masters and phd in clinical psychology

Masters vs. Doctorate in Clinical Psychology

Know the facts when deciding between a master's or doctorate in clinical psych..

Posted June 13, 2016 | Reviewed by Ekua Hagan

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In choosing a career related to clinical psychology, there are a lot of decisions that must be made. In a previous post we discussed the Ph.D.-PsyD decision. Today, we want to explore another tough decision: Master's (e.g., MA/MS in Psychology, Marriage , and Family (Counseling) Therapy , Mental Health Counseling or MSW) versus Doctorate (Ph.D. or PsyD).

Let’s start with some basic characteristics of each type of degree. First, a Master of Psychology can be in clinical (best suited for those with an interest in psychopathological populations and behavioral health), counseling (best for those interested in vocational and career processes, human diversity, and professional training) or educational (provide counseling services to students, including those with a learning disability or those with behavioral or social problems).

Second, a Master's of Social Work (MSW) degree can be in a clinical direct practice track, or a macro-practice track (i.e., focus on political advocacy, community organizing, policy analysis and/or human services management ).

Third, a PsyD is a Doctor of Psychology degree that is best suited for those with an interest in psychopathological populations and behavioral health, and places greater emphasis on the practice of psychology and less emphasis on research. Finally, a Ph.D. (a Doctor of Philosophy degree) can be obtained in the same domains as a Master’s degree, and puts greater emphasis on research than a PsyD.

The time frame for completing each of these graduate degrees is MSW: 2 years, MA: 2 years, PsyD: 4-6 years, and Ph.D.: 5-7 years. During these years of study, it is important to note that (in general) only Ph.D. students will receive support (tuition paid and a stipend) during their years in graduate school.

Of course, there are funding exceptions, especially in cases where a university only has a Master’s program. In addition, scholarships are sometimes available to MSW, MA and PsyD students, but this is generally rare. Support during graduate school might be very important for you, because you can rack up literally tens of thousands of dollars each year in financial assistance, and the amount of money you will earn with your graduate degree may not be as high as you imagined.

Master’s and PsyD programs, in general, are unable to provide the same type of support as a Ph.D. program. Part of this is tied to the fact that typically only Ph.D. students serve as Teaching Assistants or Research Assistants. Also, because Ph.D. programs have far fewer graduate students than PsyD programs, schools are able to afford to support their Ph.D. students.

As far as deciding to go Master or Doctorate degree, there are several issues to keep in mind. First, the general state of affairs for graduate school acceptance is that there is a hierarchy, with Master's programs being easier to get into than PsyD programs and Ph.D programs being the hardest to get into. For the sake of this post, ease of being accepted is defined in terms of grades and GRE scores, although other factors (e.g., clinical and research experience) do come into play. Of course, there are exceptions to this hierarchy, and you may decide to seek a degree at a for-profit school where grades and GRE score are not deemed as important as a non-profit public or private institution.

Our point is simply that your decision about going for a Master’s or Doctorate degree in a graduate program may be a function of what type of program your grades can get you into. We are not saying this is fair, but we hope you understand that schools need some way to pare down the number of students they will accept, with grades and (especially) GRE scores are seen as two important criteria to make these decisions.

We want to add one more point about all of this. It may be the case that your undergraduate academic record is not strong enough to get into a Doctoral program, but you can get accepted into a Master’s program and you do very well in this program. This can work to your advantage if you still want a Doctorate. The thinking here is that if you do well in the Master’s program, you show a Doctoral program that your undergraduate academic record was not indicative of your true potential. However, your stellar record in your Master’s program can show you have what it takes to continue your education in a Doctoral program.

The second issue to think about is the length of time you will be in graduate school. As stated above, the time in graduate school is shorter for a Master’s student than a Ph.D. student. Of course, this means a typical Master’s student can be earning a real salary a few years before a Ph.D. student. Although this is true, one must keep in mind (1) a Master’s degree leads (on average) to a lower salary than a PhD, and (2) a Master’s student will typically have some debt incurred during their two years in school. Let me add that to find out tuition costs for any APA-accredited graduate program, go to their website and look for the link that says “Student Admissions, Outcomes and Other Data.” I think you will be very surprised to see the tuition costs at graduate programs—they’re pretty high. As stated earlier, a Ph.D. student will typically not have any tuition debt hanging over their head. Thus the extra salary for a Master’s student in the time they are out of graduate school working compared to the stipend of a Ph.D. student will probably be offset by the debt the Master’s student must repay.

Third, whether you go for a Master’s or Doctoral degree, you need to consider issues of accreditation of your graduate program and (for Doctoral degrees) your clinical internship. The reason for this is that graduating from an accredited program will offer a greater range of job opportunities. In fact, some employers will only hire those from accredited graduate programs (e.g., the Veterans Administration). If a school does not indicate that it is accredited (e.g., from the American Psychological Association) it should be viewed with caution. With all of this in mind, you should know that to be licensed (certified to practice by a state) in your chosen field it is often the case that you need an accredited graduate degree or internship. Also, note that licensure requires supervised professional experience, an examination at both the state and national levels. Specific courses may be required if a state deems it necessary.

Fourth, as discussed earlier, you must be clear about the issue of job opportunities and salary. In general, it is the case that Master’s degrees lead to fewer job opportunities and lower salaries than Doctoral degrees. One could argue that this is a function of the amount of training--employers are looking for potential employees who have more experience and supervised training. Some might argue that in this regard, a Doctoral student has a stronger foundation of training than a Master's student.

Fifth, you need to decide how much research training versus clinical practice training you want. If you are hoping for the former, then a Ph.D. is definitely for you. A Master’s in Psychology degree may include some research experience. An MSW and a PsyD will likely offer the least research training. One must keep in mind, however, that regardless of the clinical degree you pursue, there will always be some discussion of research, since the basis of diagnoses, testing, therapeutic techniques, etc. is based on research. The key point here is that certain clinical degrees do not require you to be actually conducting research.

Finally, give some thought to how much independence you want to have when you graduate. This all revolves around the issue of licensure that was raised earlier, and it gets very complicated because every state has its own laws regarding licensure for psychology-related degrees. Make sure you understand the laws for the state where you will practice. Of course, you might not know where you will end up, but you must be aware that the state where you end up living may have very different laws than what you expected or from where you originally were working. An important point to keep in mind about licensure is that once you are licensed, if you decide to go into private practice, your fee schedule is typically market-driven.

With all of this in mind, licensure issues require you to consider the following (also check out this info from the APA ):

You need to see what are the licenses your state approves. For a PsyD and PhD, this is not a problem, because all states will have a license for a Psychologist. The issue gets tricky when you have a Master's degree, because states tend to have different types of licensure for these individuals.

• If your state does not have a license that meets your background, what requirements are needed to get a license in a different area? For example, your Master’s degree may not allow you to be licensed as a Psychologist, but after meeting additional requirements you might get licensed as a Licensed Clinical Counselor.
• You need to be clear which licenses require you to be supervised (by a colleague with a certain license) and which allow for autonomous functioning (i.e., functioning on your own). Keep in mind that an employer typically likes an employee to be autonomous—they do not like paying for two hours of supervision (your time and that of your supervisor).
• When you apply for a license that will eventually allow autonomous functioning, what are the requirements to ultimately receive this license (e.g., supervision hours, direct service hours) that you must fulfill?

In presenting these important factors to think about with regard to a Master's vs. Doctoral degree], we, of course, understand that each individual has unique circumstances that must be taken into account. Still, we hope that presenting these factors gives you some food for thought as you consider your ultimate career path in clinical psychology.

Please note that the comments of Dr. Golding, Dr. Lippert and the others who post on this blog express their own opinion and not that of the University of Kentucky.

Want more? Check out our website for more psychology-related career information.

Jonathan Golding, Ph.D. , is a professor of psychology at the University of Kentucky. Anne Lippert, Ph.D. , is a post-doctoral fellow at the University of Kentucky.

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Clinical Psychology

Mission statement.

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

Information about the Clinical Psychology Graduate Major

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

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

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

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

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

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

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

APA CoA – American Psychological Association Commission on Accreditation

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

Future Accreditation Plans:  

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

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

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

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

Notice to Students re: Professional Licensure and Certification

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

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

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

Clinical Program Policy on Diversity-Related Training 

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

Clinical Program Grievance Policies & Procedures

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

More Clinical Psychology Information

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

The Clinical Psychology doctoral program (PhD) has been accredited by the American Psychological Association since 1949 and is also accredited by the Psychological Clinical Science Accreditation System (PCSAS) since 2017 through 2027.

We emphasize training in clinically-informed research and evidence-based clinical work and recognize that students have varying career aspirations that may evolve over the course of graduate training. Our program offers two tracks: Adult and Child/Family . Read more about our Student Admissions, Outcomes and Other Data.

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

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

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

Psychology Clinical Science Accreditation System (PCSAS) Joseph E. Steinmetz, Ph.D. Executive Director 1101 E 10th Street, Bloomington, IN 47401; Phone: 479-301-8008 | Email:   [email protected] Website: https://pcsas.org/pcsas-accredited-programs/

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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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• Clinical Psychology

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

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

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

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

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002-4242 Telephone: (202) 336-5979   Email:  [email protected]   Web:  www.apa.org/ed/accreditation

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

Additional Information

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

Applicants: Please see our Departmental Application FAQ .

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

• Avshalom Caspi / Terrie Moffitt

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

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

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

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

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

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

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

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

• Respected community reputation in the treatment of mental health concerns

• Affordable session fees

• Convenient location and flexible hours

• Assessment to further tailor treatment

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

Obtaining Services

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

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

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

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

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

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

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

Current Practicum Supervisors

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

Practicum descriptions

Internships:.

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

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

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

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

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

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

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

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

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

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

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

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

Founded on a scientist-practitioner model, the overall goal of the Clinical Psychology PhD Program is to graduate academic psychologists who are competent, ethical and productive in the science and practice of clinical psychology. Our program emphasizes the integration of science and clinical practice.

Directors' Message Student Admissions, Outcomes & Other Data Diversity, Equity, Inclusion & Social Justice

How to Apply

Learn more about the criteria for applying to the program as well as tuition and financial aid.

Our curriculum is structured to maximize clinical, research and ethical training for students.

Meet Our Team

Meet our current students and their faculty mentors. Each student works closely with a faculty member throughout their tenure at Northwestern. Browse the Faculty Mentor list to learn more about their research projects and see who is currently recruiting new students.

Current Students    Faculty Mentors

JD-PhD Program

Northwestern's joint JD-PhD program  is a collaboration between The Graduate School and Northwestern Law. It's designed for applicants who are interested in academic careers examining research topics that are enriched by having both JD and PhD degrees.

Visit the JD-PhD Website

Questions about the PhD program? Find out more.

Read the FAQ

How to Contact Us

To contact the PhD Program in Clinical Psychology, please email us at [email protected] .

Please DO NOT call the number below as it will go to our clinic; it is reserved for patients. Please DO NOT call any other numbers that you may find within the Feinberg School of Medicine. We will only respond to emails that are sent to the following email address: [email protected] . Please DO NOT  contact via phone or email the MD Admissions Office; they are not involved in the admissions process for the PhD program in Clinical Psychology. 

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Clinical Psychology

• MA Requirements
• PhD Requirements

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

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Degree Types: MA, PhD

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

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

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

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

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

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

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

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

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

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

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

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

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

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

MA Degree Requirements

Total Units Required: 17

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

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

Other MA Degree Requirements

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

Last Updated: September 6, 2024

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

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

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Clinical Psychological Sciences Graduate Program

Department of Psychological Sciences

The clinical psychological sciences graduate program is a charter member of The Academy of Psychological Clinical Science , which is a coalition of doctoral training programs that produce and apply scientific knowledge to the assessment, understanding and advancement of human problems. Our program is committed to excellence in scientific training and uses clinical science as the foundation for designing, implementing and evaluating assessment and intervention procedures.

The program is designed to give you a broad background in psychology and expansive knowledge of clinical psychology through didactic courses and seminars. You will receive clinical experience in the Purdue Psychology Treatment and Research Clinics (PPTRC) as well as other clinical practice and courses. To gain research experience, you will join a research team and participate in a first-year project, master’s thesis, preliminary paper/examination and PhD dissertation.

Program Highlights

• The clinical psychological sciences program is defined by our dedication to training new clinical scientists who have the research and analytical skills to advance basic knowledge in clinical science.
• The program provides the skills to integrate basic knowledge with empirically supported clinical techniques to help you effectively assess and treat a wide range of behavioral and mental health problems.
• Program faculty are committed to a training process that ensures you develop effective skills to work effectively with members of the public who embody a diverse range of intersecting demographics, attitudes, beliefs and values.

Potential Careers

• Clinical positions focused on empirically-supported psychological assessments and psychological interventions for adults, adolescents and children
• Research and/or policy-focused positions in local, state, federal and private agencies/foundations
• Faculty positions in universities, colleges and medical centers

Clinical Training

Before beginning practical training, you are given a thorough grounding in behavior disorders, assessment and psychological interventions through coursework in your first two years.

In the third year, you will enroll in clinical psychology practica in our in-house Purdue Psychology Treatment and Research Clinics. Faculty supervisors emphasize competence in evidence-based interventions. In your practicum, you will see clients in both the Adult Services Clinic and the Child Behavior Management Clinic.

After successful completion of the in-house practicum sequence, you may seek advanced clinical opportunities in the community or around the state. These include training in school, hospital and community mental health settings.

The program does not promote one theoretical approach exclusively, although there is a strong cognitive-behavioral emphasis that reflects our value on evidence-based practice.

Licensing laws vary by state, and these may require courses or extensive supervised postdoctoral clinical experience that the program does not provide.

Program Philosophy

The clinical psychological sciences program at Purdue University employs a clinical scientist model of training. The program seeks to produce excellent researchers who generate new knowledge in clinical psychology as well as competent clinicians who can deliver empirically-based clinical services (i.e., assessment, diagnosis and treatment of mental disorders). These goals are achieved through a strong research apprenticeship model, high research requirements, didactic training and participation in clinical practica. Individuals seeking training primarily for careers in clinical practice will not find this program suitable.

The clinical psychological sciences program’s primary emphasis on research illuminates its four major training goals:

• Competence in conducting, reviewing and evaluating empirical research
• Development of knowledge in the bases of research and psychological theory
• Competence in the delivery of evidence-based professional psychological services
• Equipping you to contribute to the field through responsible and exemplary professional behavior as psychologists

The clinical psychological sciences program is accredited by the APA CoA (Commission on Accreditation, American Psychological Association) and by PCSAS (Psychological Clinical Science Accreditation System). Click here for a complete description of student admissions, outcomes and other data .

Program Quick Facts

Degree Type: PhD

Program Length : 6-7 years (including a one-year, full-time clinical internship in the last year of the program) 

Location : West Lafayette, IN

Department/School : Department of Psychological Sciences

The program’s faculty have a wide range of research interests, investigating mental health issues that impact children, adolescents, adults and families. As a graduate student, you’ll have an opportunity to work alongside faculty to advance discovery in your area of interest, including substance misuse, neurodevelopmental disorders, relationship conflict and more.

Bridge Topics

Within the clinical psychological sciences program, faculty also have research interests in several bridge topics, including diversity and inclusion, individual differences, maladaptive behavior and social relationships. Clinical psychological sciences faculty studying diversity and inclusion focus on the effect of cultural transition on mental health. Individual differences research spans across deviance, emotion regulation, personality pathology and relationships. Faculty who study maladaptive behavior focus on a variety of issues ranging from personality disorders to substance abuse to disruptive childhood disorders and beyond. Additionally, clinical psychological sciences faculty who study social relationships examine issues related to partner violence, marriage’s influence on mental disorders and more.

Research Opportunities

• Neurodevelopmental disorders
• Individual differences associated with mental health problems
• Substance misuse
• Relationship conflict and interpersonal violence
• Diversity, equity and inclusion

Research Facilities

• Purdue Autism Research Center
• Brain imaging facilities connected to the Center for Research in Brain, Behavior, and NeuroRehabilitation (CEREBBRAL)
• Purdue Psychology Treatment and Research Clinics (PPTRC)
• Jennifer Brown
• Heather Ciesielski
• Christopher Eckhardt
• Daniel Foti   
• Sarah Karalunas
• Bridgette Kelleher
• Donald Lynam  
• David Rollock
• Douglas Samuel
• Susan South

Admissions/Requirements

The clinical psychological sciences program engages in a holistic review process when considering applicants. The criteria listed below are balanced across experience, attributes and academic metrics, considering how specific individuals may contribute to the program as well as the broader field of clinical psychology. Background, opportunity and evidence of compensatory factors are used to contextualize strengths and weaknesses in the application.

Because we are a mentor-based program, it is critical that your application reference the clinical faculty with whom you hope to work with during your time at Purdue. Please note that not all faculty are accepting applicants each year.

Faculty recruiting new students for Fall 2025 admission will be posted here in October 2024.

Admissions Criteria

The Graduate Schools provides a complete overview of admissions criteria .

Online application for admission must be completed by December 1 for enrollment in fall of the following year.

The Graduate School offers information about application fees and possible fee waivers .

Interviews for Admission

Review of applications will begin immediately after the December 1 application deadline. Faculty typically identify a list of applicants for additional consideration and may contact applicants from this list for additional discussion by email, phone or online video/audio meeting. Faculty may then further reduce this list to identify a smaller number of applicants to formally interview for admissions to the program. These official interviews occur during the Graduate Recruitment Visitation Program (GRVP), which is a department-wide interview event that is typically scheduled on a Thursday and Friday at some point between early January and early February of the entry year. The official admissions interviews that occur during GRVP involve meetings with program faculty and students as well as an overview of the broader department and university.

Clinical Mentors

Jennifer Brown Heather Ciesielski Christopher Eckhardt Daniel Foti    Sarah Karalunas Bridgette Kelleher Donald Lynam   David Rollock Douglas Samuel Susan South

Course List

You will take courses that will give you a foundation in:

• Social and developmental bases of behavior
• History and major systems of psychology
• Individual differences and personality
• Cognitive-affective bases of behavior
• Biological bases of behavior
• Experimental design

Within clinical psychology, you will take courses that prepare you for:

• Diagnosis and assessment of adults and children
• Planning and execution of evidence-based treatment procedures
• Understanding individual, interpersonal and cultural influences on behavior
• Research methods and measurement approaches commonly used in clinical science and related areas of psychology

View a copy of the Clinical Psychology Graduate Student Handbook .

Clinical Internship

The capstone of clinical training is the required year-long clinical internship. American Psychological Association (APA)-approved internship training positions can be obtained through the matching system managed by the Association of Predoctoral and Postdoctoral Internship Centers (APPIC). Since 2004, the internship match rate for students in the program is over 93%. All were paid, full-time APA- and APPIC-accredited internships.

Licensure: Consumer Disclosure

The clinical psychological sciences PhD program at Purdue University provides education and training in clinical psychology that is compliant with national standards. The practice of psychology, however, is regulated at the state level and may require training experiences and examinations beyond the educational and training requirements provided by the PhD program.

Purdue University, to the best of its ability, determined that the curriculum offered by our program meets — or does not meet — the educational requirements for licensure or certification to practice psychology in each of the 50 states in the United States. Access our consumer information disclosure .

You are also encouraged to review the Association of State and Provincial Psychology Boards’ online tool, PsyBook , which summarizes requirements for most states and territories, and to contact the licensing authorities directly in the state for which you hope to get licensed.

Connect with Us!

If you have questions or to learn more about this program, please contact the Department of Psychological Sciences Graduate Program Coordinator, Nancy O’Brien at [email protected] .

Nancy O’Brien Purdue University 701 Third Street West Lafayette, IN 47907

(765) 494-6067

[email protected]

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Clinical Psychology, Ph.D.

The clinical psychology doctoral program blends the clinical-scientist model and the scientist-practitioner model. It integrates the full range of research, teaching and applied skills in training doctoral students.

We view research and applied skills as interwoven rather than as two discrete sets of skills. As a result, you will acquire the foundation for pursuing a(n):

• Clinical scientist career in an academic or research setting
• Scientist-practitioner career in a medical or other training institution
• Administrative role in a service delivery agency

Ph.D. in Clinical Psychology Program Requirements

Steps to Fulfill a Doctoral Program

Research Focus

In this program, students are involved in faculty-led research teams beginning in their first year. This affords them the opportunity to collaborate with team members in:

• Developing research questions
• Designing empirical studies
• Collecting and analyzing data
• Writing manuscripts
• Presenting scientific papers at national and regional conferences

The clinical program emphasizes student involvement in collaborative research beyond their thesis research. This provides a broad foundation in research methodology prior to formulating their dissertation research. We expect our students to have several scholarly publications and presentations at scientific meetings prior to graduation.

To support their development as clinical scientists, students complete courses in:

• Research methodology
• Scientific domains of psychological inquiry
• Core clinical courses in psychopathology, assessment and psychosocial interventions

You'll also take a diversity-focused course.

Topics of multiculturalism and diversity, as well as other profession-wide competencies, are infused throughout the program from coursework to colloquia and research team experiences.

Clinical Experience

Students begin to acquire clinical skills in assessment and intervention in their second year. All students serve as therapists, serving children, adolescents, and adults from the community (as individuals, couples, or families) under close faculty supervision. Advanced students may:

• Specialize in certain types of cases (e.g., eating disorders, chronic pain, substance abuse, attention-deficit disorders, or relationship problems)
• Provide peer supervision
• Gain exposure to a range of therapeutic approaches (e.g., CBT, DBT, ACT, among others),
• Involve themselves in one of the ongoing specialty training/research programs at the clinic, gaining intensive experience with a particular problem while participating in the design, conduct, and evaluation of a research project

The final year of the program is a clinical internship in which students typically match to a program at a different institution or clinic. This program provides immersive clinical experience and the opportunity to learn new approaches to clinical work and research.

Clinical Psychology PhD

Ph.d. in clinical psychology.

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

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

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

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

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

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

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

Teachers College Resilience Center for Veterans and Families

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

Dean Hope Center for Psychological Services

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

Admissions Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall
• Enrollment Formats: Full-Time

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

The Program requires the following:

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

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

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

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

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

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

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

Second Year

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

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

Fourth and Fifth Year

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

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

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Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

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

Email: shulevitz@tc.columbia.edu

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College of Science and Health > Academics > Psychology > Graduate Programs > Clinical Psychology (MA/PhD)

Clinical Psychology (MA/PhD)

Be a leader and an advocate.

DePaul’s Clinical Psychology MA/PhD program emphasizes training in both scientific research and practice and has been recognized by the APA for training in diversity. You’ll gain a deep understanding of the societal and systemic forces that influence mental health and contribute to disparities in access to adequate health care for poor, urban and ethnically diverse populations. You’ll be prepared to work in the public sector, in an urban environment, with diverse ethnic and socio-economic populations, and with children, teens and families who have been traditionally underserved by psychology.

Applications are due December 1st. 

Choose from two areas of emphasis:

• The community track emphasizes training in prevention, program development, consultation, empowerment and health promotion.
• The child track focuses on developmental psychopathology and treatment of underserved youth in schools and community settings.

The Clinical Psychology MA/PhD is a combined degree. The MA is non-terminal, and the program admits only students intending to earn the PhD. Classes are offered on the Lincoln Park Campus, and this program can be completed in five or six years.

Get a closer look at what it’s like to be in the program. See our Student Admission, Outcomes and Other Data ,  Program Manual ,  Program Highlights ,  Faculty Diversity Manuscripts and Timeline . See our department's DEI website for more information.

Hone your skills at DePaul’s own clinic and in greater Chicago

You will receive extensive training while making an impact in the community. Through DePaul’s in-house clinic, you’ll have opportunities to provide mental health services to local families with diverse ethnic and socio-economic backgrounds. You’ll also gain advanced experience in a number of settings in the Chicago area, such as Howard Brown Health Center, Advocate Illinois Masonic Medical Center and John H. Stroger Jr. Hospital of Cook County.

Application Deadlines

Submit an online application, GRE scores, official transcripts, course history form, letters of recommendation and a personal statement.

Required Courses

To earn the master’s, you’ll take 20 courses and complete a practicum and thesis. You’ll then take three core PhD courses and three courses in your area of emphasis, complete two practica, an internship and a dissertation.

of Clinical Psychology graduates were employed, continuing their education or pursuing other goals within six months of graduation.

DePaul’s Clinical Psychology program has received three APA awards—two focused on overall excellence in training and one focused on diversity.

Learn with respected contributors and mentors

Professor Antonio Polo and his students conduct research that addresses youth depression and the needs of early adolescents. Their team works on a coping skills program called Act and Adapt that helps young students learn to handle stress, improve their mood and gain control. They partner with school districts to train and support counselors, social workers and psychologists to deliver this program at dozens of Chicago schools.

“DePaul provided me with opportunities to build my research and teaching portfolio while I was a graduate student in ways that absolutely set me apart when I went on the academic job market. As the director of a sliding-scale community mental health training clinic serving sexual and gender minority clients, I am frequently grateful for the ways my current role supports continued practice of the Vincentian values that were so central to my experience at DePaul.”

Liz (MA/PhD ’19)

Assistant professor & director, sexual and gender identities clinic, palo alto university.

Alumni Network

You’ll join a network of psychology alumni working in corporate and nonprofit settings and at colleges and universities around the country. You’ll also join a community of more than 201,000 DePaul alumni, the majority of whom live in the Chicago area.

DePaul’s APA-accredited clinical psychology doctoral program trains students in a scientist-practitioner model.

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

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

Scholarships

All entering students receive a full-tuition waiver and a stipend for the first five years of study.

Contact Information

For more information about applying, contact The Office of Graduate Admission for DePaul’s College of Science and Health at (773) 325-7315 or [email protected] .

Take the next step

We’ll send you information about the degree, admission requirements and upcoming info sessions. Let’s get started.

Psychology - Clinical: Combined MS/PhD

Application deadline.

• Fall: Dec 1

Contact Information

• Bachelor's Degree: Psychology degree preferred, but not required
• Prerequisite undergraduate courses: To qualify for admission, individuals must either (1) have completed a minimum of 15 credits of study in psychology, including general/introductory psychology, abnormal psychology/psychopathology, statistics, and research methods or (2) have completed the GRE Psychology Subject Test and reported their scores to BYU prior to the application deadline.
• Application: Personal Information, Statement of Intent, Transcripts, 3 Letters of Recommendation, Resume/Vita, Automated Video Interview
• Please indicate in the application a faculty mentor whose research program is most closely aligned with your career goals. You will have the ability to specify up to three potential faculty mentors in the application.
• Virtual interviews with finalists will be held in January
• Finalists will be invited to an optional second look campus visit following virtual interviews. Admission decisions will not be contingent upon attending second look visit. 
• A background check will be required after the start of the program before a student is permitted to see clients.
• Credit hours (33 hour minimum; B grade or better in each class)
• Research data and analysis requirement:  9 hours of statistics and research methodology (Psych  501 ,  502 , and  504 )
• Clinical theory requirement:  3 hours of ethics and professional issues (Psych  609 ); 3 hours of psychopathology (Psych  611 ); 6 hours of assessment (Psych  622  and  623 ); and 6 hours of psychotherapy (Psych  651  and Psych  652 ).
• Master's thesis:  Students will complete a master's thesis that includes no fewer than 6 thesis credit hours (Psych  699R ).  Students have three years to complete the MS degree requirements, including the thesis, and are not allowed to enroll in doctoral level courses during their fourth year if these requirements have not been met.
• Completion of the Psychology MS degree  (including all coursework and the MS thesis) is a requirement to attain the Clinical Psychology PhD.
• The program requires the development of broad competencies described in the Clinical Psychology PhD Program Handbook and the Practicum Handbook. Thus, the program is not merely a series of courses and experiences. In addition to the requirements listed below, the student must demonstrate competence in clinical work, research, academics, and professionalism to advance through the various phases of the degree program, including the year-long predoctoral internship and clearance for graduation. 
• Credit hours (100 minimum including MS coursework; B grade or better in each class).
• Research requirements: 18 hours of dissertation (Psych  799R ).
• General core courses: 3 hours of biological bases of behavior (Psych  585 ); 6 hours of social-cultural bases of behavior (Psych  550 ,  645 ); 3 hours of cognitive-affective bases of behavior (Psych  575 ); 3 hours of human development (Psych  520 ); 3 hours of history and systems (Psych  510 ).
• Clinical core courses: 3 additional hours of psychotherapy (one of the following:  653 ,  654 ,  656 ).
• Clinical practica: 20 hours of clinic practica (Psych  741R ); 2 hours of externships/clerkships (Psych  688R ); 3 hours of case conference (Psych  740R ); 3 hours of pre-doctoral internship (Psych  745 )
• Dissertation (including a manuscript in a form suitable for submission for publication appended to the dissertation).
• Internship: One-year pre-doctoral internship in a setting approved by the clinical director. 
• Examinations: (a) comprehensive examinations in first, second, and third years; (b) oral defense of master's thesis; (c) oral defense of dissertation prospectus; and (d) oral defense of dissertation.

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M.A./Ph.D. Clinical Psychology

Fall 2025 Applications Opening Soon

The M.A./Ph.D. program celebrates its 30 year long tradition of offering clinical psychology doctoral education in depth psychological traditions, which emphasizes radical theorizing, in-depth relational clinical education, and engagement in issues of social justice and care. The program prepares psychologists through integration of diverse depth psychological traditions, human sciences scholarship, and community praxis.

• Degree Programs
• Clinical Psychology (Ph.D.)

M.A./Ph.D. in Clinical Psychology with Emphasis in Depth Psychology

Learn about the clinical psychology ph.d. program.

Download An Information Guide

About the Clinical M.A./Ph.D. Program

Human science model.

“I want psychology to have its base in the imagination of people rather than in their statistics and their diagnostics.” James Hillman

Depth Psychological Perspective

“We need images and myths through which we can see who we are and what we might become.” Christine Downing

Clinical Training

“Psychological life in its texture, structure and function is a metaphorical reality.” Robert D. Romanyshyn

Contact the Admissions Advisor

• [email protected]
• (805) 879-7305
• Request a call

Featured Blog Posts

• Dreams, Calling, Suffering, and Individuation: Finding Light in the Darkness
• A Second Ph.D.; An Alumna Story
• Pacifica’s Ph.D. Clinical Psychology Program; An Alumnus Story

Clinical Department Newsletters

• Spring to Summer 2019
• Spring to Fall 2018
• Winter 2018
• Spring 2017

Clinical Brochure

• Download the Brochure

Alumni Stories

Our goal is to prepare students to become constructively engaged in diverse clinical, academic, and community settings as researchers and clinicians who are grounded in deeply humane, theoretically sophisticated, and socially conscious approaches to clinical psychology.

Our alumni include:

Mark Montijo, Ph.D. (2006)

Mark Montijo is faculty at Pacifica in the Clinical Psychology Ph.D. as well as the Masters in Counseling Psychology and Integrative Therapy and Healing Process programs. He was first licensed in New Mexico as a Clinical Mental Health Counselor where he worked in partnership with Native American healers using traditional healing techniques. He then became licensed in California as a Marriage, Family and Child Counselor. While working for the U.S. Postal Service in several capacities, Mark investigated and resolved Equal Employment Opportunity complaints, created protocol for threat assessment, coordinated a regional Employee Assistance Program, and managed psychological services in the aftermath of workplace violence. Currently a healthcare mediator for a large HMO , Mark works with patients, families, physicians and staff involved in unexpected adverse medical outcomes. He is a passionate advocate for patient and family centered care, including briding physician-patient perspectives . He also maintains a private practice and delivers pro bono geropsychology services at a skilled nursing facility in Berkeley.

AnnaMarie Fidel-Rice, Ph.D., LPC (Colorado), (2003)

AnnaMarie Fidel-Rice is a Professor at Regis University in the Division of Counseling and Family Therapy where she teaches grief therapy from a depth perspective among many other courses. She maintains a pro bono psychotherapy private practice in Arvada, Colorado , and is author of the book The Alchemy of Grief: a depth psychological approach to grief . AnnaMarie has given numerous presentations on alchemy, loss, and grief as well as led retreats in Peru for celebrating the feminine.

Doug Henry, Ph.D. (2003)

Doug Henry has worked in the inpatient psychiatric unit at Santa Barbara Cottage Hospital where he did evaluations, group, individual, and family therapy. He also did training and consulting work with the Santa Barbara Police Department (Hostage) Negotiation Team and the CIT – Crisis Intervention Team of the SBPD as well. He has also been lead assessor for Santa Barbara County department of Alcohol, Drug, and Mental Health Services (ADMHS), in the Calle Real Adult Outpatient Clinic. He currently works at the University of Pittsburgh Medical Center as Clinical Administrator for Child and Adolescent Psychiatry, where he has implemented funding from the Beckwith Institute’s Frontline Innovation Program to the Western Psychiatric Institute and Clinic (WPIC). He also also moderated Clinical Grand Rounds presentations on children and adolescents at the WPIC.

Marcia Dobson, Ph.D. (1998)

Marcia Dobson is a Professor at Colorado College, in the Classics Department . She has taught there for over 35 years. In addition to teaching regular Classics courses such as ancient Greek drama and language, Marcia also teaches classes on discovering the unconscious, life of the soul, and myth and meaning. Marcia initiated the psychoanalysis minor at Colorado College, and now teaches classes in contemporary psychoanalysis to students both at Colorado College and at the Chicago Institute for Psychoanalysis during summers. Her recent research and publications consider classical texts in their relationship to psychoanalytic thinking and theory. She is also an Associate Editor of the International Journal of Psychoanalytic Self Psychology .

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Chair & faculty.

The Faculty members of Pacifica’s Clinical M.A./Ph.D. Psychology program bring a passion for education and a wealth of real-world experience into the classroom.

As leaders in their fields, the members of Pacifica’s faculty include authors of international acclaim, renowned lecturers, practicing psychologists, and certified analysts. Many of the faculty are also meditation teachers, social activists, artists, and philosophers.

All Clinical faculty members share a passion for transformative forms of education and are dedicated to working with adult learners. To learn more about the faculty in the M.A./Ph.D. Program in Clinical Psychology, read the individual descriptions below.

Program FAQs

What is distinct about doctoral education in clinical psychology at pacifica.

Pacifica Graduate Institute has a 40-year long history of providing training in depth psychology within a human science model, and remains one of the few institutions in the world to offer degrees that bring together education in clinical psychology together with rich traditions of depth psychology, which draw from such fields as humanities, mythology, philosophy, cultural studies, and human sciences. In addition, Pacifica’s education emphasizes the dynamic contemporary visions of understanding human experience, which include somatic, spiritually-grounded, indigenous, multicultural, neuropsychological, and community-based approaches.

Oksana Yakushko, Program Chair, explains how Pacifica's Clinical Psychology programs educate students' minds, hearts, and souls.

Does receiving a M.A./Ph.D. from Pacifica’s clinical psychology program meet the qualification needed to be licensed as a Clinical Psychologist in California?

Our curriculum is designed to lead to licensure as a clinical psychologist (based on educational requirements for psychologists in the State of California). In order to receive the California Clinical Psychologist’s license, students must also have met the post-doctoral clinical services hours and examination requirements of the State. As part of receiving the degree from our program, students are required to complete pre-doctoral internship hours that meet requirements of the California Board of Psychology. The eligibility requirements for the formal internship programs in California are set by varied organizations, including the California Psychology Internship Council (CAPIC) which governs many clinical sites that embrace depth psychological treatment modalities.  Pacifica is a graduate school member of CAPIC, and students will be guided through the formal process of application to all such sites. Following receipt of their degree from Pacifica, students must follow state’s requirements, which include post-doctoral supervised clinical hours and passing scores on the national and state exams ( EPPP and CPLEE) . Applicants and students are responsible for following and adhering to the licensure requirements of other states or countries, in which they wish to reside and practice, which may differ from California requirements.

How long is the M.A./Ph.D. program?

Students attend classes in the M.A./Ph.D. program for three years on a year-round basis (including summers). Each year classes are held during nine, four (4)-day sessions. One seven-day summer week occurs during the summer quarter. Students complete their dissertations following the three years of coursework. There is an eight-year time limit for completion of the degree program. Please see the graph below for a visual overview of the M.A./Ph.D. program.

What is the general format of classes?

The classes are a combination of lecture and discussion formats and occur on Pacifica campus. While faculty present lecture material, time is set aside for discussions and question and answer periods. Some of the classes include presentations by experts, experiential activities (e.g., rituals, somatic exercises), as well as time for processing the information as a group. The cohort system at Pacifica encourages a process of in-depth collaborative learning that integrates the multiple personal and cultural contexts affecting learning and guiding discussions.

How much work is required outside of class?

Class assignments consist of readings, posted reflections/discussions, exams, papers or projects.  For every hour in class, at least three hours of academic work outside of class is expected.  This time may include reading, reflections, research, and writing.  Graduate study in general requires twenty (20) hours of study per week with an additional approximate 15 to 20 hours of practica per week in the second and thirds years. Dissertation and internship are undertaken after coursework is completed and comprehensive exams are passed.

Experiential clinical training at off campus clinical training sites is an essential part of the doctoral program. Students complete a minimum of 1,000 hours of practicum, 1,500 hours of internship, and 60 hours of personal therapy. The Director of Clinical Training works collaboratively with students to place them in practica in the beginning of their second year of academic study. Students receive supervision and are given feedback at off-site locations as well as during campus coursework.

Once students complete their coursework and practica and pass a comprehensive exam, students enter off-campus internships where they are also given supervision and feedback. Internships are completed in a multidisciplinary setting offering a variety of training experiences. To obtain pre-doctoral internships, students often compete in a state-wide or nation-wide competitive application process. However, state of California allows clinical training under a licensed psychologist as a psychological assistant to complete pre-doctoral internship hours required by the state of California toward psychology licensure. Training at culturally diverse sites is encouraged.

When do students have an opportunity to meet with faculty?

Each teaching faculty member holds office hours during the time that students are on campus as well as during specified hours during the week. These office hours schedules and sign-up sheets are made available during each learning session. Students are also assigned a core faculty advisor who connects with them regarding varied aspects of their academic and professional development. At the beginning of spring quarter, faculty advisors assess the progress that each student makes in the program as part of the student’s annual evaluations.

Where does a student complete the 2,500-hour practicum/internship requirement?

Students in the doctoral clinical program are required to accrue a total of 2,500 hours of approved and supervised clinical experience.  These hours are obtained in two “tiers” of training:  practicum (1000 hours required) and internship (1,500 hours required).  Both levels of training are obtained at off-campus locations such as group private practices, clinics, hospitals, treatment centers, or other agencies, in which psychologists provide services.  Practicum training is a lower level of training with more intensive and directive supervision, and is obtained during the second and third years of classes at Pacifica.  The Clinical Training Handbook outlines the requirements for beginning clinical training. During the coursework on campus, the students participate in Thursday evening practicum seminars designed to ground their clinical training experience in small-group discussions, case conferences, and intensive supervision by faculty. In contrast to practicum training, internship training is a higher level of training with more independence and responsibility, and is undertaken after the student has completed all of the coursework and passed the comprehensive exams.  The internship, in contrast to the practicum, is a summative and capstone training experience, in which the skills and the knowledge obtained through the coursework and the practicum experiences are exercised.  All of the training activities described here are coordinated and supported by Pacifica’s Training Office, including the Training Coordinator and the Director of Clinical Training.

Can a student use past personal therapy hours to satisfy the 60-hour personal therapy requirement?

The personal therapy requirement is an integral part of the program, essential for the development of clinicians who utilize themselves as an instrument of healing of others. In addition, personal self-awareness is essential to other processes of being a student including conducting research studies with human participants or engaging in clinical and scholarly dialogues in the field that expand psychological knowledge. Therefore, the minimum of 60 hours of personal therapy must be completed while a student is enrolled in the program. These hours may be completed in individual, group, couple or family settings.

Scholarships

Education Assistance Offered to new and returning students based on extreme financial hardship and strong academic excellence. The award is $1,000 to be equally divided between four quarters. For students in the M.A. Counseling program enrolled in the 3rd year, the award is $500. This scholarship is not renewable and students must apply each academic year. Students enrolled in the dissertation phase are not eligible for consideration.

Jung/Freud Clinical Psychology Scholarship Offered to newly admitted students entering into either the Ph.D. Clinical Psychology or Psy.D. Counseling programs. Awards range $2,000-$3,000. The number and amount of individual awards is contingent upon the number of eligible applications received. This scholarship is renewable, provided recipients meet the required 3.5 cumulative grade point average.

Yellow Ribbon Matching Scholarship Pacifica Graduate Institute is pleased to announce that we have entered into an agreement with the Veteran’s Administration in support of veterans continuing their education under the Post 9/11 GI Bill . Pacifica has agreed to provide up to ten Yellow Ribbon Scholarships each year for qualifying veterans under the Post 9/11 GI Bill on a first-come first-serve basis. Students in the M.A. Counseling program will qualify for up to $6,500 per year, M.A. Engaged Humanities and Creative Life will qualify for up to $5,400 per year, and those in the doctoral programs will qualify for up to $7,800 per year.

Curriculum Overview

Clinical Psychology M.A./Ph.D. classes take place in four-day sessions (Thursday evening through Sunday afternoon) once each month during fall, winter, and spring. There is also one seven-day summer session each year. Between learning sessions, advising, mentoring, study and instruction continue through individual and group mentorship from faculty, web-enhanced learning, and cohort support groups.

• Professional and Ethical Development Seminar I - CL 755 , 1 unit
• Professional and Ethical Development Seminar II - CL 756 , 1 unit
• Professional and Ethical Development Seminar III - CL 757 , 1 unit
• 1st Year Annual Assessment for Program Advancement - CL 758 , 0 units
• Psychoanalytic-Based Psychotherapy I: Developmental Perspectives - CP 711 , 2 units
• Jungian-Based Psychotherapy I: Personality Structure and Function - CP 810 , 2 units
• History and Systems of Psychology - CP 700 , 2 units
• Psychological Assessment I - CP 930 , 2 units
• Psychological Assessment II - CP 931 , 2 units
• Legal, Ethical, and Professional Practice - CP 832 , 2 units
• Advanced Psychopathology I - CP 730 , 2 units
• Biological Foundations of Human Behavior - CP 735 , 2 units
• Research Designs and Methodology I: Qualitative, Quantitative, and Mixed Methods - CP 932 , 2 units
• Research Designs and Methodology II: Qualitative Methods of Analysis - CP 933 , 2 units
• Research Designs and Methodology III: Quantitative Design and Statistical Analysis - CP 926 , 3 units
• History of Depth Psych & the Human Science Traditions - CL 819 , 2 units
• Phenomenological Psychology: Theory and Practice - CL 917 , 2 units
• Emergent Clinical and Social Theories in Depth Psychology - CP 799 , 2 units

Second Year

• Supervision Practicum Seminar I: Assessment and Diagnosis - CL 759 , 1 unit
• Supervision Practicum Seminar II: Assessment and Diagnosis - CL 760 , 1 unit
• Supervision Practicum Seminar III: Assessment and Diagnosis - CL 761 , 1 unit
• Psychoanalytic-Based Psychotherapy II: Personality and Psychopathology - CP 712 , 2 units
• Jungian-Based Psychotherapy II: Affect, Mind, and Psyche - CP 811 , 2 units
• Principles of Psychopharmacology - CP 873 , 2 units
• Developmental Psychology Through the Lifespan - CP 830 , 3 units
• Alcohol, Chemical Dependency, and Addictive Behaviors - CL 900 , 2 units
• Cognitive Foundations of Human Behavior - CL 837 , 2 units
• Affective Foundations of Human Behavior - CL 838 , 2 units
• Advanced Clinical Research Approaches and Dissertation Development I - CP 961 , 1 unit
• Depth Psychological Designs and Methods I - CL 928 , 2 units
• Research Designs and Methodology III: Test and Measurement - CP 934 , 2 units
• Indigenous Approaches to Psychology - CP 803 , 1 unit
• Archetypal Psychology I: Social Basis of Human Experience - CP 840 , 2 units
• Social Foundations of Human Behavior - CL 800 , 2 units
• 2nd Year Annual Assessment for Program Advancement - CL 762 , 0 units
• MA Qualifying Exam - CP 890 , 0 units
• Psychotherapy Practicum Seminar I: Effective Psychological Interventions - CL 763 , 1 unit
• Psychotherapy Practicum Seminar II: Effective Psychological Interventions - CL 764 , 1 unit
• Psychotherapy Practicum Seminar III: Effective Psychological Interventions - CL 765 , 1 unit
• 3rd Year Annual Assessment for Program Advancement - CL 766 , 0 units
• Post-Jungian Psychotherapy: Biological, Ecological, and Cultural Systems - CP 745 , 2 units
• Theories of Group Psychotherapy - CP 719 , 1 unit
• Archetypal Psychology II: Personality, Psychopathology, and Culture - CP 814 , 2 units
• Advanced Psychopathology II - CP 731 , 2 units
• Principles of Clinical Supervision and Consultation - CL 752 , 1 unit
• Evidence-Based Psychotherapies - CL 912 , 2 units
• Violence and Trauma: Developmental and Social Theories - CP 834 , 2 units
• Advanced Clinical Research Approaches and Dissertation Development II - CP 962 , 2 units
• Depth Psychological Designs and Methods II - CL 929 , 2 units
• Advanced Clinical Research Approaches and Dissertation Development III - CP 963 , 2 units
• Research Designs and Methodology IV: Advanced Qualitative Methods - CL 940 , 2 units
• Gender and Human Sexuality - CP 901 , 1 unit
• Psychotherapy with Diverse Populations - CP 845 , 2 units
• Comprehensive Exam Portfolio – CP 989 - CP 989 , 0 units
• Capstone Projects and Program Requirements
• Comprehensive Exam Portfolio - CP 989 , 0 units
• Dissertation Writing - CP 990 , 15 units
• Pre-doctoral Internship - CP 980 , 0 units
• Personal Psychotherapy - CP 950 , 0 units

Requirements for Graduation

Degree requirements for graduation.

• Students must complete a total of 105 quarter units to fulfill the unit requirement for the Ph.D. degree.
• A minimum grade of “B” is required in each completed course. A cumulative grade point average of 3.0 must be maintained.
• Students must meet attendance requirements as articulated in the Student Handbook.
• 56 units of first and second year designated coursework have been successfully completed.
• Completion of 100 hours of practicum has been documented.
• Documentation of 30 hours of personal therapy has been submitted.
• In addition to completion of the M.A. degree requirements, in order to proceed with the third year of coursework, students must pass the Second Year Assessment for Program Advancement which encompasses a comprehensive review of coursework, annual evaluations, qualifying exam results (a minimum of 80% is required), advancement toward clinical practicum training goals, writing skills and readiness to conduct research.
• Students must successfully pass the Comprehensive Portfolio at the end of the third year.
• Students must submit and defend an original dissertation accepted by the faculty.
• Students are required to complete a minimum of 1,000 hours of practicum and 1,500 hours of internship..
• Students are required to complete a total of 60 hours of personal therapy.
• Students must comply with all the policies and procedures articulated in the Student, Dissertation, and Clinical Handbooks.

Faculty Mentorship

Preparation for clinical psychology licensure, enroll today.

Pacifica Graduate Institute is accredited by the WASC Senior College and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, 510.748.9001, and is approved by the State of California Board of Private Postsecondary Education (BPPE) and the U. S. Department of Education.

Lambert Campus 249 Lambert Road, Carpinteria, CA 93013

Ladera Campus 801 Ladera Lane, Santa Barbara, CA 93108

805.969.3626

Orange Alert

Clinical psychology graduate program overview.

Our department has eliminated the GRE General Test for admission to the fall 2025 class. Applicants should NOT submit their GRE scores through ETS nor report their scores in the application portal or on their CVs or personal statements .

Please note that our interviews for the Fall 2025 class will be offered virtually.

The doctoral program in Clinical Psychology at Syracuse University is dedicated to training outstanding students to become responsible, innovative, and scholarly clinical psychologists. Our program embraces the scientist-practitioner model, providing balanced training in the science and practice of clinical psychology. Our faculty view scholarly empirical research as the foundation of clinical psychology, and we seek to train students who are eager to embrace the research mission of the program. Graduates of our program are well-positioned to pursue a variety of career options, including academic appointments, clinical research, and the provision of clinical services. The doctoral program in Clinical Psychology at Syracuse University has been fully accredited by the American Psychological Association since 1956. Please see below for more information.

Student Admissions, Outcomes and Other Data

Data on students’ time to completion, program costs, attrition, internships, and licensure are collected and reported in keeping with the requirements of programs accredited by the Commission on Accreditation of the American Psychological Association. These education and training outcomes can be found at this link: Student Admissions, Outcomes, and Other Data .

Promising applicants will be invited for a zoom-based personal interviews. Applicants will be notified of their status by April 15th or earlier if possible. We encourage all admitted applicants to visit the campus and meet Clinical faculty and students before making a decision to accept an offer. The doctoral program in Clinical Psychology at Syracuse University does not discriminate based on race, color, creed, religion, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, veteran status, or any other status protected by applicable law.

Please also see the Council of University Directors of Clinical Psychology (CUDCP) policy regarding Admissions Offers and Acceptances .

State Professional Licensure and Certification Disclosure Information

Diversity, Equity, Inclusion and Accessibility in Clinical Psychology

The Syracuse University Clinical Psychology doctoral program is committed strongly to promoting diversity with respect to race, color, creed, religion, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, and veteran status. Our doctoral program also seeks to prepare students to be sensitive to issues of inclusion and diversity in all aspects of their culturally competent work.

We strive to maintain a diverse student population and historically underrepresented students are especially encouraged to apply for our doctoral program. The Clinical Psychology program is dedicated to the active recruitment of a diverse group of students and faculty. See here for an overview of the Diversity, Equity, Inclusion and Accessibility efforts across the university, college, and Department in terms of curriculum, research, clinical practice and programming.

We strongly support Syracuse University's institutional commitment to diversity and inclusion .

Financial Support

The Department of Psychology makes a determined effort to provide at financial support for all graduate students in good standing. For decades, all Psychology graduate students in good standing have been funded. Financial support consists of tuition scholarship, assistantships that provide a competitive stipend, research funding, and the opportunity for summer assistantships.

Tuition Scholarship

Students receive 24 hours of remitted tuition per year up to 90 credits in total across the span of the graduate career, which funds the full PhD program of study. The tuition scholarship does not cover the costs of student fees or student insurance.

Funding for Academic Months

Students receive a competitive stipend that meets or exceeds the cost of living in Syracuse from one of several different sources including teaching assistantships, clinical assistantships, clinical externships, research assistantships, community or university externships, or university fellowships. In most cases, these are 9-month appointments although some are 12-month positions. Teaching assistants support the education of undergraduate students by teaching lab or recitation sections, grading, providing reviews, proctoring exams, or other activities. Research assistantships support a specific research project, typically one funded by extramural funding agencies such as the NIH. Fellowships provide protected time to pursue independent research projects. Community or university externships involve providing mental health services to community and campus clients. Clinical externships are offered in conjunction with university and community partners.

Funding for Summer Funding

Although not guaranteed, most of psychology graduate students receive summer funding in the form of independent teaching, clinical assistantships, clinical community or university externships, research assistantships, or fellowships.

Research Support

The department offers a research fund to support the research and professional development of each student. These funds can be used for the collection or analysis of data, to attend a scientific conference or workshop, or other purposes that will enhance student training (such as attending professional or statistical workshops or traveling for predoctoral clinical internship applications).

Cost of Living Comparison

Syracuse is a very affordable city. We encourage you to use a cost-of-living comparison (such as the one available at this site ) to compare Syracuse to other cities.

Program Information

Official program requirements include at least 90 credit hours, including a 6-credit master's thesis and an 18-credit dissertation. Prior to beginning the dissertation, students must pass a doctoral qualifying exam. A full-time, one-year clinical internship is also required before the Ph.D. is awarded.

Program of Study

The doctoral program in Clinical Psychology at Syracuse University admits students to begin full-time study in the fall semester. Our curriculum has evolved in order to meet both responsibilities to the profession of Psychology as well as individual student needs. Doctoral students in Clinical Psychology typically follow a common core sequence in their first two years of study. The course content in the first two years is structured to ensure that all doctoral students receive comprehensive training in statistics and research design, theoretical underpinnings to Clinical Psychology as well as developing core foundational skills in evidence-based treatments. Students are also expected to complete their Master’s thesis in their second or third year of study.

This core sequence is then followed by an opportunity for students to tailor their training and study to match personal interests. These subsequent years of doctoral study include elective courses, additional research and dissertation work, clinical practica and a one-year predoctoral internship.

Consult the Course Catalog for specific requirements.

Our APA accredited Clinical Psychology doctoral program is also identified as New York State licensure-qualifying. This ensures that the education of program graduates will be accepted for licensure immediately in New York. The core courses that our doctoral students must complete are those required by New York State for licensure.

Optional Concentrations

In addition to completing the degree requirements for the doctorate in Clinical Psychology, students in good academic standing can also enroll in one of the two optional concentrations: (1) the Neuroscience Concentration and (2) the Concentration in Advanced Quantitative Methods in Psychology (CAMP), which appears as a graduate specialization on a student’s transcript. Your Ph.D. in Clinical psychology will be awarded the Psychology department with your concentration listed as an area of specialization in your degree. More information about the concentration can be found in the Course Catalog.

Application Information

The Clinical faculty considers the mentoring of graduate students to be an integral part of our professional endeavors. Graduate students are carefully selected from a pool of applicants and work closely with a major advisor in a research apprentice training model. Although admissions decisions are made by the faculty as a committee, major advisors and students are matched based on shared research interests at the time an offer of admission is made. The following is intended to provide a quick reference for potential applicants. Please see the rest of this page for more detailed information about the doctoral program in Clinical Psychology at Syracuse University.

1.Applications are due no later than December 1.

2.Application requirements include but are not limited to:

• CV or Resume
• Transcripts from prior and current institutes
• Three letters of recommendation
• Personal Statement of Purpose (please indicate at least one but up to three faculty members within the clinical psychology program you are interested in working with; please see the below list of clinical psychology faculty members who will review applications for the fall 2024 class)

3.All application materials must be submitted via the online application for graduate study.

• To begin the application process, please visit https://www.syracuse.edu/admissions/graduate/apply/
• Click the online application link and create a New User account with Embark
• When queried as “to which program and degree do you intend to apply?” select “Clinical Psychology, Ph.D.”

4.Please direct questions about our program to [email protected] (preferred) or 315.443.3087.

5.The below faculty members in the Clinical Psychology Program will review applications for Fall admission in 2025:

• Kevin Antshel, Ph.D.
• Joseph W. Ditre, Ph.D.
• Aesoon Park, Ph.D.
• Sarah Woolf-King, Ph.D.

Additional Resources

• Before you apply
• Other useful forms can be found via the Forms & Resources page
• Steps: Defense Procedures

Questions related to the program's accredited status should be directed to:

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

Clinical Psychology Faculty

The doctoral program in Clinical Psychology at Syracuse University is dedicated to training outstanding students to become responsible, innovative, and scholarly clinical psychologists. Our program embraces the scientist-practitioner model, providing balanced training in the science and practice of clinical psychology. Our faculty view scholarly empirical research as the foundation of clinical psychology, and we seek to train students who are eager to embrace the research mission of the program.

Kevin Antshel, Ph.D. Dr. Antshel’s research and clinical interests focus on developmental psychopathology, with specific emphasis on attention deficit/hyperactivity disorder (ADHD) across the lifespan. Dr. Antshel investigates the heterogeneity of ADHD (e.g., ADHD in the context of autism spectrum disorder, ADHD in medical disorders such as 22q11.2 deletion syndrome) to further explore mediators and moderators of treatment outcomes. For more information, please visit Dr. Antshel's faculty page .

Joseph W. Ditre, Ph.D. Dr. Ditre’s research cuts across basic and applied work in the areas of health psychology and behavioral medicine, with an emphasis on the intersection of addictive behaviors and comorbid medical disorders. Broadly, this research examines how the use of substances may influence the onset and progression of comorbid medical disorders, and vice versa. Specifically, his research applies a multi-method approach to the study of complex interrelations between pain, affect, comorbid psychopathology, and the maintenance of addiction. For more information, please visit Dr. Ditre's faculty page .

Les A. Gellis, Ph.D. Dr. Gellis is a full teaching professor. His research and teaching focuses on cognitive and behavioral elements that contribute to stress, insomnia, and other sleep disorders. Dr. Gellis is currently interested in testing and designing techniques to treat insomnia and understanding and causes and consequences of sleep problems in University students. For more information, please visit Dr. Gellis’ faculty page .

Afton Kapuscinski, Ph.D. Dr. Kapuscinski is an associate teaching professor and director of the psychological services center. She is interested in the treatment of mood, anxiety and obsessive-compulsive disorders, and other concerns particularly relevant to the young adult population, including body image, disordered eating, and religious/spiritual issues. Her clinical work and supervision utilize an integrative approach that emphasizes psychodynamic and humanistic therapy models. She also provides Cognitive Behavioral Therapy for the treatment of Attention-Deficit/Hyperactivity Disorder in adults. For more information, please visit Dr. Kapuscinski’s faculty page .

Katie Kidwell, Ph.D. Dr. Kidwell’s research focuses on pediatric health behaviors (primarily eating and sleep) as predictors, mechanisms, and intervention targets for improving physical and mental health. Dr. Kidwell employs a multilevel, multimethod approach to understand the relationships among physical health, mental health, and health behaviors within a larger social context in children and adolescents. This research program combines subjective and objective data with technology to build rich datasets to answer complex questions about the best way to improve children’s health. For more information, please visit Dr. Kidwell's faculty page .

Aesoon Park, Ph.D. Dr. Park's research interests focus on individual risk pathways of the development and escalation of alcohol use/misuse involving and co-occurring high-risk health behaviors (such as sleep and substance use/misuse) within developmental contexts. She is also interested in statistical techniques that account for the time-varying and multi-level nature of human development (e.g., structural equation model, multilevel model, latent mixture model). For more information, please visit Dr. Park's faculty page .

Shannon Sweeney, Ph.D. Dr. Sweeney is an associate teaching professor. She teaches Foundations of Human Behavior, Psychology of Childhood and Pediatric Psychology. She also focuses on transferring theory to practice and in so doing provides her students with a strong foundation for their own practices in psychological service delivery. For more information, please visit Dr. Sweeney’s faculty page .

Peter A. Vanable, Ph.D. Dr. Vanable's research focuses on psychological aspects of health and illness, with an emphasis on behavioral aspects of HIV/AIDS. Current projects include studies designed to characterize the coping challenges and experiences of men and women who are living with HIV disease, as well as studies that evaluate the effectiveness of interventions to reduce high risk sexual behavior. Dr. Vanable's interests also include the prevention and treatment of addictive behaviors. For more information, please visit Dr. Vanable's faculty page .

Sarah Woolf-King, Ph.D . Dr. Woolf-King is a licensed clinical psychologist with a combined interest in health psychology, epidemiology, and behavioral medicine. The overarching goal of her work is to inform the development of behavioral and psychological interventions that can enhance the wellbeing of patients and families coping with chronic medical conditions. For more information, please visit Dr. Woolf-King's faculty page.

Michelle Zaso, Ph.D. Dr. Zaso’s research focuses on sources of vulnerability and resiliency to alcohol-promoting environments. Her current projects work to identify in-the-moment cognitive processes in stress- and trauma-related drinking. Dr. Zaso’s research program utilizes ecological momentary assessment, intensive longitudinal data analysis, experimental laboratory paradigms, and other mixed methods approaches to model alcohol etiologies. For more information, please visit Dr. Zaso's faculty page .

Research Training

Research training is a primary mission in the Clinical Psychology training program. Through both coursework and supervised apprenticeship, doctoral students learn skills that will enable independent research upon graduation. Skills that provide the basis for our research training model include how to critically evaluate the existing knowledge base, formulate new hypotheses that can be empirically tested and disseminate research findings. Training in manuscript preparation, grant writing and presenting data orally are all core components of our research apprenticeship model.

Members of the Clinical faculty collaborate with each other and with colleagues within the Syracuse area and across the country. There are ongoing collaborative research projects at the Syracuse V.A. Medical Center and the State University of New York - Upstate Medical University. Both of these institutions are within easy walking distance of the Psychology Department and provide valuable research and clinical experiences for our students.

Clinical Training

Our clinical training is centered on providing doctoral students with a thorough grounding in evidence-based practice. Our goal is to equip students with core skills in assessment and intervention so that the student is fully prepared for the predoctoral internship training experience.

Students begin their formal clinical training by completing a year-long assessment course sequence and a year-long therapy practicum course. Both of these year-long sequences are completed before the students spend the third-year training in the Department's Psychological Services Center (PSC). The PSC provides psychotherapy and assessment services to university students and to members of the greater Syracuse community. Upon completion of the year-long PSC practicum, students are able to complete advanced practica at multiple local sites in the broader Syracuse community.

Clinical supervisors vary in their conceptual approaches to understanding and modifying behavior, which promotes lively discussion of clinical topics and the development of flexibility in clinical skills. Supervision is complemented by seminars in multicultural issues, ethics and psychopathology, as well as by regular case conferences.

Teaching Training

Many students also obtain teaching experience to help prepare them for academic careers. Initially, students may work as a teaching assistant, usually during the first year, in the undergraduate Introduction to Psychology course (PSY 205). Subsequent to this initial teaching experience, students may serve as course instructors and have full responsibility for an undergraduate course. Doctoral students interested in pursuing an academic career can be confident that they will receive significant teaching opportunities and mentoring on the essential skills of college instruction. Students frequently rank teaching among the most rewarding experiences of their graduate training. Many of our students also obtain additional training in teaching and career development experiences through the Future Professoriate Program and Women in Science and Engineering (WiSE) Future Professionals Program .

For more information about the program, visit the Frequently Asked Questions page. Please direct requests to: [email protected].

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Clinical Science Concentration

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Welcome to Clinical Science

The clinical science program in the Department of Psychological & Brain Sciences at the University of Delaware was established in 1968, has been continuously accredited by the American Psychological Association since 1975, and was accredited by the Psychological Clinical Science Accreditation System in 2011.

Our overall goal is to train clinical researchers who produce, apply, and disseminate scientific knowledge. We train clinical scientists who keep abreast of current theory and research and contribute to the knowledge base in clinical psychology.

Nature and goals of the program

We believe that research is an essential career commitment for those who seek and obtain the Ph.D., and students accepted into our program are expected to share that commitment. Students also learn evidence-based assessment and interventions for adults and children with psychological disorders, but students whose primary career goal is the direct practice of psychology would be more satisfied in a different training program.

The aim of the clinical science program is to provide a structured set of research and clinical experiences that will prepare students for a career in clinical science. Therefore, graduates of our program will be competent in designing, conducting, and evaluating psychological research, as well as in delivering empirically-supported psychological services.

Consistent with this orientation, our program is a member of the Academy of Psychological Clinical Science - a prestigious group of 63 university-based clinical training programs and 12 internship sites that share similar goals for their programs and for the training of future clinical psychologists.

An integrative approach to training

The program integrates science and practice, which is reflected in collaborative, translational research. Our faculty and students apply basic psychological theories and empirical findings to real-world clinical problems such as depression, anxiety, child maltreatment and trauma, aggression, and couples’ distress in cancer patients.

Our program’s training model is consistent with the vision of the  Delaware Project . Specifically, we train students to emphasize continuity across a spectrum of research activities concerned with (a) basic mechanisms of psychopathology and behavior change, (b) intervention generation and refinement, (c) intervention efficacy and effectiveness, and (d) implementation and dissemination. 

Research with faculty mentors

Faculty members maintain visible and well-funded research programs. Much of this work is interdisciplinary, including collaborative projects with scholars in medical schools, universities, educational systems, and community agencies in the surrounding area. Members of the clinical faculty have been active in national, state, and local organizations concerned with advancing psychological knowledge; have played leadership roles in national organizations (e.g., the  Academy for Clinical Psychological Science ,  the Delaware Project ); and serve on many journal editorial boards, grant review study sections at the National Institute of Mental Health, and national task forces.

Funding is robust and drawn from multiple sources, including a Centers of Biomedical Research Excellence (COBRE) grant from the National Institute of General Medical Sciences, National Institutes of Health, plus individual investigator grants from the National Institute of Mental Health, National Institute on Alcohol Abuse & Alcoholism, National Institute of Child Health & Human Development, among numerous other federal and private sources.

Mentor-based training

Students work closely with faculty advisors who mentor them throughout their graduate career. Students often work with more than one faculty member. Faculty mentors provide training in research techniques, scholarly knowledge, and written and oral communication skills that enable students to become successful independent researchers. Students publish research findings in prominent journals; present them at national meetings; develop teaching skills; and write grant applications. These experiences, and others, have helped our graduate students win numerous awards and prepared them for successful research in academia, government, or industry.

Collaborations

The clinical science program offers external research and clinical training opportunities through affiliations with community mental health centers and medical centers in the surrounding areas. All provide training in evidence-based practice. Our faculty members also have research collaborations with the University of Pennsylvania Center for Anxiety Treatment and Research, the Helen F. Graham Cancer Center, the State of Delaware Department of Children, Youth, and Families, Head Start Centers, A. I. duPont Hospital for Children, a network of social service agencies in Philadelphia, and area schools. These sites provide unique opportunities to apply clinical science to diverse problems and populations in community settings. 

Program Requirements >

Work with our faculty.

Visit each researcher's bio page, linked below, for information on research interests and current funding.

The following faculty are accepting graduate students for 2025–2026: ​

• Philip Gable​
• Adele Hayes​​
• Naomi Sadeh
• Jeffrey Spielberg

View more research labs

Serving the community, advancing knowledge 

The Institute for Community Health (ICMH) at the University of Delaware stands as a pioneering initiative led by the clinical science faculty within the Department of Psychological and Brain Sciences. Committed to transforming mental and behavioral healthcare, the ICMH integrates cutting-edge training, research, and clinical services to benefit the community.

This forward-thinking institute focuses on:

• Establishing vital connections between academic research and community mental/behavioral health systems.
• Enhancing access to science-based care for underserved populations.
• Generating new knowledge in the field.

Combining practice, collaboration and training

The ICMH strives to advance the quality of mental health services and promote equitable access to care through three interrelated entities:

• Provides evidence-based psychotherapy and diagnostic assessments for all age groups.
• Trains graduate students and professionals in evidence-based mental/behavioral health services.
• Facilitates interdisciplinary research and integrated care with other STAR Tower clinics.
• Partners with community agencies to train, implement and evaluate evidence-based practices within community settings.
• Bridges academia and community stakeholders to enhance the development and effectiveness of psychological and behavioral treatments.
• Trains graduate and undergraduate students to excel in real-world mental health settings.
• Trains students in evidence-based practices and a scientific approach to clinical care.
• Offers interdisciplinary training within STAR Tower's integrative healthcare environment.
• Addresses workforce shortages by producing skilled mental health professionals in Delaware and surrounding states.

Future accreditation plans

The University of Delaware's program is accredited by the Psychological Clinical Science Accreditation System and the American Psychological Association. 

We are committed to training clinical scientists who can ease the burden of mental illness and promote well-being in society through research, treatment development, and service delivery.  Our training opportunities emphasize continuity and interdependence across laboratory, clinical, and community contexts. Innovative training initiatives that break down traditional silos across the broad spectrum of clinical science require flexible pedagogy and implementation. 

The tenets and expectations of PCSAS are highly consistent with our training goals and methods, and we plan to maintain PCSAS accreditation indefinitely.

We plan to maintain APA accreditation until programs accredited by PCSAS are given the same access to internship and licensure opportunities as are programs accredited by APA.​

For questions regarding our accreditation, please contact the following for PCSAS and APA respectively:

Joseph E. Steinmetz, Executive Director Psychological Clinical Science Accreditation System (PCSAS) 1101 E. 10th Street Bloomington, IN 47401 Phone: 479-301-8008 / Email:  [email protected] www.pcsas.org

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

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Clinical Psychology Doctorate (ClinPsyD)

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Our Clinical Psychology Doctorate (ClinPsyD) leads to a professional qualification in Clinical Psychology and eligibility to apply for registration with the Health and Care Professions Council. It is accredited by the British Psychological Society (BPS) and confers Chartered status with the BPS.

This programme comprises a combination of academic teaching, research and research training, and professional training during clinical placements.

The programme will enable you to deliver psychology-based treatments by drawing upon a range of models, tailoring interventions to client needs within a range of service contexts.

Our staff have expertise across a range of specialisms, skills and models. Like all similar courses, we give special consideration to cognitive-behavioural approaches but we also equip trainees with knowledge and skills in systemic practice and in psychodynamic and behavioural approaches. In year two, you will be able to choose which of these approaches you wish to specialise in. We will also prepare you for the wider organisational demands of the NHS by providing opportunities for you to understand, appraise and develop your own leadership behaviours.

In the Centre for Applied Psychology, we are committed to involving experts by experience in all the different aspects relevant to our teaching and research. The Experts by Experience Steering Committee (EBESC) is a group that meets regularly to discuss, organise and support the work of experts by experience linked to the Clinical Psychology Doctorate Programme. We comprise members from various backgrounds, including local experts by experience who contribute to the course and staff from the Centre for Applied Psychology.

We contribute to our different courses in various ways:

• Contributing to teaching, including training workshops
• Reviewing, supporting, designing and contributing to research projects
• Contributing to the course at a strategic level through feeding into course management committees
• Involvement in the course admissions process

This programme comprises a combination of academic teaching, research and research training, and professional training during clinical placements. You complete five placements in a range of health settings in the West Midlands.

You will spend approximately 50% of your time in clinical practice, with the remainder divided between teaching, research and academic workshops. Workshops are delivered by experienced local clinicians and experts in the relevant clinical area. Time is scheduled for private study, academic assignments and research. Although there are some longer teaching blocks, a typical week consists of one day teaching, one day study and three days placement throughout the year. The programme is examined by continuous assessment, with students completing a series of assignments and projects over the three years.

Research, which is conducted in the second and third years of the programme, is written up for examination in the form of two papers for publication. The programme is organised on a collaborative basis with local NHS psychologists, and many local clinicians are involved in teaching.

The programme has a long and distinguished history, producing over 500 qualified Clinical Psychologists since 1967. It leads to a professional qualification in Clinical Psychology and eligibility to apply for registration with the Health and Care Professions Council. It is accredited by the British Psychological Society (BPS) and confers Chartered status with the BPS.

Our location in the West Midlands, which has a large and diverse population, means you will have access to a broad range of clinical placements and research opportunities. The course is also well integrated with clinical psychology services in the local area.

Birmingham is one of the major centres for clinical psychology training in the UK and most graduates take up posts in NHS departments. At present UK/EU trainees are hosted by a local NHS Trust and paid a salary. University fees are paid by the NHS.

This programme is subject to a Code of Professional Conduct and Fitness to Practise regulations, to which trainees are required to sign up. 

Related links

• School of Psychology website
• Clearing House for Clinical Psychology website:  https://www.clearing-house.org.uk/

The course has close links with local clinicians who provide teaching and reflective practice and they work really hard to fit the placements to our learning needs, interests and ambitions. We have five placements across the course working with adults, children, people with intellectual disabilities and older adults, plus a placement in a specialism of our choice, meaning we get to experience a wide range of clinical settings. Our research projects were very flexible in that you could choose pre-arranged projects or general topic areas, and the department established links with appropriate supervisors for the area you wanted to study. Tom Watson, Clinical Psychology Doctorate alumnus

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You will continue to attend workshops relating to the academic underpinnings of clinical practice, work under supervision on a clinical psychology placement(s) in the NHS and undertake self-directed learning. You are required to complete one clinical practice report which in due course is bound into the thesis. You also pursue your research project.

You must attend a minimum number from a wide choice of workshops relating to clinical psychology. You continue to work under supervision on a clinical psychology placement(s) in the NHS, undertake self-directed learning and complete work on your research thesis. You are required to complete two clinical practice reports which are bound into the clinical volume of the thesis.

At present UK trainees are hosted by a local NHS Trust and paid a salary. University fees are paid by the NHS. This model may change in the future but candidates should not be deterred from applying and should check the Clearing House for updates at:  https://www.clearing-house.org.uk/

The International self-funded fee for 2024/25 is £30,420.

How To Apply

Uk applications for 2024 entry (via the clearing house and directly) are now closed. interviews will take place between 20 - 26 may 2024 inclusive..

For those assessed as being ‘home for fees’, applications to the ClinPsyD for NHS funded places should be made through the  Clearing House in Clinical Psychology .   Home applications close at 13:00 on 22 November 2023.

International/Overseas self-funding applicants

International applications for 2024 entry are now closed (26 January 2024). We are unable to accept late applications.

The application process for overseas applicants has three stages:

• The application form is screened when received through the University Application Portal.
• Candidates meeting the admission requirements are invited to complete an online ‘written exercise’ between 26 February to 8 March 2024.
• Successful candidates will be invited to interview with us (via Zoom) week commencing 6 May 2024.

Our Standard Requirements

You must have at least a 2:1 degree or recognised equivalent at undergraduate level and you will need to provide a certificate or transcript showing your degree level at the time of applying. We welcome applicants with higher degrees which should ideally be in a clinically relevant area. Unfortunately, we do not accept applicants with a 2:2 at undergraduate level, even if they have a Master's or PhD. Whilst people who have taken conversion courses are not at a disadvantage in our process, we do require their original degree to be 2:1 or above.

We also require evidence of competence in research methods as evidenced by a score/rating of at least 60% on the undergraduate research dissertation – noted on the undergraduate transcript. Applicants who do not yet have an undergraduate transcript, or who have completed a conversion course without a detailed transcript, would need to provide formal evidence of research competence from the awarding University. This could take the form of an academic referee commenting specifically upon these competences, including explicit reference to the applicant's scores on research and statistics modules.

Candidates must have Graduate Basis for Chartered Membership (GBC) of the British Psychological Society. For guidance on the kinds of experience considered to be relevant when applying for the Clinical Psychology Doctorate, please visit the Clearing House for Postgraduate Courses in Clinical Psychology’s website .

Selection Procedure

We operate our selection procedures in line with NHS Values Based Recruitment .

Our selection process is as follows:

• NHS funded applications are initially made via the Clearing House for Postgraduate Courses in Clinical Psychology’s website (for international applications please see below).
• Applications are screened to ensure that candidates meet our minimum academic entry criteria (as described above).
• Applicants who meet our minimum academic criteria are short-listed according to information presented on the application form. This includes elements such as academic/research competence and relevant experience. Seventy five short-listed candidates are invited to attend the University of Birmingham for half a day (morning or afternoon), which includes a series of interviews and a written exercise designed to assess competence in research. Experts by experience and local clinicians are involved in the interview process. After the final interview date, offers are made to the most suitable candidates subject to satisfactory DBS disclosure and Health and Immunisation checks . Please note : the offer process at the University of Birmingham has several steps, and the final formal offer will be made by the University of Birmingham Admissions Team.

Equal opportunities

We are very conscious of being situated in an area of rich ethnic and cultural diversity, and the course particularly welcomes applications from people from ethnic minority groups.  We take measures to ensure that no applicant is discriminated against on the grounds of age, social class, disability, ethnicity, gender, sexual orientation or religion. 

We are actively addressing issues of race and diversity in the curriculum and in all aspects of the course. We do not currently use equal opportunities data during the selection process and we do not currently subscribe to the " Disability Confident Scheme " (also known as "double tick"). However, we are actively considering how best to include contextual admissions values in our selection procedures, and although we don’t yet have a formal position on this, we will update this webpage with any developments.

Please note that if you have given your consent, we may use equal opportunities data collected by the Clearing House during selection to inform future selection strategies.

Work experience

Applicants must demonstrate that they have been engaged in work experience that allows them to understand the profession of clinical psychology, and to demonstrate skills that can be enhanced through training, that are relevant to the role. We require applicants to have completed at least one year's full-time clinically relevant experience (which can include placement experience from a clinically relevant Master's degree) at the time of applying. This experience could come from a variety of roles, including Assistant Psychology and research posts, and graduate roles within IAPT services. However, this is not an exhaustive list of potential relevant experience. Applicants need to demonstrate that they have been applying psychological principles in a clinical setting, preferably under the supervision of a psychologist, or have been engaged in research that is relevant to a clinical population (eg as a research assistant or as part of a 3-year PhD). The experience could be spread across more than one year but must equate to one year full-time as a minimum requirement. Candidates are required to describe this experience clearly on the application form. Candidates who have previously pursued relevant professional careers will be considered on an individual basis; however, all applicants must meet our minimum academic requirements and requirements for GBC (see above for details).

Please ensure when detailing Clinical Experience gained, that you are clear how many hours you worked per calendar week if this role is part time. In addition, it is helpful to detail the tasks / role carried out and the profession of the person supervising or overseeing that work. This information could be within your supporting information or an uploaded CV.

Please note that for applications for the ClinPsyD, a research proposal and names of proposed research supervisors are not required as research projects are developed during the first year of training in collaboration with staff and local clinicians.

International students

We welcome applications from international self-funding candidates. Such applicants must meet the same entry criteria as those applying for NHS funded places (see above) and also have overseas fees status. This is assessed by the University Admissions team.  Applications for overseas candidates are made directly to the University of Birmingham and not through the Clearing House . 

Standard English language requirements apply

For candidates whose first language is not English or whose first degree was not taught in English the minimum requirements are IELTS 7.0 with no less than 6.5 in any band. 

International Requirements

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 14/20 from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

Applicants who hold a Masters degree will be considered for admission to PhD study.

Holders of a good four-year Diplomstudium/Magister or a Masters degree from a recognised university with a minimum overall grade of 2.5 will be considered for entry to postgraduate research programmes.

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0-3.3/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

• A grade of 7.5/10 for entry to programmes with a 2:1 requirement
• A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good post-2001 Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below. 

Please note: for the subject areas below we use the Shanghai Ranking 2023 (full table) , Shanghai Ranking 2024 (full table) and Shanghai Ranking of Chinese Art Universities 2024

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。 请注意，中国院校名单参考 软科中国大学排名2023（总榜） ，  软科中国大学排名2024（总榜） ，以及 软科中国艺术类高校名单2024 。  

Business School (excluding MBA)   and School of Computer Science programmes 商学院 （ MBA除外） 及计算机学院硕士 课程入学要求

* Applicants from Group 4 institutions are only considered for the following 7 programmes

来自第四类院校的申请人仅限于申请以下7个课程：

• MSc Financial Management
• MSc Investments
• MSc Financial Technology
• MSc Economics
• MSc Financial Economics
• MSc Money, Banking and Finance
• MSc Computer Science

All other programmes (including MBA)   所有其他 硕士课程（包括 MBA）入学要求

Please contact the China Recruitment Team for any questions on the above entry requirements.

如果您对录取要求有疑问，请联系伯明翰大学中国办公室   [email protected]  

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below.  Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 6.5 out of 10, or a GPA of 3 out of 4, and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalár from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), or a good post-2002 Magistr (Masters), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence and will usually be required to have completed a good Masters/ Magisterkonfereus/Magister Artium degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalaurusekraad from a recognised university with a minimum overall grade of 4/5 or B, or a good one- or two-year Magistrikraad from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees. 

Holders of a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 4/5, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a should hold a Bachelors degree and will usually be required to have completed a Masters/Maîtrise with a minimum overall grade of 13 out of 20, or a Magistère / Diplôme d'Etudes Approfondies / Diplôme d'Etudes Supérieures Specialisées / Mastère Specialis, from a recognised French university or Grande École to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university with a minimum overall grade of 2.5, or a good two-year Lizentiat / Aufbaustudium / Zweites Staatsexamen or a Masters degree from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a good four-year Ptychio (Bachelor degree) with a minimum overall grade of 6.5 out of 10, from a recognised Greek university (AEI), and will usually be required to have completed a good Metaptychiako Diploma Eidikefsis (Masters degree) from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2.  Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés or Egyetemi Oklevel from a recognised university with a minimum overall grade of 3.5, or a good Mesterfokozat (Masters degree) or Egyetemi Doktor (university doctorate), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a 60% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree from a recognised institution, with 100 out of 110 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees.  Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of  2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/50

Holders of a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10, or a post-2000 Magistrs, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 16/20 or 80% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10, or a good post-2001 Magistras, will be considered for entry to postgraduate research programmes

Holders of a good Bachelors degree from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20, or a Diplôme d'Études Supérieures Spécialisées (comparable to a UK PGDip) or Masters degree from a recognised Luxembourgish Higher Education institution will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from the University of Malta with a minimum grade of 2:1 (Hons), and/or a Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a Bachelors degree, licence or Maîtrise and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Doctoraal from a recognised Dutch university with a minimum overall grade of 7 out of 10, and/or a good Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, and will usually be required to have completed a good Masters, Mastergrad, Magister. Artium, Sivilingeniør, Candidatus realium or Candidatus philologiae degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0/4 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.    

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent.  The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters.  Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Bachiller, Licenciado, or Título Profesional with at least 13/20 may be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good pre-2001 Magister from a recognised Polish university with a minimum overall grade of 4 out of 5, dobry ‘good’, and/or a good Swiadectwo Ukonczenia Studiów Podyplomowych (Certificate of Postgraduate Study) or post-2001 Magister from a recognised Polish university with a minimum overall grade of 4.5/4+ out of 5, dobry plus 'better than good', will be considered for entry to postgraduate research programmes.

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, and/or a good Mestrado / Mestre (Masters) from a recognised university, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10, and will usually be required to have completed a Masters degree/Diploma de Master/Diploma de Studii Academice Postuniversitare (Postgraduate Diploma - Academic Studies) or Diploma de Studii Postuniversitare de Specializare (Postgraduate Diploma - Specialised Studies) to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Диплом Специалиста (Specialist Diploma) or Диплом Магистра (Magistr) degree from recognised universities in Russia (minimum GPA of 4.0) will be considered for entry to taught postgraduate programmes/PhD study.

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’, and/or a good Inžinier or a post-2002 Magister from a recognised Slovakian Higher Education institution will be considered for entry to postgraduate research programmes.

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10, and/or a good Diploma specializacija (Postgraduate Diploma) or Magister (Masters) will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 7 out of 10 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or a CGPA 3.30/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good "PostGraduate Certificate" or "PostGraduate Diploma" or a Masters degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) may be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0, 3.5/5 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Masters degree from a recognised institution will be considered for entry to our postgraduate research programmes.

Holders of a good Masters degree or Mphil from a recognised university will be considered for entry to postgraduate research programmes.

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

• Ateneo de Manila University - Quezon City
• De La Salle University - Manila
• University of Santo Tomas
• University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25 

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study.  Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree / Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised Ukrainian higher education institution with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

• 2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement 
• 3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement 

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study.  Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1.  Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level.  Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees. 

International Students

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Clinical Psychology Doctorate Programme

Course details.

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Contact(s):

Register your interest here for more information or to be notified when applications are open.

Brief Description

Virtual Open Evening : For potential applicants requiring more information, our Clinical Psychology Team will host an Open Evening on Wednesday 06 th December 2023. This will be held online, using MS Teams, and will run from 6.00pm until 7.00pm.

Please click on the link attached to access this meeting.

Applications for 2024 will close on Friday the 12th January 2024 at 6pm 

The Clinical Psychology Doctorate Programme is a full time three-year postgraduate professional course, leading to a Doctoral qualification in clinical psychology, designed to train psychologists to be eligible for appointment as Clinical Psychologists in the health services.

There are four key strands around which course delivery is organised: (1) Academic Competence; (2) Clinical Competence; (3) Research Competence; (4) Personal Development. Programme delivery is through active learning workshops based on adult learning principles including experiential learning, skills practice, and reflective practice.

For FAQ's for the Doctorate in Clinical Psychology    click here  

The Clinical Psychology Doctorate Programme is a full-time, three-year postgraduate professional course in clinical psychology, designed to train psychologists to be eligible for appointment as Clinical Psychologists in the health services.

The programme is delivered in partnership between the University and Health Services Executive (HSE) and other organisations. Each student is offered a specified purpose contract of employment for 3 years as a Trainee Clinical Psychologist with the HSE or other organisations.

Most placements will take place in the Limerick/Clare/Tipperary Area. However, they may be located anywhere in Ireland. Trainees must be available to travel to placements beyond County Limerick.  Acceptance of a place on the programme will require a commitment to travel to various placement locations .

As well as completing placements and study in Adult Mental Health, Intellectual Disability and Autism, Child and Adolescent Mental Health, and Elective areas, trainees also receive support for Personal and Professional Development, and an advanced training in clinical research leading to a research thesis at the end of year 3.

Content of modules can be found by using the search option on the book of modules .

The selection process of the Clinical Psychology Doctorate Programme is composed of two stages:

Applicants must be eligible for graduate membership of PSI.

Applicants must, at the time of application, hold a primary honours degree with an award of 2H1 in Psychology or postgraduate diploma in Psychology (as recognised by the Psychological Society of Ireland (PSI).

Applicants who have a 2.2 Degree in Psychology and a recognised postgraduate qualification in Psychology at Masters level or higher may be considered for interview. 

Applicants who have a 2.2 Degree in Psychology ( National Qualifications Authority of Ireland )and a recognised postgraduate qualification in Psychology at Masters level or higher may be considered for interview

Applicants with a primary degree from outside Ireland or the UK must supply proof of recognition of their degree by the PSI at the time of their application.

The degree must be at least at upper second-class honours level.

Practical and/or research experience relevant to clinical psychology is also required. 

As there are likely to be far more suitable applicants than places available, an interview shortlist will be prepared. The shortlist will be based on ratings of the relevant competencies derived from evidence presented in the application form, uploaded required documents and experience. The competencies include:

• Intellectual ability – particularly related to psychological knowledge
• Research competencies
• Clinically related competencies and experience
• Personal and professional development

Applicants should ensure the information provided on the application form speaks to these competencies.

Shortlisted applicants will be invited to a day-long interview assessment process.

A joint selection process between the University of Limerick and NUI Galway will take place and will be on the basis of competitive short-listing and interview of applicants.

Whilst this will be a joint selection process, applicants must apply separately to each course for which they wish to be considered . 

Interviews will likely take place around Early April 2024.

What to include with your application:

• A copy of your birth certificate/passport. Marked: 2024 Application Birth Certificate/Passport
• A passport sized photo. Marked:  2024 Application Passport Photo
• 2 References - 1 Clinical (work related) F orm  and 1 Academic Reference F orm  -  Please submit directly to  [email protected]   no later than the closing date of 12th January 2024. 
• Summary CV - maximum of 2 pages. Marked: 2024 Application Summary CV
• 2024 Selection Work Experience Form  
• Qualification transcripts and certificates. Marked: 2024 Application Qualifications

If your qualifications have been obtained in a country where English is an official language this will suffice.

If this is not available, the following additional documents must be provided: • English translation of your qualification(s)/transcripts AND • English language competency certificate.

For more information  Click Here

EU : € 14,630 per annum*

Non EU:  €37,600 per annum*

*Please note year 2 and year 3 fees are subject to change

Further information on fees and payment of fees is available from the  Student Fees Office  website. All fee related queries should be directed to the Student Fees Office (Phone: +353 61 213 007 or email  [email protected]. )

Clinical psychologists provide a variety of services including assessment, therapy, and consultancy where emotional, behavioural, psychiatric or developmental difficulties are addressed.

Career opportunities exist for professionally qualified clinical psychologists in a variety of health, prison services and social care settings. Opportunities may also be found in educational services and institutions.

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Clinical Psychology (Child Emphasis)

College: AHSS

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Our clinical psychology PhD program has an emphasis in child psychology and subscribes to a clinical science model. We value an approach that fosters curiosity, innovation, collaboration and inclusiveness, with research that serves the public good.

Our program is accredited by the APA and a member of the Academy of Psychological Clinical Science. Students receive in-house training through the Center for Child and Family Psychology and the Developmental Neuropsychology Clinic . Students also complete clinical externships at local medical centers and community mental health centers.

Our faculty conduct research on a variety of topics relevant to developmental psychopathology including the multifaceted impacts of trauma, health, and stress; complex risk and vulnerability factors; comorbidity; and innovative interventions. Graduates pursue a range of careers that utilize their strong research and clinical training in settings such as colleges/universities, academic medical centers, hospitals, and community mental health centers.

Our Director of Clinical Training is Dr. Jill Holm-Denoma . You can contact Dr. Holm-Denoma at [email protected] .

The Clinical Psychology PhD program with an emphasis in child psychology has been fully accredited since 1964 by the American Psychological Association, which can be contacted at:

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, D.C., 20002

Website:  APA accreditation site   Phone: 202-336-5979 Fax: 202-336-5978

See Student Admissions, Outcomes and Other Data .

Concentration

Developmental cognitive neuroscience.

The specialization in Developmental Cognitive Neuroscience is open to students in any of the graduate programs in Psychology. It is designed to equip students with advanced knowledge and training in an interdisciplinary approach to neuroscience and psychology.

The coursework covers diverse fields and research methods including neuroimaging, computational modeling, computer programming, psychophysiology, neuropsychology, neuroendocrinology and behavioral genetics. The program prepares students to be leaders in collaborative science approaches.

The PhD program in Clinical Psychology offers:

Accredited in clinical psychology by APA, the program adopts a clinical science model emphasizing research training while also providing high-quality clinical training. Our program emphasizes coursework and clinical training with children, adolescents and families; however, there are some opportunities for interested students to receive research and clinical training with adults.

We take a collaborative approach to research across the department. Students are encouraged to collaborate with faculty and other students across the department both inside and outside the clinical area. Students are considered junior colleagues.

All students are trained to be sensitive to individual differences and the many dimensions of diversity in approaching research and clinical issues. They also learn the importance of continued personal and professional growth relevant to inclusive excellence. Both research and clinical opportunities exist for working with diverse populations.

Students have been very successful in obtaining excellent internships, becoming licensed, and having successful careers in research and practice ( See Student Admissions, Outcomes and Other Data, Inclusive Excellence ).

Start learning about developmental psychopathology and clinical research.

Are you ready to begin exploring a PhD in Clinical Psychology at DU?

Request Information

Degree Requirements

• Students earn a master’s degree on their way toward obtaining the PhD.
• For the MA, you will complete at least 28 credits of the 45 minimum number of credits in content coursework, which excludes Independent Study and Independent Research credits.
• For the PhD, you will complete a total of 120 credit hours, as well as non-coursework requirements including a master's research paper or thesis and oral defense, dissertation prospectus and dissertation oral defense, professional competencies, and clinical training.

See the DU Graduate Bulletin  for full course requirements.

Featured Faculty

Kathryn R Fox

Assistant Professor

Nicholas S Perry

Assistant Professor in Clinical Psychology

Michelle Rozenman

Associate Professor

Lauren M. McGrath

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We accept the Common App, a universal application that can be sent to many schools.

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Go to the graduate admission application to submit your information. For information on admission requirements, visit the graduate academic programs page and locate your program of interest.

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Admissions & Data

Clinical psychology student admissions, outcomes, &  other  data.

The Clinical Psychology Program at the University of Arizona is jointly accredited by the American Psychological Association (Commission on Accreditation) and the Psychological Clinical Science Accreditation System (PCSAS). The information below is designed to inform prospective doctoral (PhD) students' decision-making, but do not tell all there is to know about students in the Clinical Program, and by some measures, the numbers tell very little. The program is no longer required to post the GRE and GPA scores of accepted students, therefore we do not to post them because we do not want to discourage students from applying, regardless of their scores. 

The Clinical Program selects applicants based on: 

• Fit with Clinical Program faculty member(s) program of research
• Research experiences
• Applicant’s fit with our research-oriented, Clinical Science Program
• Statement of Goals including interest in psychology and research
• Letters of recommendation 
• Quality of undergraduate training

Student Admissions, Outcomes, and Other Data

Updated 09/13/24 VN

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Foundations of Clinical Psychology (MSc)

Foundations of Clinical Psychology (MSc) starting September 2025 for 1 year

About this course

Start your psychologist career path and study the foundations of clinical psychology at the University of Southampton. Learn the key therapy skills required of a clinical psychologist such as counselling and Cognitive Behavioural Therapy (CBT), and how these apply to different cultures.

The leadership, management, and advanced research skills you'll gain on this MSc will also create career opportunities in many different sectors.

This clinical psychology MSc combines core clinical psychology knowledge, relevant research and application of clinical psychology all over the world. You'll learn about the service provision of clinical psychology in the UK and internationally which gives you the unique chance to adapt your practice to suit the needs of the country you'll work in. We welcome students from all over the world.

This intensive clinical psychology master's will ensure you graduate with the transferable skills and confidence stepping into the real world to pursue a career in psychology. You’ll develop your professional practice to reach the high standards expected from the field. Our MSc is also recognised by the British Psychological Society (BPS)  as counting towards continued professional development.

Through this course you'll:

• learn core therapeutic skills including counselling and Cognitive Behavioural Therapy (CBT)
• apply ethical and professional practice principles of clinical psychology
• learn advanced data analytical skills
• develop and apply leadership skills
• look at the global challenges and management of mental health  

Our vibrant learning environment actively encourages knowledge-sharing between students and academics. You'll listen, learn and share at regular psychology seminars from the Centre for Innovation in Mental Health (CIMH). You'll also get the unique opportunity to learn from NHS clinicians whose teaching will bring the latest case studies from UK healthcare. 

We actively support you in setting up a work placement during your time. Previous students have set up placements at NHS Trusts, schools and charities across Hampshire.

We regularly review our courses to ensure and improve quality. This course may be revised as a result of this. Any revision will be balanced against the requirement that the student should receive the educational service expected. Find out why, when, and how we might make changes .

Our courses are regulated in England by the Office for Students (OfS).

Course lead

Dr Emma Palmer-Cooper is a Lecturer in the School of Psychology, Charted Psychologist with the British Psychological Society, and a Fellow of the Higher Education Academy.

Dr. Palmer-Cooper has worked with people of different ages, backgrounds, and cultures. She is interested in mental health, particularly cognitive neuropsychology of the psychosis spectrum, as well as student wellbeing and the relationship between crafting and wellbeing.

She is also a member of the  Centre for Innovation in Mental Health (CiMH) research group.

Learn more about this subject area

Course location

This course is based at Highfield .

Awarding body

This qualification is awarded by the University of Southampton.

Download the Course Description Document

The Course Description Document details your course overview, your course structure and how your course is taught and assessed.

Entry requirements

You'll need:

• a 2:1 degree in psychology
• a 2:1 in all statistics modules
• relevant experience in a mental health setting

Other degrees are considered in conjunction with an approved  British Psychological Society conversion course .

Supporting information

When you apply you’ll need to submit a personal statement explaining why you want to take the course. You’ll need to include information about:

• your knowledge of the subject area
• why you want to study a postgraduate qualification in this course
• how you intend to use your qualification
• statistical techniques and software you’ve used
• research experience to date, including details of data collection, data analysis, and key knowledge/skills you have learned. This can relate to specific assignments (e.g. dissertations completed) or equivalent experience, for example, through work.

Find the  equivalent international qualifications  for your country.

English language requirements

If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:

IELTS score requirements

We accept other English language tests. Find out which English language tests we accept.

Pre-masters

If you don’t meet the English language requirements, you can achieve the level you need by completing a pre-sessional English programme before you start your course.

If you don’t meet the academic requirements, you can complete a pre-master's programme through our partnership with ONCAMPUS. Learn more about the programmes available .

Got a question?

Please contact us if you're not sure you have the right experience or qualifications to get onto this course.

Email:  [email protected] Tel:  +44(0)23 8059 5000

Course structure

This is a 1-year full time course split into 2 semesters. You'll be taught between October and mid-June when you'll complete your dissertation.

Teaching is scheduled on a Monday and Tuesday during term time to allow you to complete relevant placements or work experience necessary for the course. There is also usually a one week teaching block in November. If there are any additional teaching sessions we'll give you enough time to plan around your studies.

You'll study 5 clinical modules 4 main research modules throughout both semesters. 

You'll be supported in finding a placement where you'll be expected to complete a minimum of 50 hours of placement time ideally before the end of May. You can also work in a job which is relevant to your masters and this will count as a placement.

Want more detail?  See all the modules in the course.

The modules outlined provide examples of what you can expect to learn on this degree course based on recent academic teaching. As a research-led University, we undertake a continuous review of our course to ensure quality enhancement and to manage our resources. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. Find out why, when and how we might make changes .

Year 1 modules

You must study the following modules :

CBT for Anxiety and Depression

This module builds on the skills and knowledge developed in PSYC6104 Introduction to CBT Theory and Skills. The module provides an introduction to the theoretical models and clinical skills involved in CBT for adults with anxiety disorders and depression....

Designing Research for Psychology

This applied research methods module aims to cover common research training needs for all students in their first year of postgraduate study in psychology. You will develop the knowledge and skills you need to begin to design your own research project, an...

Fundamentals of Clinical Psychology

This module provides an introduction to the National Health Service (NHS) and an overview of mental health service provision for adults within the UK. Many of the lecturers on the Programme are practicing clinicians in the NHS and this will help you to un...

Fundamentals of Therapeutic Skills

This module teaches you the fundamental clinical skills needed to engage with adult clients, to help you assess their readiness to change, and to plan appropriate behavioural interventions. You will make use of these skills in workshop based teaching for ...

Introduction to CBT Theory & Skills

The aim of this module is to give you a basic understanding of the principles of CBT assessment, formulation and change methods. The module focuses on generic therapeutic and basic competencies, as well as specific behavioural and cognitive therapy techni...

Leadership and Management

This module takes place in Semester 2 and builds on the skills you have acquired in engaging people with change. Taking on leadership responsibilities is a key requirement of clinical psychologists and this module covers the leadership and management skil...

MSc Dissertation

The aim of this module is to provide students with an opportunity to work with a member of the academic unit to develop a research question and implement a project that generates new knowledge in the field of psychology and that serves to extend the disci...

Professional Skills Training for MSc Clinical Psychology

Zero Credit module to develop transferrable academic and practical skills for professional psychological practice.

Qualitative Research Methods for Psychology

The module progresses through the key phases of qualitative research design and implementation, emphasising the (often iterative) links between these activities: epistemological concerns, research questions, data collection and analysis techniques, and th...

Quantitative Analysis for Psychology

The purpose of this module is to refresh and build upon statistics knowledge and skills acquired during undergraduate psychology quantitative research methods training. It is divided into 11 sessions that cover a range of quantitative methodological conce...

Learning and assessment

During your studies, you'll gain a strong understanding of the National Health Service (NHS) and get an overview of mental health service provision for adults within the UK. You'll also find out about the development of mental health provision for adults in low and middle-income countries, and the role and responsibilities of clinical psychologists.

Focus on ethical practice and requirements for registration with the Health Care Professions Council (HCPC) will form a key part of your learning.

You'll also learn about cognitive behavioural therapy (CBT) and carry out exercises to put your theoretical knowledge into practice. This will prepare you for working with adults with anxiety and depression in a number of different areas.

Our leadership and management module will teach you to apply your understanding of psychological models to change management and working in teams.

You’ll participate in lectures, seminars and you’ll complete independent study and practical assignments throughout the course.  

There are a variety of different activities to help you learn, including:  

• group tasks 
• peer assessment  
• workshops and seminars 
• roleplay exercises 
• small group presentations

The course is mainly assessed by coursework and assignments, rather than exams. You’ll be assessed by a combination of the following methods:  

• reports 
• video  
• essays  
• feedback on role play exercises 

Explore course modules for full details of learning and assessment.

Dissertation

You’ll complete a research-based dissertation in the style of a journal article reporting original data. Your research question will generate new knowledge for the field. The target is to write a clear and concise dissertation which is no more than 10,000 words. Researching and writing your dissertation will require around 600 hours.

Academic Support

You'll be given a personal tutor and you'll be able to choose a researcher supervisor. You'll also receive support from the Enabling Services and the Psychology Student Support Services.

Use this course as a step towards a psychologist career path in applied psychological therapy skills. Our students have found work in a variety of different types of psychology careers both within the UK and worldwide - with UK students going on to become assistant psychologists or psychological wellbeing practitioners.

Other students have pursued a career in research by studying a PhD in the field, others have used this course to successfully supplement their applications to the Doctoral Programmes in Clinical Psychology. 

Graduates from this course are working in the following roles:

• Cognitive Psychologist for the Ministry of Defence, graduated in 2018
• Assistant Psychologist in health psychology, graduated in 2018
• Trainee on the Doctoral Programme in Clinical Psychology, graduated in 2016
• Support worker for people with trauma, graduated in 2016

Doctoral Programme in Clinical Psychology

If you're hoping to become a clinical psychologist, you'll need to study a doctoral programme in clinical psychology. Although this MSc won't guarantee you an offer, it should help your application.

Careers services at Southampton

We're a top 20 UK university for employability (QS Graduate Employability Rankings 2022). Our Careers, Employability and Student Enterprise team will support you throughout your time as a student and for up to 5 years after graduation. This support includes:

• work experience schemes
• CV/resume and interview skills workshops
• networking events
• careers fairs attended by top employers
• a wealth of volunteering opportunities
• study abroad and summer school opportunities

We have a thriving entrepreneurship culture. You'll be able to take advantage of:

• our dedicated start-up incubator,  Futureworlds
• a wide variety of  enterprise events  run throughout the year
• our partnership in the world’s number 1 business incubator,  SETsquared

Fees, costs and funding

Tuition fees.

Fees for a year's study:

• UK students pay £9,250.
• EU and international students pay £28,900.

Check fees for other versions of this course .

If you're an international student on a full-time course, we'll ask you to pay £2,000 of your tuition fees in advance, as a deposit.

Your offer letter will tell you when this should be paid and provide full terms and conditions.

Find out about exemptions, refunds and how to pay your deposit on our tuition fees for overseas students page.

What your fees pay for

Your tuition fee covers the full cost of tuition and any exams. The fee you pay will remain the same each year from when you start studying this course. This includes if you suspend and return.

Find out how to  pay your tuition fees .

Accommodation and living costs, such as travel and food, are not included in your tuition fees. There may also be extra costs for retake and professional exams.

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10% alumni discount

If you’re a graduate of the University of Southampton, you could be eligible for a 10% discount on your postgraduate tuition fees.

Postgraduate Master’s Loans (UK nationals only)

This can help with course fees and living costs while you study a postgraduate master's course. Find out if you're eligible .

Southampton Psychology Postgraduate International Scholarship

A scholarship of £3,000 is available to international students studying for a postgraduate master’s in Psychology.

Find out more about Southampton Psychology Postgraduate International Scholarship , including eligibility and conditions.

Other postgraduate funding options

A variety of additional funding options may be available to help you pay for your master’s study. Both from the University and other organisations.

Funding for EU and international students

Find out about funding you could get as an international student.

• Use the 'apply for this course' button on this page to take you to our online application form.
• Search for the course you want to apply for.
• Complete the application form and upload any supporting documents.
• Submit your application.

For further details, read our step by step guide to postgraduate taught applications .

Application deadlines

• International applicants: Monday 29 July 2024, midday UK time
• UK applicants: Friday 30 August 2024, midday UK time

Application assessment fee

We’ll ask you to pay a £50 application assessment fee if you’re applying for a postgraduate taught course.

This is an extra one-off charge which is separate to your tuition fees and is payable per application. It covers the work and time it takes us to assess your application. You’ll be prompted to pay when you submit your application which won’t progress until you've paid.

If you're a current or former University of Southampton student, or if you’re applying for certain scholarships, you will not need to pay the fee. PGCE applications through GOV.UK and Master of Research (MRes) degree applications are also exempt. Find out if you’re exempt on our terms and conditions page .

When you apply you’ll need to submit a personal statement explaining why you want to take the course.  You’ll need to include information about: 

• why you want to study a postgraduate qualification in this course 
• your research dissertations or projects, including topic, methods, analysis techniques and findings  

You'll also need to submit two academic references.  Please include the required paperwork showing your first degree and your IELTS English language test score (if you are a non-native English speaker) with your application. Without these, your application may be delayed. You may also be asked to provide:

• a degree transcript
• a degree certificate
• an English language qualification  

What happens after you apply

You'll be able to track your application through our online Applicant Record System.

We will aim to send you a decision 6 weeks after you have submitted your application. 

Unfortunately, due to number of applications we receive, we may not be able to give you specific feedback on your application if you are unsuccessful.

Equality and diversity

We treat and select everyone in line with our  Equality and Diversity Statement .

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• Understanding the role of cell motility in resource acquisition by marine phytoplankton
• Understanding the structure and engagement of personal networks that support older people with complex care needs in marginalised communities and their ability to adapt to increasingly ‘digitalised’ health and social care
• Unpicking the Anthropocene in the Hawaiian Archipelago
• Unraveling oceanic multi-element cycles using single cell ionomics
• Unravelling southwest Indian Ocean biological productivity and physics: a machine learning approach
• Using acoustics to monitor how small cracks develop into bursts in pipelines
• Using machine learning to improve predictions of ocean carbon storage by marine life
• Vulnerability of low-lying coastal transportation networks to natural hazards
• Wideband fibre optical parametric amplifiers for Space Division Multiplexing technology
• Will it stick? Exploring the role of turbulence and biological glues on ocean carbon storage
• X-ray imaging and property characterisation of porous materials
• Postgraduate Taught Diversity Scholarship (Environmental and Life Sciences)
• Southampton Business School Postgraduate UK Scholarship
• Southampton Genomics Talent Scholarship
• Southampton History Patricia Mather and Helen Patterson Scholarship
• Southampton MA Holocaust scholarships
• Southampton Philosophy David Humphris-Norman Scholarship
• Southampton UK Alumni Music Scholarship
• The National Institute for Health and care Research South Central INSIGHT Programme
• Winchester School of Art Progression Scholarship
• Southampton Physics and Astronomy Achievement Scholarship
• GREAT Scholarships 2024 – Greece
• Engineering Excellence Scholarship
• Winchester School of Art Postgraduate Global Talent Scholarship
• Engineering Global Talent Scholarship
• Southampton University Corporate Civil Engineering Scholarship Scheme
• Merit scholarships for international postgraduates
• Merit scholarships for international undergraduates
• Scholarships, awards and funding opportunities
• Becas Chile Scholarship
• Chevening Scholarships
• China Scholarship Council Scholarships
• COLFUTURO Scholarships
• Commonwealth Distance Learning Scholarships
• Commonwealth Master's Scholarships
• Commonwealth PhD Scholarships
• Commonwealth PhD Scholarships for high income countries
• Commonwealth Shared Scholarships
• Commonwealth Split-Site Scholarships
• FIDERH Scholarships
• Fulbright Awards
• FUNED Scholarships
• Great Scholarships 2024 – India
• Great Scholarships 2024 – Bangladesh
• Great Scholarships 2024 – Mexico
• Great Scholarships 2024 – Nigeria
• Marshall Scholarship
• Saïd Foundation Scholarships
• British Council Scholarships for Women in STEM
• Xiamen University PhD Scholarships
• GREAT scholarships for justice and law 2024 – Indonesia
• Scholarship terms and conditions
• Southampton Education Civic Scholarship
• Southampton Ageing and Gerontology Talent Scholarship
• Southampton Canadian Prestige Scholarship for Law
• Southampton Presidential International Scholarship
• Continuing professional development
• Archers Road
• City Gateway
• Erasmus Park
• Highfield Hall
• Orion Point
• Wessex Lane
• Cancer Sciences Protein Facility
• Geotechnical Centrifuge
• Maritime Robotics and Instrumentation Laboratory (MRIL)
• Active Living
• Advanced Fibre Applications
• Advanced Laser Laboratory
• Advanced Project Management Research Centre
• Antibody and Vaccine Group
• Astronomy Group
• Autism Community Research Network @ Southampton (ACoRNS)
• Bioarchaeology and Osteoarchaeology at Southampton (BOS)
• Bladder and Bowel Management
• Cell and Developmental Biology
• Centre for Defence and Security Research
• Centre for Developmental Origins of Health and Disease
• Centre for Digital Finance
• Centre for Eastern European and Eurasian Studies (CEEES)
• Centre for Empirical Research in Finance and Banking (CERFIB)
• Centre for Geometry, Topology, and Applications
• Centre for Global Englishes
• Centre for Global Health and Policy (GHaP)
• Centre for Health Technologies
• Centre for Healthcare Analytics
• Centre for Human Development, Stem Cells and Regeneration
• Centre for Imperial and Postcolonial Studies
• Centre for Inclusive and Sustainable Entrepreneurship and Innovation (CISEI)
• Centre for International Film Research (CIFR)
• Centre for International Law and Globalisation
• Centre for Internet of Things and Pervasive Systems
• Centre for Justice Studies
• Centre for Linguistics, Language Education and Acquisition Research
• Centre for Machine Intelligence
• Centre for Maritime Archaeology
• Centre for Medieval and Renaissance Culture (CMRC)
• Centre for Modern and Contemporary Writing (CMCW)
• Centre for Music Education and Social Justice
• Centre for Political Ethnography (CPE)
• Centre for Research in Accounting, Accountability and Governance
• Centre for Research on Work and Organisations
• Centre for Resilient Socio-Technical Systems
• Centre for Transnational Studies
• Child and Adolescent Research Group
• Clinical Ethics, Law and Society (CELS)
• Computational Nonlinear Optics
• Cyber Security Academy
• Data Science Group
• Digital Oceans
• EPSRC and MOD Centre for Doctoral Training in Complex Integrated Systems for Defence and Security
• Economic Theory and Experimental Economics
• Economy, Society and Governance
• Electrical Power Engineering
• Environmental Hydraulics
• Gas Photonics in Hollow Core Fibres 
• Geochemistry
• Global Health (Demography)
• Global Health Community of Practice
• Gravity group
• Healthy Oceans
• High Power Fibre Lasers
• Hollow Core Fibre
• Human Genetics and Genomic Medicine
• Infrastructure Group
• Institute of Developmental Sciences
• Institute of Maritime Law (IML)
• Integrated Photonic Devices
• Integrative Molecular Phenotyping Centre
• Interdisciplinary Musculoskeletal Health
• International Centre for Ecohydraulics Research (ICER)
• Language Assessment and Testing Unit (LATU)
• Laser-Direct-Write (LDW) Technologies for Biomedical Applications
• Law and Technology Centre
• Long Term Conditions
• Magnetic Resonance
• Mathematical Modelling
• Medicines Management
• Molecular and Precision Biosciences
• Multiwavelength Accretion and Astronomical Transients
• National Biofilms Innovation Centre (NBIC)
• National Centre for Research Methods
• National Infrastructure Laboratory
• Nature-Based Ocean Solutions
• Nonlinear Semiconductor Photonics
• Ocean Perception Group
• Operational Research
• Optical Engineering and Quantum Photonics Group
• Paediatrics and Child Health - Clinical and Experimental Sciences
• People, Property, Community
• Photonic Systems, Circuits and Sensors Group
• Physical Optics
• Primary Care Research Centre
• Product Returns Research Group (PRRG)
• Quantum, Light and Matter Group
• Silica Fibre Fabrication
• Silicon Photonics
• Skin Sensing Research Group
• Southampton Centre for Nineteenth-Century Research
• Southampton Ethics Centre
• Southampton Health Technology Assessments Centre (SHTAC)
• Southampton High Energy Physics group
• Southampton Imaging
• Southampton Theory Astrophysics and Gravity (STAG) Research Centre
• Stefan Cross Centre for Women, Equality and Law
• String theory and holography
• The India Centre for Inclusive Growth and Sustainable Development
• The Parkes Institute
• Tony Davies High Voltage Laboratory
• Ultrafast X-ray Group
• Vision Science
• WSA Exchange
• Work Futures Research Centre (WFRC)
• Departments