of PP8201 - Practicum I    and PP8202 - Practicum II    
• Be in good academic standing

Practicum Seminar Requirements

All students enrolled in a practicum must also attend a practicum seminar. The seminar meets weekly throughout the academic year and allows the student to reflect on practicum experiences and to acquire additional skills and attitudes useful in field training. The specific content and emphasis of the seminar varies according to the practicum setting and focus of the enrolled students and the professional expertise of the faculty member.

Practicum Experience

Students are required to complete two years of practicum (see course listing above) in which they focus on the acquisition of diagnostic/assessment and intervention skills. Accurate diagnostic assessment procedures are fundamental to the practice of professional psychology. Psychological assessment will include diagnostic interviewing of the identified client, diagnostic interviewing of collateral informants, psychological testing, scoring, and interpretation of test data, integration of test data, and recommendations for treatment and case management.

At the completion of practicum, the student should be able to:

• Provide diagnosis and recommendations supported by specific and relevant data
• Formulate a case summary that is theoretically consistent and well organized
• Write a psychological report integrating background information, behavioral observations, test results, collateral information, and cultural context in a style that can be understood by non-psychologists
• Administer, score, and interpret several psychological tests
• Practice in an ethical manner under supervision
• Demonstrate cultural competence

It is expected that students will complete a minimum of five complete psychological evaluations during their two years of practicum. An evaluation is a culturally sensitive, clinically relevant assessment utilizing individualized standardized psychological tests appropriate to the circumstances of the client. It may include the traditional tests such as intellectual, cognitive, and personality measures. Comprehensive batteries, such as psycho-educational or neuropsychological assessments, are strongly encouraged. Some sites administer psychological tests specific to a given treatment population; students should have the opportunity to learn these test instruments as well.

Practicum are also designed to emphasize therapy and therapeutic intervention skills. Clinical orientations, specific treatment options and opportunities, and client populations vary across training settings. The Arizona School of Professional Psychology at Argosy University does not favor a specific treatment orientation but encourages students to explore a variety of treatment perspectives with individuals, couples, families and groups, children, adolescents and adults.

Students are expected to adjust to and work in an established program in a way that is mutually beneficial to the training site and to the student’s professional growth. Students are to conduct no less than 250 hours of direct face-to-face client contact during each practicum. Students need to provide services to differing populations and in different settings over the two years of practicum. Obviously, the two years do not allow for every population and setting to be experienced.

Advanced Practicum Requirements

A number of students opt to complete a practicum beyond the required two years of practicum. Advanced Practicum (see course listing above) students spend between 16 and 20 hours per week in an agency or program, which is formally approved by the Clinical Training Department. Students are expected to provide services consistent with those provided by professional psychologists in clinical settings, including assessment, interventions, consultations, research, program development and evaluation, and outreach/educational services.

The requirements for Advanced Practicum are the same as those for the first two years of clinical practicum. Two completed semesters of Advanced Practicum, a total of 3 credit hours, can be used to fulfill the requirement for one general elective, 3 credit hours, in the Doctor of Psychology in Clinical Psychology degree program (see course listing above). To count as an elective, the advanced practicum placement must be in a different site than the two years of required practica, and the advanced practicum student must have a different supervisor. To be eligible for advanced practicum, students must be in good academic standing, have completed two years of required practicum, and successfully completed the CCE.

Practicum Evaluation

Student progress in practicum training is tracked supervisor evaluation forms. Forms are forwarded to each site supervisor and to seminar faculty by the practicum training director each semester. On the evaluation form, the supervisor assesses student progress in three basic areas of clinical functioning:

• Theoretical knowledge
• Clinical skills
• Professional attitudes

It is expected that supervisors will review the written evaluation form with the students and provide direct feedback regarding the student’s clinical strengths and weaknesses. Supervisors are responsible for returning this form to the Director of Clinical Training on a timely basis. Seminar leaders will maintain primary responsibility for monitoring student progress and will evaluate student progress each semester. The seminar leader will discuss each student’s progress in site visits with the site supervisor. If students are having difficulty of any kind on their practicum, they are encouraged and expected to consult with their seminar leader and the Director of Clinical Training. Supervisors are advised to contact the Director of Clinical Training with concerns as they arise. Based upon the site and faculty evaluations, the Director of Clinical Training assigns a grade of “Credit/No Credit” for the practicum and practicum seminar.

Clinical Evaluation Competency Requirements

The Clinical Evaluation Competency (CEC) requires each student to present a diagnostic interview and conceptual analysis in writing resulting in a case formulation, diagnostic formulation, and recommendations for treatment relevant to the case conceptualization. The purpose of the CEC is to monitor the growth and development of the student consistent with the school’s standard for clinical competency.

The CEC ensures that students are prepared to demonstrate their conceptual abilities, theoretical knowledge, and applied clinical skills in class and in supervised clinical field training. Faculty evaluators assess the student’s fund of knowledge regarding the foundations of clinical psychology, the student’s ability to manage a clinical interview, and the student’s ability to arrive at an accurate diagnostic and case formulation. Students are also evaluated on their ability to make appropriate and individualized treatment recommendations based on their case formulation and evidence-based practices.  Students will also be evaluated on their ability to systematically evaluate the outcomes of their interventions.   Students must pass the CEC prior to beginning the second year of practicum. The CEC is due during the summer semester of the student’s first practicum year.

Students should refer to the Clinical Evaluation Competency Manual for complete information concerning the requirements and process for completing the CEC.

Clinical Comprehensive Examination (CCE) Requirements

The Clinical Comprehensive Examination (CCE) requires each student to present a treatment summary, case presentation, and case analysis in writing. Following successful passage of the written analysis and work sample, the student schedules an oral defense with two faculty members. During the oral defense, the student answers questions based, in part, upon the CCE materials. Additionally, the student’s fund of knowledge regarding foundations in clinical psychology will be assessed. This format is designed to provide an assessment of the student’s clinical reasoning within diverse conceptual frames, specifically with regard to the ability to gather and use clinical data; to devise a treatment plan; and to direct interventions appropriately and in accordance with this plan and evidence-based practices.  Students will also be evaluated on their ability to systematically evaluate the outcomes of their interventions.

The CCE requirement is met by submitting a tape and transcript or other approved sample of a psychotherapy interview that the student has conducted with a client and a case formulation report, including a self-critique. This tape cannot have been submitted either in the school or outside of it for review, supervision or critique. The CCE is due during the summer semester of the second practicum.

A student is ineligible for internship until he or she has passed the CCE. In the event of a failure, the examination may be re-taken once. Students should refer to the Clinical Comprehensive Examination document for complete information concerning the requirements and process for completing the CCE.

Clinical Research Project Requirements

Each doctoral degree program student is required to develop a Clinical Research Project (CRP) as a requirement for graduation. The CRP is intended to provide students with an opportunity to deepen their knowledge and thought about a particular clinical area, to demonstrate the ability to analyze methodological issues, and to produce an original piece of scholarly work in the field of clinical psychology.

The philosophy of the PsyD in Clinical Psychology degree program faculty with respect to research, research skills, and the CRP is consistent throughout the program. In our practitioner-scholar model, we expect our students to understand research and use research findings as a primary resource for their clinical work. We expect our students to read current research articles and understand the methods and statistics, draw appropriate conclusions from research, and critique research in terms of internal and external validity. All of these skills are important and necessary when integrating information in our field and, more generally, in being a qualified clinical psychologist. We do not expect that most students will be involved in publishing large-scale scientific studies. They may, however, be involved in case studies, evaluation research, and qualitative research. Types of projects that are acceptable for the CRP include a broad range of qualitative and quantitative methods.

Students should refer to the Clinical Research Project manual for complete information concerning the requirements and process for completing the CRP.

Registration for Clinical Research Project

Students must register for a minimum of 3 credit hours of CRP over one, two, or three semesters. Students must be registered for CRP when they defend their proposal, while they are using faculty committee time and Arizona School of Professional Psychology at Argosy University resources, and when they defend the final project. If the CRP has not been successfully completed after completion of 3 credit hours, students must continuously register for 1 credit hour per semester until it is completed. Students must defend the CRP proposal by March 31 preceding application for internship and must complete the CRP prior to submitting rankings for internship through the National Match.

Internship Requirements

All doctoral degree program students are required to complete a 2,000-hour internship that is either accredited by the American Psychological Association (APA) or a member of the Associateion of Psychology Post Doctoral and Internship Center (APPIC) as a condition for graduation. This intensive and supervised contact with clients is essential for giving greater breadth and depth to the student’s overall clinical experience. Typically, full-time students will begin the internship during their fifth year of enrollment. Meetings held each spring semester provide a comprehensive overview of the policies, procedures, and requirements of the internship. To be eligible to begin internship, students must be in good standing and must have completed all program requirements, including:

• Successful completion of all coursework, with no “Incomplete” grades
• Successful completion of the Clinical Research Project

Internship Application Procedures

The Clinical Training Department actively provides guidance and support for students throughout the internship search process — in both group and individual formats. The following are the general steps in the process:

• Students are required to complete an APA accredited or APPIC-member internship.
• The student arranges to have Arizona School of Professional Psychology at Argosy University faculty members and practicum supervisors write letters of recommendation on his or her behalf.
• The student meets with the Director of Clinical Training or Assistant Director of Clinical Training to review the student’s eligibility and to discuss procedures related to the internship application process.
• The student researches a range of internship sites both in the Phoenix area and nationally. Various resources are available to conduct this research, such as the APPIC directory the Web sites of APPIC and internship sites, and files available in the Clinical Training Department office.
• The student submits a list of internship sites that he or she is requesting approval to apply to. The Clinical Training Department carefully reviews all applicants’ requests and decides which sites to approve based on compatibility and site application limits.
• The student sends application materials directly to his or her approved sites. The Clinical Training Department will coordinate the processing and sending of letters of recommendation as well as other necessary documents (e.g. APPIC verification of the applicant’s eligibility and readiness).
• The student arranges to meet with internship personnel at those sites where they are offered interviews.
• The Clinical Training Department assists the student in preparing for Uniform Notification Day in February when students will receive their match results online through the National Matching Service Web site.
• In the event a student does not receive an internship on Uniform Notification Day, the Clinical Training Department provides guidance and assistance to him or her in continuing the search process.
• Students will be permitted to begin their internship if they are in good academic standing, have completed all PsyD in Clinical Psychology academic requirements (including any course incompletes), and have successfully completed the CEC, CCE and CRP.

Internship Evaluation and Remediation

Internship supervisors complete a mid-year and final internship progress report. These forms provide an evaluation of the student’s progress, competence, and performance relative to the learning objectives as well as other factors of importance to the internship site program. These forms are carefully reviewed by the Clinical Training Department to make sure that the student is making satisfactory progress.

The Clinical Training Department actively works to address areas of significant difficulties, and, as necessary, coordinates a remediation plan in collaboration with the internship site supervisor. If, at any point during the internship process, a student is in need of remediation, the Arizona School of Professional Psychology at Argosy University Clinical Training Committee will work with the internship site to develop and/or implement a remediation plan. At the completion of the internship year, the Clinical Training Committee makes the final determination regarding the satisfactory completion of internship requirements. If post-internship remedial work is required, the student, the Clinical Training Department, and the internship site director will develop a written contract specifying clinical areas needing improvement, methods by which such improvement will be achieved, and criteria by which improvement will be measured. Following this collaboration, the Clinical Training Department will continue its oversight of the student’s training and remediation, and when criteria for improvement have been met, will issue final approval regarding internship completion. Both the process and outcome of an internship remediation are subject to student appeal and hearing by the Appeals Board.

Course/Credit Transfer

Transfer of courses/credit from another institution.

Students who have completed graduate coursework at another institution may petition for transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses). For a course to be considered eligible for transfer, the following conditions must be met:

• The course must have been taken no more than five years prior to enrollment at the Arizona School of Professional Psychology at Argosy University, unless the student can present evidence of ongoing work experience or continuing education in that area, or passes an approved examination for the course.
• The course must have been a graduate-level course, taken for graduate-level credit at a regionally accredited institution. In the case of an institution outside of the United States, the appropriate state or national accreditation is required.
• The course submitted for credit transfer of a 3-credit hour course must itself be at least 3 credit hours.
• Transfer credit is granted if there is an 80% overlap in course content and objectives between the course submitted for transfer credit and the course offered at the Arizona School of Professional Psychology at Argosy University.
• The student must have earned a grade of “B” or above in the course.
• Practicum, practicum seminars and the first-year Professionalization Group are not eligible for transfer.

All course transfer requests must be submitted to the Student Services Department before or during the first year of enrollment in the program. Request forms are available from the Student Services Department. A separate form must be submitted for each course request. The transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along with other supporting documentation, such as course description, syllabus, and work samples. The request will be reviewed and a decision rendered within four weeks of the request. If approved, the transferred course and credit hours will appear on the student’s transcript as a “transfer course” under the corresponding course number and title. No transfer credit will be given for courses taken elsewhere after matriculation into the PsyD in Clinical Psychology degree program at the Arizona School of Professional Psychology at Argosy University.

Transfer of Courses/Credit from another Argosy University Campus

Students who transfer from another Argosy University campus to the Arizona School of Professional Psychology at Argosy University  may receive credit hours for a course taken at the original campus, including professionalization group and practicum, if the course is identical to the one offered at this campus. In cases where the course is similar but not identical, the campus has the option to review for approval or denial.

Students at the Arizona School of Professional Psychology at Argosy University who wish to submit transfer requests for courses taken at another Argosy University campus must do so before or during the first year of enrollment at the Arizona School of Professional Psychology at Argosy University.

With prior approval of advisor and campus dean or program dean, students are allowed to take up to 6 credit hours of coursework at another Argosy University campus School of Professional Psychology, exclusive of Professionalization Group, practicum, Clinical Research Project, and online courses.

Qualifying for the Master of Arts in Clinical Psychology Degree as a Doctor of Psychology in Clinical Psychology Degree Program Student

Students who are enrolled in the PsyD in Clinical Psychology degree program at the Arizona School of Professional Psychology at Argosy University who wish to be awarded the MA in Clinical Psychology degree during their program must meet the following requirements:

• Successful completion of the minimum required number of credit hours (50) for the MA in Clinical Psychology degree
• Successful completion of all courses that are required in the MA in Clinical Psychology degree program curriculum, even if they exceed the minimum required number of credit hours for the degree (see table below)
•  Successful completion of the Clinical Evaluation Competency required in the first doctoral practicum

Master of Arts in Clinical Psychology Degree Program Requirements — Students Must Have Completed the Following

Any three of the following four, master of arts in clinical psychology degree program requirements — 50 credit hours.

Fully Funded PhD Programs in Clinical Psychology

Last updated November June 22, 2023

As part of our series  How to Fully Fund Your PhD , here is a list of universities that offer fully funded PhD programs in Clinical Psychology. A PhD in Clinical Psychology opens the door to many opportunities, leading to careers in academia, private practice, and medicine.

Fully funded PhD programs in Clinical Psychology are those that offer a financial aid package for full-time students that provides full-tuition remission in addition to an annual stipend or salary for the duration of the program, which is usually 3-6 years. Full funding usually comes in the form of a graduate assistantship, with the expectation that students will teach or complete research in their field of study. Not all Clinical Psychology PhD programs offer full funding to their doctoral students, which is why researching the financial aid offerings of many different programs, including small and lesser-known schools both in the U.S. and abroad, is essential.

In addition to listing fully funded PhD and Master’s programs, the ProFellow database also includes external funding opportunities for graduate school, dissertation research, fieldwork, language study, study abroad, summer work experiences, and professional development.

Would you like to receive our FREE Directory of more than 1000+ fully funded PhD and Master’s programs in 60 disciplines? Download the FREE Directory of Fully Funded Graduate Programs and Full Funding Awards !

1. Arizona State University

(Tempe, Arizona):  The Arizona State University Department of Psychology offers a fully funded PhD in Clinical Psychology. Full-time doctoral students, in good standing, receive a 20-hour-per-week graduate teaching or research assistantship, full-tuition, and a stipend of $18,564 for nine months (pre-masters) and $19,064 for nine months (post-masters). The program prepares students for professional careers in research, teaching, or clinical supervision, through high-quality, science-based training. The goal of the program is to train students for careers in academia and research institutes to conduct research to advance clinical science and to teach future generations of clinical scientists.

2. Fordham University

(New York, NY):  The Clinical Psychology Doctoral Program (CPDP), within the Psychology department at Fordham University, offers a fully funded PhD in Clinical Psychology. The program offers all admitted doctoral students, who remain in good standing, 4 years of tuition remission and a stipend for each academic year. The goal of the program is to prepare students for careers in research and teaching and to provide students with the scientific background and clinical skills necessary to engage in clinical practice. The program challenges students to integrate their scientific research with clinical work and to study areas in clinical psychology, including Child and Adolescent, Clinical Neuropsychology, Forensic, and Health specialties.

3. Harvard University

(Cambridge, MA): The Harvard University Department of Psychology offers a fully funded PhD in Clinical Psychology. All admitted doctoral students receive fellowship packages with up to 6 years of tuition, 3 years of 10-month support, 4 summers of research fellowships, and the guarantee of a Teaching Fellowship for the 3rd and 4th years. The Clinical Psychology Program trains clinical psychologists to conduct research using evidence-based methods of assessment and clinical intervention to advance scientific knowledge of psychopathology and its treatment, especially in severe psychopathology.

4. Louisiana State University

(Baton Rouge, LA): The Lousiana State University (LSU) Department of Psychology’s Clinical Psychology Training Program (CPTP) offers a fully funded PhD in Clinical Psychology. All admitted doctoral students receive a full-tuition waiver, a stipend of approximately $15,050 per year, and a graduate assistantship. The CPTP program is didactic and experiential. Students complete coursework, attend practicum supervision meetings, shadow senior graduate student therapists, and gain direct supervised clinical experience through their practica. After students complete a minimum of 24 credit hours practicum, they are required to complete a formal, one-year, full-time pre-doctoral internship at an APA-accredited internship program.

5. Northwestern University, Feinberg School of Medicine

(Chicago, IL): The Northwestern University Department of Psychology and Behavioral Sciences at the Feinberg School of Medicine offers a fully funded PhD in Clinical Psychology. All admitted doctoral students receive a Research Assistant Scholarship, or equivalent award, that provides full-tuition remission, health insurance, and a monthly stipend. The goal of the program is to educate and train students for clinical and research positions in academic medical centers and related healthcare settings. Students receive intensive research training, and in addition to coursework, students complete research apprenticeships within their primary mentor’s lab.

6. Rutgers University

(New Brunswick, NJ): The Rutgers University Department of Psychology offers a fully funded PhD in Clinical Psychology. All admitted doctoral students are guaranteed 5 years of funding, provided they remain in good standing, which includes full-tuition, a 10-month stipend or salary, and health benefits. Additional funding summer funding is also available. The Clinical Psychology program is designed for students who want to conduct clinical research and become a practicing health service psychologist. Upon completion of the required coursework, research, and clinical training, PhD students complete their clinical requirements with a one-year psychological residency.

7. University of Liverpool

(Liverpool, UK): Available to EU citizens only, the Doctorate in Clinical Psychology is a 3-year full-time programme fully funded by the National Health Service (NHS). Trainees are registered postgraduate students in the Faculty of Health and Life Sciences and employed within Mersey Care NHS Trust.

8. University of Maryland

(College Park, MD): The University of Maryland Department of Psychology offers a fully funded PhD in Clinical Psychology. All admitted doctoral students are provided tuition remission of up to 10 credits per semester and financial aid in the form of a fellowship or graduate assistantship for the first 5 years. The Clinical Psychology Doctoral Program seeks to understand human behavior across the lifespan and provides clinical training in both child and adult assessment and intervention. The program uses a mentorship model to provide rigorous research training that emphasizes the use of research findings to further understand clinical phenomena and develop clinical interventions.

9. University of Michigan

(Ann Arbor, MI):  The University of Michigan Department of Psychology offers a fully funded PhD in Clinical Psychology. All admitted doctoral students receive a financial aid package that combines Research Fellowships and Graduate Student Instructor (GSI) positions for a total of 5 years of full-tuition support. The Clinical Psychology Doctoral Program aims to advance scientific research in all aspects of clinical psychology. Research areas currently include cognitive and affective neuroscience, behavioral endocrinology, developmental psychopathology, risk and resilience, violence and trauma, and cross-cultural investigations of clinical problems and these approaches span traditional diagnoses including addictive, affective, psychotic, anxiety, traumatic, and disruptive behavior.

10. University of Minnesota

( Minneapolis ,  MN):  The University of Minnesota Department of Psychology offers a fully funded PhD in Clinical Psychology. All admitted doctoral students, who remain in good standing, are guaranteed 5 years of financial support, including full-tuition, subsidized health insurance, and a 9-month stipend. The Clinical Science and Psychopathology Research (CSPR) program trains students to become academic clinical psychologists or research scientists. The program combines rigorous research training in psychopathology and clinical assessment and intervention. CSPR consists of an “adult” track and a “developmental” track.

11. University of Southern Mississippi

(Hattiesburg, MS): The University of Southern Mississippi Department of Psychology offers a fully funded PhD in Clinical Psychology. Students receive a graduate assistantship that provides a full-tuition scholarship and a 9-12 month stipend, and include teaching and research assistantships, and paid clinical externship positions. The program trains evidence-based approaches to the assessment and therapy of clinical problems, through small cohorts that allow for individualized training, with an emphasis on cognitive and behavioral orientations.

12. University of Vermont

(Burlington, VT): The University of Vermont Department of Psychological Science offers a fully funded PhD in Clinical Psychology. The Clinical Training PhD Program provides funding for every PhD student, each year that he or she is in the program and on campus. The program seeks to produce clinical psychologists who are trained to generate research, work with patients, and teach psychological material from a scientist-practitioner perspective. It is a mentor-based training model that stresses early and ongoing placement on a clinical practicum team, simultaneous research training relevant to clinical problems, rigorous course work, and selected teaching experiences.

13. Vanderbilt University

(Nashville, TN):  The Clinical Science Program in Psychological Sciences at Vanderbilt University offers a fully funded PhD in Clinical Psychology. All admitted PhD students receive funding for up to 5 years of study, including full-tuition, a competitive monthly stipend, and health insurance. The goal of the program is to train clinical scientists. It enables students to concentrate their training and develop specialized expertise in areas such as psychopathology, developmental psychopathology, adult psychopathology. In addition, a select group of qualified students is nominated for additional honor scholarships and fellowships awarded by both the college and the graduate school.

14. Yale University

(New Haven, CT): The Yale Graduate Program in Clinical Psychology offers a fully funded PhD in Clinical Psychology. The program provides all admitted graduate students, who remain in good standing, full-tuition and a stipend (including summer funding) for up to 5 years. The program is primarily research-based. Students are expected to develop independent research under the supervision of faculty. This program is ideal for students who desire to begin an independent, structured program of clinical science research and are likely to emerge as leaders in the study of psychopathology and its treatment. The program is not a fit for students primarily interested in clinical practice.

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Related Posts:

• Fully Funded PhD Programs in Psychology
• Fully Funded Master's Programs in Psychology
• Fully Funded PhD Programs in the United Kingdom
• Fully Funded PhD Programs in School Psychology
• Fully Funded Master's Programs in School Psychology

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APA-Accredited Programs

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

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

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Arizona Psychology Doctorate Programs

Mental health is a serious concern all over the country and the world, and it’s no different here in Arizona. In fact, the state’s suicide rate (18 per 100,000 people) is considerably higher than the U.S. rate (14 per 100,000).

The good news for Arizonans who want to help make a difference, several prestigious universities in the state offer advanced degrees, including Doctor of Psychology (Psy.D.) and Doctor of Philosophy (Ph.D.) degrees that can help compassionate people become trained to practice as psychologists.

What’s On This Page

Quick facts.

• Arizona PsyD Programs
• Other Psychology Doctorates
• Arizona Psychologist Requirements
• Arizona Doctorate Salary Outlook
• Arizona is home to 19 schools offering psychology degree programs.
• Four of these schools offer an associate’s program, thirteen offer a bachelor’s, and ten offer a master’s or other advanced psychology degree.
• Kiplinger’s Best Values in Public Colleges, 2017, lists Arizona State University – Tempe at #70 in-state and #82 out-of-state, and ASU – West at #91 and #89 in-state and out-of-state.
• ASU – Tempe has the highest graduation rate at 67%, and Arizona Christian University has the highest transfer-out rate, at 49%.
• Emy-Riddle Aeronautical University and ASU – West have the highest and lowest net prices, at $32,681 and $8,692, respectively.

List of PsyD Degree Programs in Arizona

Four universities in Arizona offer doctoral degrees in psychology. Let’s take a closer look at the important statistics students should know before making their educational decisions.

SEE ALSO:   5+ Best Online PsyD Programs

Midwestern University

Midwestern University’s Psy.D. degree at its Arizona campus was first accredited by the APA in 2011. With a program designed to be completed in four years with an option for a five-year track, and highly motivated students may opt to pursue a specialty in neuropsychology. Since the 2009-10 school year, 100 graduates have completed the program, which has a licensure rate in that same time of 92%.

• Institution type: Private, not-for-profit
• Campus: Glendale
• Annual tuition: $37,517
• Degrees offered: PsyD in Clinical Psychology
• Accreditation: APA
• Visit school: Click here

Other Psychology Doctorates in Arizona

University of arizona.

At its flagship campus in Tucson, the University of Arizona offers a slate of Ph.D. degrees housed in multiple disciplines within the school, including psychology and education. First earning accreditation from the APA in the 1960s, these programs have quite a long history, indeed. Clinical psychology Ph.D. graduates from the university over the past 10 years have a licensure rate of 83%.

• Institution type: Public, not-for-profit
• Campus: Tucson
• Annual tuition: Admitted students generally receive free tuition and annual stipends through their education
• Degrees offered: PhD in School Psychology, PhD in Clinical Psychology, PhD in Cognition and Neural Systems, PhD in Social Psychology

Arizona State University

Accredited by the APA since the 1970s, Arizona State’s pair of psychology programs cover two of the most commonly requested psychology degrees — clinical and counseling. The clinical Ph.D. includes 1,500+ hours of clinical internship, which equates to two years of training within the community, and an average of 80% of graduates of the two programs in the past 10 years have become professionally licensed.

• Campus: Tempe
• Annual tuition: Typically, students accepted into the Ph.D. programs will have their tuition covered and will receive annual stipends while they work on their degrees
• Degrees offered: PhD in Clinical Psychology and PhD in Counseling Psychology

Northern Arizona University

Northern Arizona’s Ph.D. in Counseling and School Psychology only recently earned APA accreditation (in 2017), and the program is offered through the Department of Educational Psychology. No cohorts have completed the program yet, so it’s unknown how successful it will be at preparing licensed psychologists.

• Campus: Flagstaff
• Annual tuition: Most doctoral students will qualify for free tuition and annual stipends
• Degrees offered: PhD in Counseling and School Psychology

How to Become a Practicing Clinical Psychologist in Arizona

For many people who are working as psychologists, their academic journey began with a bachelor’s degree in psychology. That’s certainly a valid path, including for students here in Arizona, but getting an undergrad degree is far from the only step. Let’s see what it takes.

• Get your bachelor’s degree. Usually, it’s not necessary to complete a master’s degree before pursuing a Ph.D. But for those who did not focus on psychology or a closely related field during their undergraduate college experience, a master’s degree can help illustrate aptitude and commitment to the field.
• Earn a doctoral degree. Both for Psy.D. students and Ph.D. students, doctoral programs are the natural next step after earning their bachelor’s degree in psychology, as the programs are required by state officials for licensure.
• Meet requirements and apply for licensure. The Arizona Board of Psychologist Examiners is the authority that grants or denies applications for licensure in the state. Requirements in Arizona include earning a doctorate, completing 1,500 pre-internship hours, 1,500 internship hours and completion of the Examination for Professional Practice in Psychology. The initial licensure fee is $500.
• Renew your license. Psychologist licenses in Arizona need to be renewed every two years, so be sure to complete all continuing education courses and submit any renewal fees.

Arizona Clinical Psychologist Salary and Job Outlook

Clinical, counseling and school psychologists in Arizona earn an average of about $65,000 per year, according to the U.S. Bureau of Labor Statistics . While this is higher than the overall average wage for all workers in the state, which is about $50,000, the state is one of the worst-paying, unfortunately. But sought-after job candidates can earn about $100,000.

SEE ALSO: Arizona Clinical Psychologist Salary Outlook

Over the next several years, the U.S. economy is expected to add about 5% of the number of jobs it has now, but clinical psychologist positions in Arizona look to grow by nearly 25%, the third-highest growth rate projected in the U.S. for the job.

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Advancing the science of psychology from infancy to old age., alumni spotlight: lauren hiett '23 and jared meyer '23.

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Welcome to UArizona Psychology !

Everything we do in Psychology is relevant to promoting health – understanding the basic circuitry of the mind and brain, promoting successful development and aging, and exploring the social, cultural and environmental factors that influence behavior. Our faculty and students are creating innovative solutions to important problems that range from depression, Down syndrome, and Alzheimer’s disease to social problems like stereotyping, cultural bias, and family violence. By partnering with the community, we’re finding new ways to promote healthy lifestyles among people of all ages. It’s my pleasure to welcome you to UArizona Psychology and introduce you to the people, places, and events that are the life of our department. For the latest updates and news, check out our  department newsletter , or connect with us on F acebook , LinkedIn or Instagram .

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Psychology, MS

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Behavioral Health, Human Behavior, MASTERS, Master of Science in Psychology, Psychological, Psychology, Research, Science, behavioral, behavioral sciences, science, technology, engineering and mathematics (STEM)

Are you fascinated by the human mind and human behavior? Collaborate with esteemed faculty and talented colleagues in the field of psychology to design and conduct your own research and present your findings at scientific conferences.

The MS degree program in psychology, offered by the New College of Interdisciplinary Arts and Sciences, is available in two modalities (campus immersion or online) with different culminating experience options (thesis, applied project or capstone).

The campus immersion option is ideal for students who plan to pursue doctoral work or careers that involve psychological research methods such as marketing research, education research analysis, public policy analysis, research project management or program evaluation. The program is intensive and research-oriented, and it culminates in a thesis or applied project. Students receive training in advanced research methodology and statistical analysis, grant proposal writing, laboratory instrumentation, data collection and manuscript development. Students gain firsthand exposure to designing and conducting research, analyzing data, and developing presentations and manuscripts. Students are encouraged to present research reports at professional meetings and conferences and to publish as co-authors in faculty-guided research.

The online program option gives students and working professionals an understanding of psychological theory and empirical research findings as they relate to human behavior, cognition, emotion and attitudes. The coursework is designed to help students learn about the various roles of psychologists in society today and discover which they might like to pursue. The online curriculum is focused on applications of knowledge rather than research, and students are not provided hands-on research opportunities. The online program culminates with a capstone course.

Both options offer elective courses in several areas, including abnormal psychology, affective science, behavior analysis, cognitive psychology, developmental psychology, health psychology, legal psychology, psychophysiology and social psychology.

This program is not designed to prepare students for clinical practice. Opportunities to prepare for licensure exams are not available through this degree program.

• College/school: New College of Interdisciplinary Arts and Sciences
• Location: West Valley or Online

Acceptance to the graduate program requires a separate application. Students typically receive approval to pursue the accelerated master’s during the junior year of their bachelor's degree program. Interested students can learn about eligibility requirements and how to apply .

36 credit hours and a thesis, or 36 credit hours including the required applied project course (PSY 593), or 36 credit hours including the required capstone course (PSY 553), or 36 credit hours including the required capstone course (PSY 553) - Mandarin Pathway

Required Core (3 credit hours) PSY 502 Professional Issues in Psychology (3)

Research and Statistics for Campus Immersion (15 or 18 credit hours) PSY 500 Research Methods (3) PSY 515 Quantitative Analysis I (3) PSY 592 Research (6) statistics and research coursework (3-6)*

*additional statistics and research coursework selected in consultation with faculty and dependent on area of research interest

Foundation, Research and Statistics for Digital Immersion (21 credit hours) PSY 500 Research Methods (3) PSY 513 Fundamentals of Quantitative Research (3) foundation courses (15)

Electives (9 or 12 credit hours)

Culminating Experience (3 or 6 credit hours) PSY 553 Capstone in General Psychology (3) PSY 593 Applied Project (6) PSY 599 Thesis (6)

Additional Curriculum Information The Master of Science in psychology is delivered in person and online through digital immersion. The capstone course option is only for students in the online program and the Mandarin pathway. Thesis, applied project or capstone options are for in-person program students.

The thesis option is intended for students who are interested in later gaining admission to a doctoral program. This option has hands-on experience with research and in-depth learning on advanced quantitative analysis. Thesis students complete a written and oral prospectus before proceeding to their thesis research, which they must defend before a committee. Thesis students complete 18 credit hours of research and statistics and nine credit hours of electives.

The applied project option provides students who are interested in pursuing a professional career in research with sufficient methodology and statistics skills to enhance their professional career opportunities. Applied project students also complete a written research proposal that is reviewed by their advisor and one additional committee member. Applied project students complete 15 credit hours of research and statistics and complete 12 credit hours of electives.

In specific circumstances, in-person students will be allowed to complete a capstone course specific to their area of study. In this case, students who complete a capstone will also complete 18 credit hours of electives.

Capstone course online options (English and Mandarin) provide students who are interested in professional development the necessary communication and methodology skills to advance in their chosen career. Students in the capstone must write a literature review paper on a research topic of their choice. Capstone course students complete 21 credit hours of Foundation, Research and Statistics coursework. They complete nine credit hours of electives.

Applicants must fulfill the requirements of both the Graduate College and the New College of Interdisciplinary Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in any field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program. Priority is given to applicants who have achieved a 3.25 GPA or higher.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• two letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

At the time of application, students must identify the culminating experience that they wish to pursue. Students applying to the capstone course option are only considered for the online program. Students applying to the thesis or applied project option are only considered for the in-person program.

Applicants must provide evidence of successful completion of an undergraduate or graduate social science statistics and research methods course. Typically, these prerequisite courses should be in a social science field; however, applicants may apply with courses outside a social science field.

The statement of purpose should describe the applicant's educational background, scholarly interests and academic and professional goals.

It is preferred that the letters of recommendation be from faculty members who know the applicant's work well; if these are not available, then recommendations should be from individuals in supervisory or professional roles. Two letters of recommendation are required. However, for the in-person program, three letters of recommendation are strongly recommended.

ASU offers this program in an online format with multiple enrollment sessions throughout the year. Applicants may view the program’s ASU Online page for program descriptions and to request more information.

The campus-based Master of Science degree program in psychology is specialized to prepare students for admission to doctoral programs in psychology in areas that include clinical or counseling, social, cognitive and developmental specialties. Graduates may pursue professional research careers in education, health care or marketing.

Although some graduates of the online Master of Science degree program have received admission to a doctoral program, the online curriculum is not research-intensive, and most students in the online program are pursuing the Master of Science in psychology to benefit their current or future careers in education, social service, for-profit and nonprofit organizations, or management.

Career examples include these positions:

• community health worker
• health educator
• market research analyst and marketing specialist
• medical and health services manager
• mental health counselor
• psychology teacher, postsecondary
• social and community service manager
• social and human services assistant
• social science research assistant

School of Social and Behavioral Sciences | FAB N101 [email protected] 602-543-3000 Admission deadlines

Clinical Psychology (PsyD)

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In the PsyD program, students work closely with faculty mentors and supervisors who support their professional and personal development. Through completing extensive clinical training, students gain experience and confidence as they complete a degree needed for licensure. Training includes more than 1,000 hours of supervised practicum experience,  a one-year pre-doctoral internship, and a clinical dissertation. Students may develop their expertise by selecting one of our optional concentrations.

The doctoral program in clinical psychology(PsyD), which leads to licensure in New York and is designed to meet accreditation standards, is a full-time, practitioner-oriented program that prepares you for a career as a licensed psychologist. Graduates are prepared to engage in the ethical and diversity-sensitive practice of professional psychology. We provide training in psychological assessment, psychotherapy, consultation, and clinical leadership. Additionally, you will gain a firm grounding in the scientific and clinical underpinnings of psychology to deliver effective diagnostic and therapeutic services. The PsyD program will take a minimum of 5 years to complete.

The doctoral program in clinical psychology opens doors to professional practice with medical, forensic, and mental health populations. PsyD holders typically go into private practice or work in a variety of government, private, or nonprofit settings.

What does the doctoral program in clinical psychology entail?

In the PsyD program, students work closely with faculty mentors and supervisors who support their professional and personal development. Through completing extensive clinical training, students gain experience and confidence as they complete a degree needed for licensure. Training includes more than 1,000 hours of supervised practicum experience,  a one-year pre-doctoral internship, and a clinical dissertation. Students may develop their expertise by selecting electives and clinical placements from either our Health Psychology or Child and Family emphasis.

Optional Emphasis

Health Psychology Emphasis Students in the health psychology emphasis will gain additional knowledge and experience for providing assessment and intervention within healthcare settings and interprofessional teams. 

Child and Family Emphasis Students choosing the child and family emphasis explore the assessment and treatment of children, adolescents, and families within a variety of settings.

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• Psychiatric Mental Health Nurse Practitioner (MS)

Doctoral Admission Requirements

Doctoral admission.

The Department of Psychology offers graduate studies leading to the Doctor of Philosophy degree with a master's in passing as part of the doctoral training program. Six basic areas of study form the core of the doctoral program:

• Behavioral Neuroscience and Comparative Psychology  -  Area Head:  Clive Wynne, PhD
• Clinical Psychology  - Area Heads:   Matt Meier, PhD  and Madeline Meier, PhD
• Cognitive Science  - Area Head:  Samuel McClure, PhD
• Developmental Psychology  - Area Head: Frank Infurna, PhD
• Quantitative Research Methods  - Area Head: Roy Levy, PhD
• Social Psychology  - Area Head: Michael Varnum, PhD

Interactions among faculty and students across these areas are central to a variety of ongoing research and educational programs in the department. Faculty and students are also actively involved with a number of other centers, institutes and research groups on campus that promote transdisciplinary approaches to issues of local and national significance, affording outstanding research and training experiences that extend beyond traditional disciplinary boundaries.

If you are primarily interested in becoming a therapist or counselor please review our list of  graduate programs in Arizona  for clinical practitioner options in addition to considering a PhD in psychology.

We also strongly encourage you to explore the department's  Master of Science in Applied Behavior Analysis  as another possibility for becoming a practitioner. Please note, however, the MS ABA is a professional degree program and its curriculum will not progress students toward a PhD in the department's doctoral program areas.

DOCTORAL PROGRAM APPLICATION PROCESS

The Doctoral Program Admission Instructions and Checklist  provides details and a step-by-step overview to ensure you have successfully completed your application. See the Admission Requirements section below for a list of requirements by area and links to forms.

LAPSYQUPHD: plan code for our Quantitative program. LAPSYCHPHD: plan code for our other 5 programs: Behavioral Neuroscience, Clinical, Cognitive Science, Developmental, and Social.

IMPORTANT: To be considered for PhD program, you must complete two applications: 1.) the  ASU  graduate application  and 2.) the department  Slideroom  application.

Actively recruiting faculty for fall 2025 .

• Behavioral Neuroscience and Comparative Psychology
• Clinical Psychology
• Cognitive Psychology
• Developmental Psychology
• Quantitative Psychology
• Social Psychology

Admission requirements

The Department of Psychology requires two applications for doctoral admission consideration: the ASU graduate application and a department application through a system called SlideRoom (links to each are below in the numbered list). SlideRoom requires a $10 fee per application. 

Please review the Checklist and PhD Applicant FAQ page to ensure you understand the process, required materials (can vary by training area), and where to find answers to common questions. 

Fall 2024 Required Applicant Materials

• ASU Graduate Admission Application
• Slideroom Department Application
• Behavioral Neuroscience and Comparative Psychology: optional
• Clinical Psychology: not required, but can be a supplemental item (optional)
• Cognitive Science: not required
• Developmental Psychology: not required, but can be a supplemental item (optional)
• Quantitative Research Methods: required
• Social Psychology: optional
• Behavioral Neuroscience and Comparative Psychology’s form
• Clinical Psychology’s form
• Cognitive Science’s form
• Developmental Psychology’s form
• Quantitative Research Method’s form
• Social Psychology’s form
• Developmental Psychology's form

Supplemental items (optional; for Clinical Psychology and Developmental Psychology applicants only)

Clinical Psychology (optional) We invite students to submit any materials that will help demonstrate their aptitude and skills. Examples of supplemental materials that can be submitted but are NOT REQUIRED are:  - published papers,  - senior honors theses,  - posters presented at conferences,  - GRE Psychology Subject Test or GRE General scores, or  - video-recorded presentations of research (please submit a YouTube link not the actual recording), etc.

Developmental Psychology (optional) We encourage applicants to submit supplemental materials that demonstrate their preparation and readiness to succeed in a research-focused graduate program.  

Supplemental materials that are accepted include any of the following:  1) GRE scores,  2) writing sample (published papers, senior honors theses, paper from research-focused course work),  3) presentation sample (poster or YouTube link to a recorded presentation),  4) quantitative measures of academic success (honors or awards) 

• Curriculum Vitae (CV) or resume (uploaded to SlideRoom as a pdf)
• Transcripts (upload an unofficial copy into SlideRoom and the ASU application, and  if accepted   you will be required to submit an official copy to the  Graduate Admission Services )
• Three letters of recommendation (list references' contact info in SlideRoom application) 
• Proof of  English Proficiency  if applicable (send official scores to Graduate Admission Services and upload a copy into SlideRoom)

Link to SlideRoom

 Application Deadlines

• Ph.D. in Psychology – Clinical Psychology

Accreditation

West Virginia University’s doctoral training program in Health Service (Clinical) Psychology has been accredited continuously by the American Psychological Association since 1966. In 2020, the program was re-accredited for ten years, with the next site visit scheduled to occur in 2030. The program includes faculty with a lifespan focus, as well as faculty who specialize in clinical issues among children/adolescents/pediatrics, adults, or older adults.

For any questions regarding accreditation of this or any other program, contact the

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

Phone number:  202-336-5979 Website:  https://accreditation.apa.org

Student admissions, outcomes and other data

Model of Training

The clinical psychology program is based on the scientist-practitioner or “Boulder” model of training in which the clinician is trained as both researcher and practitioner (Raimy, 1950). Consistent with the consensus statement issued by the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology (Belar & Perry, 1992), our graduates are “uniquely educated and trained to generate and integrate scientific and professional knowledge, attitudes, and skills so as to further psychological science, the professional practice of psychology, and human welfare,” and, as such, are “capable of functioning as an investigator and as a practitioner, and may function as either or both, consistent with the highest standards of psychology” (p. 72).

The accredited program at West Virginia University prepares students for entering the profession of health service (clinical) psychology. Given the myriad of different and changing requirements across jurisdictions, we cannot assure that graduates of the program will meet course requirements for licensure in all states, territories, or other entities.

References:

• Belar, C. D., & Perry, N. W. (1992). National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology. American Psychologist, 47, 71-75.
• Raimy, V. C. (1950). Training in clinical psychology. New York: Prentice-Hall.

Aims and Competencies

The overall aims and competencies of the clinical psychology program are to train clinical psychologists with the following characteristics:

Aim #1:  Graduates are scientist-practitioners whose professional work is solidly grounded in contemporary behavioral theory.

Competencies for Aim #1: A. They base their research on empirical questions informed by the clinical problems they encounter, clinical services they provide and the clinical settings where they work.  B. They value evidence-based practice and approach their clinical/applied activity scientifically.  C. They conceptualize issues and problems from a behavioral perspective in which a functional assessment is critical.

Aim #2:  Graduates are well-socialized, ethical and professional psychologists.

Competencies for Aim #2: A. They possess professional values and ethics as evidenced in behavior and comportment that reflects accountability, integrity and identification as professional psychologists.  B. They possess awareness, sensitivity and skills in working with diverse individuals, groups and communities who represent various cultural and personal backgrounds and characteristics defined broadly. C. They conduct their work in an ethical fashion, in a manner that takes into account the rights and needs of the individuals with whom they are directly involved and other members of society.  D. They are aware of their personal and professional competencies and engage in appropriate self-care. E. They relate effectively and meaningfully with individuals, groups and communities.  F.  They are prepared to recognize and work productively with cultural and individual factors in research, practice, consultation, and education, appreciating that conflicts and tensions may arise from the intersectionality of multiple social and other environmental contexts that affect individuals and groups.

Aim #3:  Graduates engage in the evidence-based practice of psychology.

  Competencies for Aim #3: A. They assess and diagnose a variety of problems while providing services to a broad range of clients, groups, and/or organizations. B. They design interventions to alleviate suffering and promote health and well-being of individuals, groups and/or organizations using the best available evidence. C. They are able to provide expert guidance or professional assistance in response to consultation requests.

Aim #4:  Graduates value, conduct and critically evaluate research that advance our understanding of and ability to influence human behavior.

Competencies for Aim #4: A. They value the role of science in society, data-based theory and evidence-based practice (treatment, assessment, education, training, prevention, etc.). They are skeptical of assertions that are not supported with credible data and theories that are not well-founded in basic research.  B. They understand the body of scientific knowledge comprising the field of psychology, including research methods, techniques of data collection and analysis, development across the life span and biological, cognitive, affective and social bases of behavior. C. They generate research and discover new information that advances the science of psychology and contribute routinely to the literature in the discipline of psychology (or allied disciplines).

Aim #5:  Graduates instruct and supervise others in areas pertinent to the foundations and principles of psychology.

Competencies for Aim #5: A. They provide instruction, disseminate knowledge and evaluate acquisition of knowledge and skill in professional psychology. B. They train and supervise direct clinical service staff.

Competencies for Aim #6: A. They understand the functions and roles of related disciplines and interact with these colleagues to conduct research, direct educational programs or provide services to others in applied settings. B. They manage the delivery of services, administer or direct organizations, programs or agencies and function as leaders in their professional communities. C. They advocate and promote productive changes at individual, institutional and/or systems levels.

Degree Requirements

A description of program requirements can be found in the graduate catalog.

Students must complete a one-year full-time APA-accredited internship (to be completed in year five or six for those entering with a bachelor’s degree or in year four or five for those entering with a master’s degree and approved thesis).

Faculty Research Interests – Clinical Child area of emphasis

• Elisa Krackow, PhD  – Child/developmental psychology; eyewitness memory and suggestibility; false memories; forensic interviewing; jurors' perceptions
• Seeking a student for the Fall 2024 ad missions cycle
• Michelle Roley-Roberts, PhD – Clinical child and adolescent psychology, intersection of culture and childhood trauma, suicide risk
• Seeking a student for the Fall 2024 admissions cycle

Janelle Heddings, Ph.D (Department of Behavioral Medicine, Pediatrics) –  Adjustment to chronic illness or injury, adherence, chronic pain, somatic symptom disorders. Lab website: https://adaptwv.com/

Faculty Research Interests – Adults

• Kevin Larkin, PhD  – Clinical health psychology; applied psychophysiology
• Seeking a student for the Fall 2024 admissions cycle
• Shari Steinman, PhD  – Anxiety disorders; obsessive-compulsive disorder; perinatal mental health

Faculty Research Interests – Geropsychology

• B arry Edelstein, PhD – Geropsychology; decision making in older adults
• Not accepting new students
• Amy Fiske, PhD  – Geropsychology; depression and suicide in older adults

The profession of clinical psychology adheres to the current ethical principles of psychologists, as stated by the American Psychological Association (July, 2003) and the legal codes regulating the profession within each state. In undergoing training to become a clinical psychologist, all trainees must also adhere to these ethical principles and legal codes. At various practicum locations during training, during application for clinical internship and upon review for licensure and health provider panels after graduation, clinical psychologists undergo scrutiny regarding their personal background (background checks) and issues of personal integrity. The following questions represent the types of questions asked:

• Has disciplinary action, in writing, of any sort ever been taken against you by a supervisor, educational or training institution, health care institution, professional association or licensing/certification board? Are there any complaints currently pending against you before any of the above bodies?
• Has there ever been a decision in a civil suit rendered against you relative to your professional work, or is any such action pending?
• Have you ever been suspended, terminated or asked to resign by a training program, practicum site or employer?
• Have you ever been convicted of an offense against the law (including DUI) other than a minor traffic violation?
• Have you ever been convicted of a felony?

If you answered “yes” to any of the above questions, you may encounter difficulties receiving an offer of admission to our graduate program, securing clinical practicum positions during training, obtaining an approved clinical internship or becoming a licensed psychologist. As such, a person who answered “yes” to any of these questions should strongly consider whether the time and effort involved in seeking and obtaining a graduate degree in clinical psychology is in his or her best interest.

Comprehensive Evaluation Policy

Faculty, training staff, supervisors and administrators of the clinical psychology area of study at West Virginia University have a professional, ethical and potentially legal obligation to: (a) establish criteria and methods through which aspects of competence other than, and in addition to, a student-trainee’s knowledge or skills may be assessed (including, but not limited to, emotional stability and well being, interpersonal skills, professional development and personal fitness for practice) and (b) ensure insofar as possible that the student-trainees who complete our program are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, teaching) in an effective and appropriate manner. Because of this commitment and within the parameters of our administrative authority, our faculty, training staff, supervisors and administrators strive not to advance, recommend or graduate students or trainees with demonstrable problems (e.g., cognitive, emotional, psychological, interpersonal, technical and ethical) that may interfere with professional competence to other programs, the profession, employers or the public at large.

As such, within a developmental framework and with due regard for the inherent power difference between students and faculty, students and trainees should know that the faculty, training staff, and supervisors of this Program will evaluate their competence in areas other than, and in addition to, coursework, seminars, scholarship, preliminary examinations, or related program requirements. These evaluative areas include, but are not limited to, demonstration of sufficient (a) interpersonal and professional competence (e.g. the ways in which student-trainees relate to clients, peers, faculty, allied professionals, the public and individuals from diverse backgrounds or histories); (b) self-awareness, self-reflection and self-evaluation (e.g. knowledge of the content and potential impact of one’s own beliefs and values on clients, peers, faculty, allied professionals, the public and individuals from diverse backgrounds or histories); (c) openness to processes of supervision (e.g. the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and (d) resolution of issues or problems that interfere with professional development or functioning in a satisfactory manner (e.g. by responding constructively to feedback from supervisors or program faculty, successful completion of remediation plans or participating in personal therapy to resolve issues or problems).

This policy is applicable to settings and contexts in which evaluation would appropriately occur (e.g., coursework, practica, supervision) rather than settings and contexts unrelated to the formal process of education and training (e.g. non-academic, social contexts). However, irrespective of setting or context, when a student-trainees conduct clearly and demonstrably (a) impacts the performance, development, or functioning of the student-trainee, (b) raises questions of an ethical nature, (c) represents a risk to public safety or (d) damages the representation of psychology to the profession or public, appropriate representatives of our program may review such conduct within the context of the program's evaluation processes.

Adapted from the Comprehensive Evaluation of Student-Trainee Competence in Professional Psychology Programs statement developed by the Student Competence Task Force of the Council of Chairs of Training Councils (CCTC).

• Undergraduate Students
• Graduate Students
• Ph.D. in Psychology – Behavior Analysis
• Ph.D. in Psychology – Behavioral Neuroscience
• Ph.D. in Psychology – Life-Span Developmental Psychology
• Admissions Information
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• Application Process