yale university clinical psychology phd

Fields include clinical psychology; cognitive psychology; developmental psychology; neuroscience; and social/personality psychology.

• Programs of Study
• PhD - Doctor of Philosophy
• Combined PhD
• Department of Psychology

Melissa Ferguson

Director of Graduate Studies

• [email protected]

Fredericka Grant

Departmental Registrar

• [email protected]
• 203-432-4500

Admission Requirements

Standardized testing requirements.

GRE is optional. 

English Language Requirement

TOEFL iBT or IELTS Academic is required of most applicants whose native language is not English.

You may be exempt from this requirement if you have received (or will receive) an undergraduate degree from a college or university where English is the primary language of instruction, and if you have studied in residence at that institution for at least three years.

Combined Degree Program Application Deadline

*The deadline to submit an application to a combined program is always the earlier deadline of the two individual programs, or December 15, whichever comes first.

Academic Information

Combined phd information.

Psychology offers a combined PhD in conjunction with Philosophy .

Program Advising Guidelines

GSAS Advising Guidelines

Academic Resources

Academic calendar.

The Graduate School's academic calendar lists important dates and deadlines related to coursework, registration, financial processes, and milestone events such as graduation.

Featured Resource

Registration Information and Dates

https://registration.yale.edu/

Students must register every term in which they are enrolled in the Graduate School. Registration for a given term takes place the semester prior, and so it's important to stay on top of your academic plan. The University Registrar's Office oversees the systems that students use to register. Instructions about how to use those systems and the dates during which registration occurs can be found on their registration website.

Financial Information

Phd stipend & funding.

PhD students at Yale are normally full-funded for a minimum of five years. During that time, our students receive a twelve-month stipend to cover living expenses and a fellowship that covers the full cost of tuition and student healthcare.

• PhD Student Funding Overview
• Graduate Financial Aid Office
• PhD Stipends
• Health Award
• Tuition and Fees

Alumni Insights

Below you will find alumni placement data for our departments and programs.

Department of Psychology

You are here, planning on applying to our ph.d. graduate program.

Are you planning on applying to our Ph.D. graduate program? If so, please make sure the faculty member you are applying to work with is accepting new students this year.  As of now, here is our list of faculty members and whether they are accepting new grad students this round (to begin August 2024):

• Skip to Content
• Catalog Home
• Institution Home

Yale College Programs of Study 2024–2025

• Yale University Publications /
• Yale College Programs of Study /
• Subjects of Instruction /

Current Edition: YCPS Archive . Click to change.

• Summary of Requirements

Director of undergraduate studies: Dylan Gee ; psychology.yale.edu

Psychology is the scientific study of the mind, the brain, and human behavior. The Psychology department offers coursework and research opportunities in the fields of clinical, cognitive, developmental, neuroscientific, and social psychology. By studying psychology, students better understand human behavior, including who we are, how we do the things we do, and how we enhance our lives and society. The Psychology major provides a foundation for careers in education and research; law; medicine and public health; politics and public policy; and in business fields such as marketing, finance, and management. 

Course Numbering

Courses in the department are organized so that they are best taken in several parallel sequences. Courses numbered 120–190 and ending in a zero are core survey courses that introduce students to major areas of psychology and provide additional background for more advanced courses. These courses represent major content areas of psychology; students should sample broadly from them before specializing. Courses numbered from 200–209 focus on statistics. Courses numbered 210–299 teach general methodology or data collection in various areas of psychology. Courses numbered from 300–399 are more advanced courses in a particular specialization. Senior seminars, whose enrollment is limited to no more than twenty students, are numbered from 400–489. These seminars are best taken once a student has the appropriate background. Courses numbered from 490–499 are special tutorial courses that require permission of the adviser and the director of undergraduate studies (DUS).

Prerequisite

PSYC 110 , a general survey course, is a prerequisite to several 100-level and all 200-level and above courses. This prerequisite may alternatively be satisfied by a score of 5 on the Psychology Advanced Placement test or a score of 7 on the IB Psychology exam.

Requirements of the Major

Standard major  The standard major in Psychology for both the B.A. degree program and the B.S. degree program requires twelve credits beyond PSYC 110 , including the senior requirement. The difference between the B.A. and the B.S. degree programs is the senior requirement (see below).

• Because psychology is so diverse a subject, every student is required to take two courses from the social science point of view in psychology and two from the natural science point of view in psychology. Listed below are examples of courses that fulfill these requirements. A complete list of courses, updated each term, may be found on Yale Course Search (YCS) by searching "Any Course Information Attribute." At least one from each group must be a course designated as Core in the course listings and below. Students are expected to take their two core courses as early as possible in the major, normally within two terms after declaring their major.

     Social science core ( YC PSYC: Social Science Core ): PSYC 140 , 150 , 180

     Social science : Search YCS for courses with the YC PSYC: Social Science  designation

     Natural science core ( YC PSYC: Natural Science Core ): PSYC 130 ,  160

     Natural science : Search  YCS for courses with the YC PSYC: Natural Science designation.

• Because statistical techniques and the mode of reasoning they employ are fundamental in psychology, a course in statistics ( PSYC 200 ) is required, preferably prior to the senior year. A student may substitute S&DS 103 for PSYC 200 or may substitute an examination arranged with the instructor of PSYC 200 for the course requirement. Students may take the examination only one time, and a n additional psychology course should be taken if the examination substitutes for PSYC 200 . A student who has taken S&DS 103 may not take PSYC 200 for credit. If approved in advance by the DUS, a second course in statistics that focuses on advanced statistical techniques relevant for research in psychology can be counted towards the major as a PSYC elective. 
• To ensure some direct experience in collecting and analyzing data, students must elect at least one research methods course, preferably before the senior year, in which research is planned and carried out. For students pursuing the BS degree, this course  must  be taken prior to the senior year. Courses numbered between 210–299 fulfill this research methods requirement.
• Students may, with permission of the DUS, count up to three term courses in other related departments toward the major. Appropriate courses are rare and only approved when the course has substantial empirical psychology content. Students should consult with the DUS in Psychology about selecting outside courses and should not assume that a course will count prior to that consultation. Getting this approval in advance is highly recommended.

Students interested in research are encouraged to take an independent study course ( PSYC 493 ) as early as the sophomore year. Students may also take PSYC 495 for one-half course credit of independent research per term with prior permission of the faculty adviser and the DUS (this course is often taken twice in sequence). To obtain permission, follow the instructions on the department website to fill out the enrollment survey and then add the class normally, being sure to request instructor permission. This process must be completed at least one week before the end of the add/drop period for a given semester. These independent study courses are graded P/F. No more than a total of three credits from PSYC 490–499 combined may count toward the major.

Neuroscience concentration  Students with a major interest in neuroscience may wish to elect the neuroscience concentration. Such students are considered Psychology majors for whom the requirements have been modified to accommodate their interests and to reflect the multidisciplinary nature of modern neuroscience and psychology. Given the broad nature of the field of neuroscience, students may wish to concentrate their studies in one area of the field (e.g., behavioral, cellular and molecular, cognitive, affective, social, clinical, or developmental). Interested students are encouraged to contact the concentration adviser, Steve Chang . Majors in the neuroscience concentration must check in with the concentration adviser at the beginning of each term in their junior and senior years.

Requirements for the neuroscience concentration are the same as for the standard major, with the additional requirements listed below.   A complete list of courses, updated each term, may be found on Yale Course Search (YCS) by searching "Any Course Information Attribute."

• Two terms of introductory biology are required for the major, BIOL 101-104. Students who have scored 5 on the Advanced Placement test in Biology or scored 7 on the IB Biology exam may place out of these courses.
• Students must take PSYC 160 and a data-collection course (YC PSYC: NSCI Track RsrchMthds ) chosen from PSYC 230 , 238 , 250 , 258 or 270 . PSYC 229L , 260 , or MCDB 320 may substitute for the PSYC 160 requirement, or MCDB 320 and 321L may substitute for PSYC 229L  or  260 , but not both. If MCDB 320 is substituted for a Psychology course, it cannot be counted as one of the two advanced science courses outside the department (see item 4 below).
• As required for the standard major, students in the neuroscience concentration must take two social science courses, at least one of which must be designated as Core in the course listings. Students in the neuroscience concentration must also take a course from the natural science list in addition to the courses specified in item 2 above.
• At least two advanced science courses ( YC PSYC: NSCI Track Adv Scie ) must be chosen from Molecular, Cellular, and Developmental Biology and Ecology and Evolutionary Biology courses numbered 200 and above that deal with human and/or animal biology; recommended courses include MCDB 200 , 202 , 205 , 210 , 250 , 300 , 315 , 320 , E&EB 220 , 225 , and 240 . Certain courses outside of these departments may also meet the advanced science requirement, including BENG 350 , 421 , CPSC 475 , MB&B 300 , 301 , 420 , 435 , 443 , 452 , MATH 222 , 225 , 230 , 231 , and 241 . Other courses may qualify for this requirement with permission of the neuroscience concentration adviser. Laboratory courses do not count toward the advanced science requirement. Students should note that many advanced science courses have prerequisites that must be taken first.

Credit/D/Fail  No more than two term courses taken Credit/D/Fail may be applied toward the major; no 200-level course, or course taken to satisfy a 200-level requirement (e.g. S&DS 103 ), can be taken Credit/D/Fail and then applied toward the major.

Searchable attributes  YC PSYC: Social Science Core ,  YC PSYC Social Science ,  YC PSYC: Natural Science Core ,  YC PSYC: Natural Science ,  YC PSYC: NSCI Track RsrchMthds ,  YC PSYC: NSCI Track Adv Scie ,  YC PSYC: NSCI Track Senior Sem

Senior Requirement 

Standard major  Majors are required to earn two course credits from courses numbered PSYC 400–499. At least one of these courses (excluding PSYC 490–495, which can only be taken P/F) must be taken during the senior year, for which a student must write a substantial final paper (a minimum of 5,000 words) and receive a letter grade.  The B.A. degree i s typically awarded to students who conduct a nonempirical literature review during senior year. There are no restrictions in the research format for the B.A.  The B.S. degree is awarded to students who conduct empirical research through  PSYC 499  during senior year. An empirical research project normally includes designing an experiment and collecting and analyzing the data. Students pursuing the B.S. degree will want to identify a faculty advisor well in advance of the semester in which they intend to complete their senior essay, and they may want to seek research experiences with that faculty member prior to the senior year.

Neuroscience concentration  The senior requirement for the neuroscience concentration is the same as for the standard major, except that the two required course credits from PSYC 400–499 must have neuroscience content (YC PSYC: NSCI Track Senior Sem designation). Students pursuing the B.S. degree in the concentration must carry out a neuroscientific empirical project in  PSYC 499  and must be supervised by a faculty member within the neuroscience area of the Psychology department. Students who wish to work with an affiliated faculty member studying neuroscience outside the department must obtain permission from the neuroscience concentration adviser. Students pursuing the B.S. degree will want to identify a faculty advisor well in advance of the semester in which they intend to complete their senior essay, and they may want to seek research experiences with that faculty member before the senior year.

Distinction in the Major  To be considered for Distinction in the Major, students must submit a senior essay to the Psychology department at least one week before the last day of classes in the term when the course used for the senior essay is taken. Senior essays that are submitted after the deadline will be subject to grade penalties. Senior essays considered for Distinction in the Major are graded by a second reader and the essay adviser.

Schedules for all majors must be discussed with, and approved by, the DUS or the adviser for the neuroscience concentration in Psychology. For questions concerning credits for courses taken at other institutions or at Yale but outside the Department of Psychology, students should consult with the DUS. For questions concerning the neuroscience concentration, students should consult with the adviser for the neuroscience concentration in Psychology.

Computer Science and Psychology major  The interdepartmental major in Computer Science and Psychology may be considered by students with interests lying squarely between the two disciplines. See Computer Science and Psychology for more information.

SUMMARY OF MAJOR REQUIREMENTS

STANDARD MAJOR

Prerequisite  PSYC 110

Number of courses  12 courses beyond prereq (incl senior req)

Specific course required  PSYC 200  or S&DS 103

Distribution of courses   B.A. or B.S .—2 social science courses and 2 natural science courses, as specified; 1 course numbered PSYC 210–299

Substitution permitted  For PSYC 200 , S&DS 103 or exam arranged with instructor; up to 3 relevant courses in other depts, with DUS permission

Senior requirement   B.A. —1 course credit from PSYC 400–489 or 499 taken during senior year; 1 additional course credit from PSYC 400–499; B.S. — PSYC 499 taken during senior year; 1 additional course credit from PSYC 400–499

NEUROSCIENCE CONCENTRATION

Number of courses  12 courses beyond prereq (incl senior req); same as for the standard major with the additional requirements listed below

Specific courses required BIOL 101–104 unless students place out; PSYC 160 ,  200 , 230 , 238 , 250 , 258 or 270 .

Distribution of courses  B.A. or B.S. —2 social science courses and 1 natural science course, as specified; at least 2 advanced science courses, as specified

Substitution permitted  MCDB 320  or PSYC 229L or 260  may substitute for PSYC 160 ; or MCDB 320 and 321L  may substitute for PSYC 229L  or 260 ;  S&DS 103 or exam arranged with instructor for PSYC 200

Senior requirement  B.A. —1 course credit from PSYC 400–489 or 499 with neuroscience content taken during senior year; 1 additional course credit from PSYC 400–499 with neuroscience content; B.S. — PSYC 499  taken during senior year, with neuroscience content in a research project; 1 additional course credit from PSYC 400–499 with neuroscience content

Prerequisite for B.S. degree, B.A. degree, Neuroscience concentration

Requirements for B.S. degree and B.A. degree

12 courses (12 credits), including the senior requirement, but not the prerequisite 

• PSYC 200 or  S&DS 103
• 2 social science courses, to include 1 core course
• 2 natural science courses, to include 1 core course
• 1 research methods course numbered PSYC 210–299
• 4 electives, 3 of which may be taken in related departments (with DUS approval)
• for the B.S. degree only : empirical research:  PSYC 499  taken during the senior year and 1 additional course from PSYC 400–498
• for the B.A. degree only : nonempirical literature review: 1 course from PSYC 400–489 or PSYC 499 taken during the senior year and 1 additional course from PSYC 400–499

Requirements for the Neuroscience concentration

• 2 social science courses (one of which must be a core course)
• 2 natural science courses (one of which must be PSYC 160 )
• BIOL 101 - BIOL 104 (half credit each), unless excused by placement exam
• 1 data collection course, chosen from  PSYC 230 , PSYC 238 , PSYC 250 , PSYC 258 or PSYC 270 (see Overview for acceptable substitutions)
• 2 advanced science courses ( YC PSYC: NSCI Track Adv Scie )
• NOTE: same senior requirement as B.S. and B.A. degrees, but courses must have neuroscience content

The field of psychology scientifically studies the mind and behavior. Psychologists study a number of specific topics including perception, cognition, emotion, motivation, personality, development, mental health, social processes, and organizational behavior. Understanding these topics requires multiple perspectives, and the field uses a number of different levels of analysis. Psychologists investigate mental processing from the level of the neurons and brain function up to the level of how behavior is shaped by complex social processes. Because of this interdisciplinary breadth, psychology is by nature a diverse discipline that spans the natural and social sciences.

The Psychology major aims to provide students with a strong academic foundation in the science of psychology. Students who major in Psychology often differ widely in their reasons for choosing the major and in their post-graduation plans. Some students go on to graduate training in Psychology, while others enter professional schools (e.g., medicine and law) or choose from a variety of professions such as education or business and finance. The specific requirements of the major ensure that students with a variety of goals can achieve the necessary background in psychology within the context of a general liberal arts education.

The prerequisite to many courses in the major is PSYC 110 . Students interested in the major are encouraged to take PSYC 110 during the first year. This prerequisite may be waived for students who present a score of 5 on the AP test in Psychology or a score of 7 on the IB Psychology exam.

The following introductory courses also have no prerequisites and are open to first-year students:

PSYC 126 , Attraction and Relationships

PSYC 130 , Introduction to Cognitive Science

PSYC 140 , Developmental Psychology

PSYC 141 , The Criminal Mind

PSYC 150 , Social Psychology

PSYC 160 , The Human Brain

PSYC 165 , Personality Psychology

PSYC 170 , Fundamentals of Neuroscience

PSYC 180 , Clinical Psychology

FACULTY OF THE DEPARTMENT OF PSYCHOLOGY

Professors Woo-kyoung Ahn, John Bargh, Tyrone Cannon, B. J. Casey, Marvin Chun, Margaret Clark, Melissa Ferguson, Jutta Joormann, Frank Keil, Joshua Knobe, Gregory McCarthy, Jennifer Richeson, Peter Salovey, Laurie Santos, Brian Scholl, Nick Turk-Browne

Associate Professors Arielle Baskin-Sommers, Steve Wohn Chang, Molly Crockett, Yarrow Dunham, Avram Holmes

Assistant Professors  Dylan Gee, Maria Gendron, Julian Jara-Ettinger, Julia Leonard, Sam McDougle, Robb Rutledge, Ilker Yildirim

Lecturers Jennifer Hirsch, Stephanie Lazzaro, Kristi Lockhart, Mary O'Brien, Matthias Siemer

See visual roadmap of the requirements.

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

Download Overview (PDF)

The PDF will include content on the Overview tab only.

Download 2023-24 YCPS PDF

All pages in YCPS Catalog.

Search form

Affect regulation and cognition lab.

• Research Projects
• Publications
• Get Involved

You are here

Lab members.

GRADUATE STUDENTS

Bailey Holt-Gosselin  is a fourth-year PhD student in the Interdepartmental Neuroscience Program (INP) co-mentored by Dr. Jutta Joormann and Dr. Dylan Gee. After receiving a BS in Neuroscience from the University of Vermont in 2017, she participated in the Summer Program for Undergraduate Research in Life and Biomedical Sciences (SPUR-LABS) at UCLA, where she investigated effort-based decision making in adolescents under the mentorship of Dr. Adriana Galván. Afterwards, Bailey worked as a research lab manager in Dr. Leanne Williams’ clinical neuroscience lab at Stanford for three years, where she led neuroimaging studies and clinical trials in adults with anxiety and depression. Bailey’s research is focused on elucidating the neural, behavioral, and environmental factors that influence risk and development of psychopathology in children and adults.  Outside of the lab, she likes to dance, explore nature, shop at trader joes, and listen to podcasts on long walks.

Wisteria Deng  is a fourth-year PhD candidate in clinical psychology, co-mentored by Dr. Jutta Joormann and Dr. Tyrone Cannon. After graduating from the University of Michigan, she worked under Dr. Daphne Holt at the Mass General Hospital, where she studied the altered fear mechanisms in people with persecutory beliefs and helped develop mindfulness-based interventions for at-risk college students. Wisteria’s research focuses on examining the cognitive mechanisms shared between psychosis and affective illnesses (e.g., belief inflexibility, emotion regulation), especially at the at-risk stage. She is a clinical extern at the Yale Gender Program and the Behavioral Medicine Service of Yale New Haven Hospital. 

Email:  wisteria.deng@yale.edu  

Jessica (Jessie) Duda is a third-year PhD student in clinical psychology. She obtained her B.A. from Tufts University in 2015 with dual degrees in Economics and International Relations. She worked for several years in the financial services industry before launching her psychology research career. Prior to starting at Yale, Jessie worked with Dr. Diego Pizzagalli at the Laboratory for Affective and Translational Neuroscience at McLean Hospital, where she investigated the neural correlates of stress reactivity in major depression. She is interested in the effects of trauma and life stress across development on cognitive and neurobiological functioning. In her spare time, Jessie enjoys playing the fiddle and hiking in the New England woods.

Email : jessica.duda@yale.edu  

Google Scholar

Yueyue (Lydia) Qu  is a third-year PhD student in the neuroscience area. She earned her BA in Cognitive Neuroscience and Mathematics from Washington University in St. Louis in 2021. As an undergraduate, she worked with Dr. Ryan Bogdan on projects exploring associations between brain structure and different forms of psychopathology in the ABCD study. She also worked with Dr. Deanna Barch to study transdiagnostic functional connectivity markers of cognitive and clinical symptoms. In her first two years at Yale, her work with Dr. Avram Holmes utilized machine learning models to predict internalizing and externalizing psychopathology from functional connectivity in the ABCD study. Here in the ARC lab, she is interested in studying the neurobiological and behavioral mechanisms by which exposure to early-life stress and traumatic events shapes internalizing symptoms in mood and stress disorders. 

Email:  lydia.qu@yale.edu

Olivia Siegal is a first-year PhD student in clinical psychology. She obtained her B.A. in psychology and Russian from Wesleyan University, where she examined the relation of rumination and emotional memory under the mentorship of Dr. Charles Sanislow in the Cognitive Affective Personality Science Lab. After graduating from Wesleyan, Olivia was a postbaccalaureate IRTA fellow in Dr. Daniel Pine’s Section on Developmental and Affective Neuroscience at the National Institute of Mental Health, where she studied the transdiagnostic role of inhibitory control in pediatric anxiety. Broadly, Olivia is interested in parsing forms of repetitive negative thinking, such as rumination and worry, in order to understand their impact on executive function as well as their role in mood and anxiety disorders. Outside of the lab, Olivia can be found reading, hiking, doing yoga, and exploring New Haven.

Email:  olivia.siegal@yale.edu

Jihyun Hur is a first-year Ph.D. student in clinical psychology. She is broadly interested in using language, neuroimaging, and behavioral data to understand and predict depression. After graduating with a BSBA in Accounting from Washington University in St. Louis, she completed her MA in Clinical Psychology at Seoul National University supervised by Dr. Woo-Young Ahn. In her MA research, she investigated the association between worry and model-based reinforcement learning. Afterwards, she worked with Dr. Robb Rutledge at Yale for two years and applied computational modeling and language processing to study mood dynamics and future symptom severity in people with depressive symptoms. Jihyun hopes to develop tools to systemically translate multi-dimensional, naturalistic information into low-dimensional data and use them to help individuals with depression and anxiety.

Email : jihyun.hur@yale.edu

Kelley Gunther  was a Susan Nolen-Hoeksema Postdoctoral Fellow at Yale and worked with Drs. Jutta Joormann and Dylan Gee. She completed her B.S.  in Psychology at the University of Maryland working with Dr. Nathan Fox, and post-bac training with Dr. Dima Amso at Brown University. She completed her Ph.D. in Developmental Psychology at Penn State University in 2022, working with Dr. Koraly Pérez-Edgar and Dr. Charles Geier. Kelley is interested in the interaction between temperamental, attentional, and contextual risk factors for anxiety disorders in children. She also aims to emphasize ecologically valid testing paradigms to better understand how these processes unfold in the “real world” and beyond laboratory environments. Outside of work, Kelley enjoys hiking, traveling, and rock climbing. 

Ashleigh Rutherford  was a 2023 graduate of the Clinical Psychology PhD program at Yale. She graduated from Amherst College in 2016 with an honors degree in Psychology and English. Before arriving at Yale, Ashleigh worked under the supervision of Dr. Diego Pizzagalli at McLean Hospital/Harvard Medical School multi-modally studying differential reward processing abnormalities that contribute to unipolar and bipolar depression. Her research focuses on cognitive mechanisms—particularly working memory—that may contribute to anhedonia in major depression.

Reuma Gadassi-Polack  was a Rothschild Postdoctoral Fellow in the ARC lab. She received her doctoral degree in Psychology from Bar-Ilan University, and her M.A. in Educational and Clinical Child Psychology (with honors), and B.A. in Psychology and Literature (with high honors) from the Hebrew University of Jerusalem. Reuma’s research focuses on the affective and interpersonal aspects of depression and personality disorders. In the ARC lab, she worked on a project investigating risk factors for depression development. Specifically, she examined affective reactivity and regulation in response to interpersonal events in adolescents at familial risk for depression. To approach these questions she utilized various methods, including cognitive tasks, experience-sampling methods, and brain imaging.

Abigail (Abby) Beech is currently a lab coordinator in the Psychology Department at Tufts University. She graduated from Tufts in 2020 with a B.A. in Biopsychology and Child Study and Human Development, and completed her Master’s in Research in Developmental Neuroscience and Psychopathology at University College London and Yale University in 2022. Overall, she is interested in multimodal research examining internalizing disorders and their biomarkers.

Erica Ho  is a 2022 graduate of the Clinical Psychology PhD program at Yale, and completed her clinical internship at VA Puget Sound, Seattle Division. She received her BA from Cornell University in 2013, with a major in psychology and minors in cognitive science and music. As an undergraduate, she studied the impact of ambiguous social exclusion on mood, under the supervision of Dr. Vivian Zayas. She then worked as a research coordinator under Dr. Michael Milham at the Child Mind Institute’s Center for the Developing Brain, on large-scale studies aiming to discover biological markers of mental health across the lifespan. Here in the ARC Lab, Erica’s dissertation examined ways in which intra- and inter-individual contexts associate with the perception and interpretation of social-emotional signals from others. She uses a range of methods including functional neuroimaging, computational modeling, online behavioral experiments, as well as daily diaries. As of 2022, Erica is a postdoctoral fellow in Rehabilitation Psychology at VA Puget Sound, Seattle Division. There, she is pursuing advanced clinical and research training in service of enhancing the wellbeing and social role participation of individuals with disabilities and chronic medical conditions such as cancer.

Ema Tanovic received her PhD in Clinical Psychology from Yale in 2020. She completed her clinical internship at Pennsylvania Hospital/University of Pennsylvania Health System. Before coming to Yale, she graduated with high honors from Wesleyan University in 2014. Broadly, Ema’s research investigates the cognitive, affective, and behavioral mechanisms of anxiety. She is particularly interested in understanding how people respond to uncertainty and how heightened sensitivity to uncertain situations may confer risk for the development of internalizing psychopathology. Her dissertation focused on the development of a novel paradigm to study avoidance under uncertain threat. Ema currently works at The Boston Consulting Group.

Elizabeth (Libby) Lewis  is a 2020 graduate of the Yale Clinical Psychology PhD program. Libby completed internship at McLean Hospital/Harvard Medical School. She received her BA from Cornell University in 2012, with a major in psychology and a minor in music. Before coming to Yale, she worked at NIMH in the Section on Affective Cognitive Neuroscience with James and Karina Blair, with whom she investigated the neural and cognitive underpinnings of Generalized Anxiety Disorder and Social Phobia in adults. She uses multiple methodologies, including eye tracking, peripheral psychophysiology, and neuroimaging, to approach questions involving the relation between cognition and emotion in processes that are cardinal to mood and anxiety disorders, such as worry and rumination. Libby is currently a post-doctoral fellow at McLean Hospital/Harvard Medical School.

​ Michael Vanderlind received his B.S. in Psychology from The University of Texas at Austin in 2011 and completed his internship at Weill Cornell Medical College/New-York Presbyterian Hospital. His research examines how people respond to positive emotion and how individual differences in the regulation of positive emotion relate to affective psychopathology, particularly major depression. Michael also studies how clinical disorders and emotion dysregulation more generally affect cognitive processes such as attention, memory, and executive control. Michael uses multiple research methods, such as neuropsychological tests, clinical interviews, and electroencephalography, to address these aims. In his spare time, Michael enjoys eating his way through New York City, running along the East River, and returning to New Haven to visit his lab mates.​

Hannah Raila   is currently a postdoctoral research at Stanford University, where she studies visual attention to obsession-related cues in OCD. She received her PhD in 2018 from Yale University, where she bridged cognitive and clinical labs to study how the visual “diet” of information that we consume underlies both positive emotion and psychopathology. To explore such topics, she primarily uses eye tracking, continuous flash suppression (CFS), and behavioral tasks.

Meghan Quinn  is currently a postdoctoral fellow at Vanderbilt University. She received her PhD in 2017 from Northwestern University. Her research examines individual differences in stress-sensitive cognitive processes and physiological systems. The goal of this work is to identify factors contributing to depression.

Kimberly Arditte   graduated in 2016 from the University of Miami. She is currently an Advanced Research Fellow in Women’s Mental Health at the National Center for Posttraumatic Stress Disorder (PTSD) at the VA Boston Healthcare System. Her research focuses on identifying and attenuating transdiagnostic risk, including cognitive, emotional, and trauma-related factors, for affective disorders in women. She is also increasingly interested in trauma-related rumination as a factor that may explain the comorbidity between PTSD and depression and may represent a transdiagnostic target of intervention. She continues to collaborate with Dr. Joormann and other members of the ARC lab on projects related to these interests.

Vera Vine  is currently an NIH T32 Postdoctoral Scholar at the University of Pittsburgh/Western Psychiatric Institute and Clinic. She graduated from Harvard University with a bachelor’s degree in psychology. As a graduate student at Yale, where she earned a doctorate in 2016, she studied the role of emotional awareness in emotion regulation, depressive rumination, and mood-related disorders. Currently her work focuses on the role of self-awareness of emotional and physiological states in predicting emotion regulation difficulties and the prospective onset and course of depression among at-risk individuals.

Catherine D’Avanzato  is currently a psychologist in the Rhode Island Hospital Partial Hospital Program, within the Department of Psychiatry and Human Behavior at Brown University Medical School.  She graduated from Northwestern University in 2005 and was a graduate student in the lab from 2007 to 2012.  Her research investigates the role of cognitive and biological processes in difficulties with emotion regulation among individuals with depression and anxiety disorders.  Her dissertation examined the relation between cognitive biases with the effectiveness of reappraisal, indicated by self-reported mood and physiological indices.  Her current research focuses on integrating empirically supported assessment and intervention techniques into routine clinical settings, with the goal of enhancing effective emotion regulation among individuals with these disorders within a partial hospital setting. 

Tanya Tran  is currently a Staff Psychologist at the Rhode Island Hospital Mood Disorders Program.  She graduated with Honors from the University of Pennsylvania in 2004 and received her doctoral degree in Clinical Psychology from the University of Miami in 2012. She recently completed a research fellowship in the Psychosocial Research Program at Butler Hospital through the Alpert Medical School of Brown University Clinical Psychology Training Consortium. The primary goal of her research is to gain a better understanding of how basic cognitive processes and individual differences in emotion regulation (ER) increase vulnerability to, maintain, and hinder recovery from mood and anxiety disorders. By examining cognitive factors which contribute to the onset and maintenance of depression, she also hopes to develop more effective treatment and prevention programs. Currently, she is examining the role of social media sites, such as Facebook, on emotion regulation and their subsequent impact on emotional well-being. She intends to apply this line of research to develop a novel, Internet-based intervention for depression to reach a broader population.

Joelle LeMoult  received her doctoral degree from the University of Miami in 2012 and is currently a Postdoctoral Fellow at Stanford University. The overarching goal of her research is to further our understanding of the etiology, maintenance, and treatment of major depressive disorder. Using a multimodal approach, she examines cognitive, biological, and comorbid factors that, in interaction with environmental stressors, contribute to depressive symptoms. A related line of her work aims to translate this knowledge into clinical applications that improve treatment for depression.  

Yale Psychology Department Clinic

The Yale Psychology Department Clinic (YPDC), formerly named the Yale Center for Anxiety and Mood Disorders (YCAMD), has operated as the primary departmental clinic for over 25 years. YPDC is located at 40 Temple Street in New Haven, just a few blocks from the Yale Psychology Department. Advanced doctoral students in clinical psychology provide evidence-based assessment and psychotherapy under the supervision of licensed clinical psychologists. Individual, group, couples, and family approaches to treatment are offered. Therapists work collaboratively with clients to identify treatment goals, and draw from a variety of theoretical orientations (cognitive behavioral, dialectical behavior therapy, acceptance and commitment therapy, mindfulness and self-compassion based, interpersonal, emotion focused, etc.) to support clients in broadening and deepening skills to reduce distress and move forward in valued directions.

It is important to us that everyone who seeks services at YPDC is treated in a welcoming way. We stand against injustice and racism in all its forms, seek to reduce the psychological burden created by social inequities and discrimination, and strive to build a world that is just and equitable. For resources related to minority mental health and allyship, please see our Diversity and Anti-Racism Resources page.

Fees are determined on a sliding scale. For further information regarding clinic services and/or to set up an initial appointment, please email us at ypdc@yale.edu or call us at (203) 432-4520.

If you would like to deepen skills on your own, please visit our Self-Help Resources page.

If our clinic does not sound like a good fit for you, please visit our Referrals page for other resources in New Haven.

A cartoon of the 5 emotion characters from Pixar’s Inside Out (L to R: Fear, Sadness, Disgust, Joy, Anger) being welcomed into the Yale Psychology Department Clinic. Illustrated by Sonia Ruiz (one of our clinicians!).

Clinical Neuroscience lab

Clinical Neuroscience Lab

Schizophrenia Research

Clinical Psychology Review

American Journal of Psychiatry

The primary goals of the Clinical Neuroscience Laboratory at Yale University are to elucidate genetic, neural, and behavioral mechanisms underlying psychotic forms of mental illness – principally schizophrenia and bipolar disorder – and to develop effective intervention and prevention strategies targeting these mechanisms. Our approaches include structural, functional and metabolic brain imaging, neurocognitive assessment, and quantitative and molecular genetics. These approaches are applied in the context of twin studies, longitudinal developmental studies, birth cohort studies, and randomized, controlled trials.

Message From Our President

Dear Students, Faculty, Staff and Friends,

I am pleased to present to you this Guide to our plans for the upcoming fall semester and reopening of our campuses. In form and in content, this coming semester will be like no other. We will live differently, work differently and learn differently. But in its very difference rests its enormous power. The mission of Yeshiva University is to enrich the moral, intellectual and spiritual development of each of our students, empowering them with the knowledge and abilities to become people of impact and leaders of tomorrow. Next year’s studies will be especially instrumental in shaping the course of our students’ lives. Character is formed and developed in times of deep adversity. This is the kind of teachable moment that Yeshiva University was made for. As such, we have developed an educational plan for next year that features a high-quality student experience and prioritizes personal growth during this Coronavirus era. Our students will be able to work through the difficulties, issues and opportunities posed by our COVID-19 era with our stellar rabbis and faculty, as well as their close friends and peers at Yeshiva. 

To develop our plans for the fall, we have convened a Scenario Planning Task Force made up of representatives across the major areas of our campus. Their planning has been guided by the latest medical information, government directives, direct input from our rabbis, faculty and students, and best practices from industry and university leaders across the country. I am deeply thankful to our task force members and all who supported them for their tireless work in addressing the myriad details involved in bringing students back to campus and restarting our educational enterprise. In concert with the recommendations from our task force, I am announcing today that our fall semester will reflect a hybrid model. It will allow many students to return in a careful way by incorporating online and virtual learning with on-campus classroom instruction. It also enables students who prefer to not be on campus to have a rich student experience by continuing their studies online and benefitting from a full range of online student services and extracurricular programs. In bringing our students back to campus, safety is our first priority. Many aspects of campus life will change for this coming semester. Gatherings will be limited, larger courses will move completely online. Throughout campus everyone will need to adhere to our medical guidelines, including social distancing, wearing facemasks, and our testing and contact tracing policies. Due to our focus on minimizing risk, our undergraduate students will begin the first few weeks of the fall semester online and move onto the campus after the Jewish holidays. This schedule will limit the amount of back and forth travel for our students by concentrating the on-campus component of the fall semester to one consecutive segment. Throughout our planning, we have used the analogy of a dimmer switch. Reopening our campuses will not be a simple binary, like an on/off light switch, but more like a dimmer in which we have the flexibility to scale backwards and forwards to properly respond as the health situation evolves. It is very possible that some plans could change, depending upon the progression of the virus and/or applicable state and local government guidance. Before our semester begins, we will provide more updates reflecting our most current guidance. Please check our website, yu.edu/fall2020 for regular updates. We understand that even after reading through this guide, you might have many additional questions, so we will be posting an extensive FAQ section online as well. Additionally, we will also be holding community calls for faculty, students, staff and parents over the next couple of months. Planning for the future during this moment has certainly been humbling. This Coronavirus has reminded us time and time again of the lessons from our Jewish tradition that we are not in full control of our circumstances. But our tradition also teaches us that we are in control of our response to our circumstances. Next semester will present significant challenges and changes. There will be some compromises and minor inconveniences--not every issue has a perfect solution. But faith and fortitude, mutual cooperation and resilience are essential life lessons that are accentuated during this period. And if we all commit to respond with graciousness, kindness, and love, we can transform new campus realities into profound life lessons for our future. Deeply rooted in our Jewish values and forward focused in preparing for the careers and competencies of the future, we journey together with you, our Yeshiva University community, through these uncharted waters. Next year will be a formative year in the lives of our students, and together we will rise to the moment so that our students will emerge stronger and better prepared to be leaders of the world of tomorrow.

Best Wishes, Ari Berman

Doctor of Philosophy in Clinical Psychology with Health Emphasis

Ferkauf graduate school of psychology.

Degree level

Course structure

Internship Match

APA Accredited

Training in

Multiculturalism and Diversity

The Clinical Psychology with Health Emphasis PhD program at Ferkauf Graduate School of Psychology is dedicated to the goals of diversity and inclusion throughout all aspects of our program including coursework, research, clinical work, and for the students, faculty, and staff. We value diversity in all forms, including, but not limited to, age, race, ethnicity, culture, nationality, immigration status, sex (or sex assigned at birth), gender, gender identity, sexual orientation, class or socioeconomic status, religious belief and non-belief, political views or party, and level of ability/disability. Information about a range of diversity- and inclusion-related topics (e.g., multiculturalism, social determinants of health, working with diverse clients) is incorporated into our classes, our research programs, and our clinical work and supervision. We actively participate in and support Ferkauf’s ongoing diversity and inclusion efforts such as the Student-Faculty Coalition for Diversity and Social Justice and a number of affinity groups (e.g., BIPOC, LGBTQIA+, international).

Announcements

Please join us in welcoming Dr. Hannah-Rose Mitchell, who recently joined our faculty!

Dr. Hannah-Rose Mitchell, PhD, MPH, is a clinical health psychologist joining as an Assistant Professor in Ferkauf’s PhD Program in Clinical Psychology, Health Emphasis. She recently completed an NIH-funded T32 fellowship in Psycho-Oncology at Memorial Sloan Kettering Cancer Center in the Department of Psychiatry and Behavioral Sciences, where she served as Chief Postdoctoral Research Fellow, and worked on trials examining interventions targeting cancer-related distress in patients and caregivers. She received her PhD in Clinical Health Psychology from the University of Miami and earned a Master of Public Health from Yale University. Her research focuses on the psychosocial effects of cancer on the family/family caregivers, particularly the traumatic impact and development of posttraumatic stress and growth.

Noteworthy News and Accomplishments

• Kensei Maeda is the recipient of a research fellowship from the American Heart Association to evaluate the role of migraine in development of dementia.  This research will be conducted at the Veterans Health Administration Headache Centers of Excellence. Existing evidence regarding the risk of dementia conferred by migraine is inconsistent. The most compelling evidence is derived from cohorts including only women. However, during a one-year period, 6% of men also experience migraine. The goal of the current study is to evaluate the risk of a new diagnosis of dementia 10+ years after patients present with migraine in the Veterans Health Administration system. This research will include approximately half-a-million veterans with migraine (2/3 men) and a million matched controls. Kensei will explore the role of moderating factors such as gender, age, cardiovascular comorbidities and treatments for both migraine and cardiovascular diseases. 
• Research by Dr. Gonzalez featured in Special Issue of Diabetes Care
• Dr. Jonathan Feldman Receives National Heart Lung and Blood Institute Grant entitled "A Randomized Trial of Perception of Airflow Limitation Training to Improve Outcomes for Older Adults with Asthma"
• Dr. Jonathan Feldman Receives Grant from Agency for Healthcare Research and Quality to Create Mobile App Using Voice Biomarkers to Help Asthma Control
• Her publication that won the "Member's Choice" award for the best article published in Headache in 2022
• Her interview with CBS News Health Watch
• Dr. Roee Holtzer Receives National Institute of Neurological Disorders and Stroke Grant entitled "Central Control and Neuroinflammatory Mechanisms of Locomotion in Older Adults with HIV"
• Dr. Roee Holtzer Receives National Institute on Aging Grant for the Assessment of Cognitive Decline using Multimodal Neuroimaging with Embedded Artificial Intelligence
• Dr. Elizabeth Seng Receives National Institutes for Health/National Center for Complementary and Integrative Health Grant to Study Mindfulness Therapy for Migraine
• Dr. Jeffrey Gonzalez Receives Juvenile Diabetes Research Foundation Grant to Explore Cognitive Behavioral Therapy to Reduce Diabetes Distress
• Dr. Jeffrey Gonzalez and the New York Regional Center for Diabetes Translation Research (NY-CDTR) Receive Renewal Grant from the National Institute of Diabetes and Digestive and Kidney Diseases
• Dr. Michelle Chen Receives K23 Career Development Award from the National Institutes of Health
• Dr. Amy Grinberg Wins Society for Health Psychology (Division 38) Award for Excellence in Clinical Health Psychology by an Early Career Professional
• Dr. Elizabeth Gromisch Receives the Harry Weaver Scholar Award from the National Multiple Sclerosis Society

See more exciting news about our Alumni on our  Featured Alumni  page!

Program Overview

The primary goal of this 99-credit program is to train doctoral-level (Ph.D.) students in the ethical science and practice of clinical psychology with an additional emphasis on the interaction of physical and mental health. 

Mission Statement

The overarching mission of the program is to train qualified clinicians, academic scholars, and applied researchers in clinical psychology. Embedded in this mission statement are core values of Yeshiva University that include: (1) bringing wisdom to life; (2) love of knowledge for its own sake; (3) a commitment to excellence in teaching and research; and (4) the view that liberal arts and social sciences are compatible with high ethical and moral standards. At the graduate level of training, this mission is manifested through an emphasis on the ethical and moral principles that govern professional scientist-practitioners' search for knowledge.

The program's training philosophy is aimed at training psychologists who are both clinically and academically prepared to work as clinicians and researchers in diverse settings. This program design is based on the premise that psychologists working in mental and physical health settings need a strong foundation of clinical and research skills, to enable graduates to provide superior clinical services and make meaningful research contributions .   The foundations of psychology represent the primary base, with in-depth training in general clinical psychology. This training base is complemented by training in health psychology, physiological bases of behavior, and public health systems.  In addition to broad-based training in clinical psychology, the overarching goals of our program are briefly described below. 

• Goal 1 :  Provide sequential and cumulative training of increasing complexity in evidence-based psychological and healthcare assessment, intervention, and consultation services. 
• Goal 2 : Produce independent researchers capable of contributing to the scientific body of knowledge in the field of clinical psychology as it is applied to diverse health issues, and able to educate and mentor future researchers in the field. 
• Goal 3 : Train effective clinical providers and researchers, through comprehensive training that is cumulative and graded in complexity in psychological theories, clinical practice, and research with clinical health psychology as an emphasis.  
• Goal 4 : Provide comprehensive training in the professional values, attitudes, standards and ethics of clinical work and research with diverse individuals and groups. 

Our teaching and training philosophy is consistent with the Boulder model of the scientist-practitioner. Furthermore, in our view and interpretation of the Boulder model the integration of the functions of the scientist and practitioner is critical in advancing the science and practice of clinical psychology; and in translating empirically based assessment and treatment approaches to diverse settings.

Accreditation

The Ph.D. in Clinical Psychology with Health Emphasis was awarded the maximum seven years of APA accreditation in 2016. The program was initially granted APA accreditation effective October 2005. In 2017, the program was re-accredited for seven years. The next accreditation review is scheduled for 2023.

The APA Office of Program Consultation and Accreditation supports the APA Commission on Accreditation (CoA) in carrying out its responsibilities as the nationally recognized accrediting body for education and training programs in professional psychology. Contact information for the CoA as follows:

APA Accreditation Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 Phone: 202.336.5979, 202.336.5979 TDD/TTY: 202.336.6123 Fax: 202.336.5978

Email:  [email protected]

Full Program Breakdown

Swipe to learn more!

Program Director and Faculty

Program director.

Jonathan Feldman, Ph.D. Dr. Feldman's Lab Webpage

Jeffrey Gonzalez, Ph.D. Dr. Gonzalez's Lab Webpage

Bari Hillman, Ph.D. Director of Clinical Training

Roee Holtzer, Ph.D. Dr. Holtzer's Lab Webpage

Hannah-Rose Mitchell, Ph.D. MPH Dr. Mitchell's Lab Webpage

Elizabeth Seng, Ph.D. Dr. Seng's Lab Webpage

Charles Swencionis, Ph.D. Dr. Swencionis' Lab Webpage

Andrea Weinberger, Ph.D. Dr. Weinberger's Lab Webpage

Vance Zemon, Ph.D. Dr. Zemon's Lab Webpage

Emeritus Faculty

Fred Foley, Ph.D. Dr. Foley's Lab Webpage (No longer mentoring new students)

• Prospective Students
• Current Students

Quick Links

• Admission Information
• Tuition and Fees
• Student Admissions, Outcomes, and Other Data  -   (Updated 9/2023) - Information concerning admissions, internships, costs, graduation rates, and licensure.

Elective Courses and Minors

The ph.d. in clinical psychology (health emphasis) program minors.

Students have the option to complete a number of minors that are offered by the Ph.D. in Clinical Psychology (Health Emphasis) Program. In order to successfully fulfill the requirements for a minor, a student must complete all required coursework with grades of B+ or higher in each course as well as any required externships and/or research projects. A summary of each minor can be found below and can also be found in the Ferkauf Graduate School of Psychology Academic Catalog.

*Students interested in elective training opportunities through the minors are required to schedule an in-person appointment with the faculty member who directs the minor they wish to pursue in order to discuss the training process and requirements, and to receive formal approval.

Clinical Neuropsychology Minor

Director: Dr. Roee Holtzer                                         The training in Clinical Neuropsychology is consistent with the educational and training guidelines recommended by Division 40 of the APA and the Houston Conference. Core courses in assessment, interviewing, psychopathology, therapy, statistics, and biological basis of behavior must be completed before students begin their training in the Clinical Neuropsychology Minor. Successful completion of the courses “Neuroscience of Human Behavior, Cognition and Affect” and “Physiological Health Psychology” also serves as a prerequisite for admissions to the minor. Then, concurrent with the two-semester didactic sequence (Introduction to Clinical Neuropsychology I and II) students are required to complete a formal year-long externship in Clinical Neuropsychology. The course in Psychopharmacology may be taken in parallel or subsequent to completion of the above year- long didactic sequence. As discussed above, the following courses are required for the minor: Physiological Psychology [PSH 6938], (2) Neuroscience of Human Behavior, Cognition and Affect [PSH 6014], (3) Clinical Neuropsychology I [PSH 6011], (4) Clinical Neuropsychology II [PSH 6012], (5) Psychopharmacology [PSA 6071].

Research Methodology and Statistics Minor

Director: Dr. Elizabeth Seng                                       The Research Methodology and Statistics Minor will give students an opportunity to gain advanced didactic and applied training in research methodology and statistics in the behavioral sciences. Students must take Statistics I [PSA 6280] and Statistics II [PSA 6283] as prerequisites to the minor. Students will then take coursework in Applied Statistics in Health [PSH 6284], Social Psychology in Health [PSH 6935], Qualitative Research [PSA 6289], and Test Construction [PSH 6321]. Students will also practice advanced research methodology and statistics skills through an applied project, which will consist of a written document describing the application of an advanced methodological or statistical technique in either an academic research project, an abstract submitted to a conference, or a peer-reviewed publication.

Addictions Minor

Director: Dr. Andrea H. Weinberger The Addictions Minor requires the completion of the three courses (listed below) which will provide the students with training related to clinical work in addictions (e.g., assessment, treatment), research (statistical analysis of addiction-related data), and the association of addictions to health. To fulfill the requirements of the minor, students must also complete one of the following: (1) a clinical externship with an emphasis on clinical work in addictions or (2) a research project focused on addictions. The externship and research project must be approved by the minor advisors. The following courses are required to complete the Addictions Minor: (1) Applied Statistics in Health [PSH 6284], (2) Health and Addictions [PSH 6421], and (3) the American Psychological Association (APA) Substance Use Disorders (SUD) Curriculum [https://www.apa.org/ed/graduate/substance-use] . For the APA SUD Curriculum, the certificate of complication must be submitted to Dr. Weinberger in order to get credit for the course as part of the Addictions Minor.

Additional Minors

Ph.D. in Clinical Psychology (Health Emphasis) students are eligible to complete several minors that are offered through the Psy.D. in Clinical Psychology program or the Psy.D. in School-Clinical Child Psychology program at the Ferkauf Graduate School of Psychology. In order to successfully fulfill the requirements for a minor, a student must complete all required coursework with grades of B+ or higher in each course as well as any required externships and/or research projects. A summary of each minor can be found below and can also be found in the Ferkauf Graduate School of Psychology Academic Catalog.

Geropsychology Minor

Director: Dr. Richard Zweig The Ferkauf Older Adult Program (FOAP) offers a minor in the newly emerging field of clinical geropsychology comprised of didactic coursework and clinical training experiences. Didactic Training Requirement: Students who seek a minor in clinical geropsychology must complete 9 credits (see below) to meet the didactic coursework requirement; one of these must include Assessment and Treatment of Older Adults [PSC 6448], an overview of issues critical to the diagnosis and psychological treatment of psychological problems in older adults. Required Coursework: (1) Assessment and Treatment of Older Adults [PSC 6448] and (2) Two of the following courses: Neuroscience of Human Behavior, Cognition and Affect [PSH 6014]; Geropsychology Lab I [PSC 6449L] & II [PSC 6450L]; Research in Depression & Personality Disorders in Older Adults I [PSC 6459L]; Research in Depression & Personality Disorders in Older Adults II (PSC 6450L]; Clinical Neuropsychology I [PSH 6011] & Clinical Neuropsychology II [PSH 6012] (only open to students pursuing the Neuropsychology minor); Geriatric Neuropsychology Practicum I [PSC 6449] & Geriatric Neuropsychology Practicum II [PSC 6550] (open to participants in the FOAP geropsychology externship ONLY). Advanced Clinical Training Requirement: Students who seek the minor may satisfy the advanced clinical training requirements through participation in an externship that emphasizes supervised clinical work with older adults (minimum experience of nine (9) months of applied supervised training for at least ten (10) hours per week). For more information, please see the FOAP website: https://www.yu.edu/ferkauf/ degrees-programs/clinical- psychology/elective-training

Child Minor

Director: Dr. Greta Doctoroff Students in all doctoral programs have the option of completing a Child Minor. Students must contact the School-Clinical Child Program Director prior to registration for the Spring semester to apply for the child minor. Please be aware that availability may be limited based on enrollment in any given year. Students accepted to the minor will be assigned a Child Minor advisor. The Child Minor requires the completion of four courses that must be taken in the order listed below. These courses equip students with foundational knowledge to inform future supervised training outside of the minor in child and adolescent therapy. In addition to these courses, Child Minor students must also have either 1) a year-long externship which involves 75% of time dedicated to child/adolescent therapy/assessment that has been approved by the Child Minor advisor or 2) a doctoral research project which is focused on child or adolescent research that is approved by the Child Minor advisor. Required Coursework: (1) Developmental Psychopathology [PSS 6250 (Spring)] and (2) Beginning Work with Children, Parents, and Families [PSS 6610 (Spring)] and either: (3) Cognitive Behavioral Psychotherapy for Youth I [PSS 6213 (Fall)] (4) Cognitive Behavioral Psychotherapy for Youth II [PSS 6449 (Spring)] or: (3) Psychodynamic Theory [PSS 6118 (Fall)] (4) Psychodynamic Therapy for Youth [PSS 6119 (Spring)]. Please note: the Child Minor does not involve the opportunity to complete the Child Therapy Practicum courses, which are reserved for students in the School-Clinical Child Program.

Other Training Information

Our training process is sequential, graded in complexity and cumulative. Upon entering the program, each student is assigned a core faculty member as an  academic advisor,  who meets with the student at least twice per year to address academic and program-related issues. During the first month of the program, each student collaboratively identifies a  research mentor , a core faculty member who provides individual supervision to students in her/his lab about research and career development mentorship throughout the student’s tenure in the program. Academically, students first complete core courses and emphasis is placed on achievement of foundational knowledge.

Clinical training begins in the spring semester of the 1 st  year with our in-house training clinic, the Parnes Clinic, as part of the program’s Behavioral Medicine Practicum sequence. In the second year and throughout their tenure in the program students are placed in year-long externships, which are formal external clinical training sites typically located in medical centers, hospitals and outpatient clinic settings.  After the students satisfactorily achieve all academic and clinical requirements during in-residence training they are required to complete a full-time predoctoral internship (see clinical training section for further details).

The program’s robust training in research is focused on the application of clinical psychology to diverse health conditions and populations. The research lab courses, which are required throughout the tenure of the students in the program, serve as platforms for students to learn core concepts related to the specific research area and to develop, implement and successfully complete their research projects.  The student is required to achieve two research milestones, the predoctoral project and dissertation thesis.

Students are expected to demonstrate competencies in all areas of training. Our assessment of competencies is based on academic performance, direct observations of expected skill sets, indirect evaluations including but not limited to students’ evaluations by clinical supervisors as well as procedures developed by the program faculty to directly observe and evaluate core clinical and research competencies. In addition, the program has developed two independent procedures that assess competency in a manner consistent with the APA competency benchmark system.

For a comprehensive overview of the programs’ training procedures, policies and values see the  Program Manual (PDF) .

Student Resources

• Ferkauf Graduate School of Psychology Academic Calendar 2023-2024
• Program Manual (PDF)
• Ferkauf Academic Catalog (PDF)
• YU Handbook (PDF)
• Parnes Clinic Manual (PDF)

Student Groups

• Association of Neuropsychology Students in Training (ANST) ANST Website
• Psychologists for Social Responsibility (PsySR) PsySR (PDF)
• The Organization of Psychology Students (OPS) The Organization of Psychology Students (OPS)  is the student organization of Ferkauf Graduate School of Psychology. 

Reimbursements

• Click Here to find out more about Reimbursements (PDF)
• Research Reimbursement Form (PDF)
• Conference Reimbursement Form (PDF)

Students Corner

• Student Awards
• Student First Authored Articles
• Student First Authored Presentations

• 646-592-4520

• Mission, Facts and Figures
• Deans, Chairs and Staff
• Leadership Council
• Dean in the News
• Get Involved
• DEIB Mission
• Message from DEIB Associate Dean
• News and Media
• Reading Lists
• The Yale and Slavery Research Project
• Photo Gallery
• Winslow Medal
• Coat of Arms & Mace
• $50 Million Challenge
• For Pandemic Prevention and Global Health
• For Understanding the Health Impacts of Climate Change
• For Health Equity and Justice
• For Powering Health Solutions through Data Science
• For Future Leaders
• For Faculty Leaders
• For Transformational Efforts
• An abiding love for Yale turns into a lasting gift – in 15 minutes
• Endowed Professorship Created at Critical Time for Yale School of Public Health
• Brotherly encouragement spurs gift to support students
• Prestipino creates opportunities for YSPH students, now and later
• Alumna gives back to the school that “opened doors” in male-dominated field
• For Public Health, a Broad Mission and a Way to Amplify Impact
• Couple Endows Scholarship to Put Dreams in Reach for YSPH Students
• A Match Made at YSPH
• A HAPPY Meeting of Public Health and the Arts
• Generous Gift Bolsters Diversity & Inclusion
• Alumni Donations Aid Record Number of YSPH Students
• YSPH’s Rapid Response Fund Needs Donations – Rapidly
• Podiatric Medicine and Orthopedics as Public Health Prevention
• Investing in Future Public Health Leaders
• Support for Veterans and Midcareer Students
• Donor Eases Burden for Policy Students
• A Personal Inspiration for Support of Cancer Research
• Reducing the Burden of Student Debt
• Learning About Global Health Through Global Travel
• A Meeting in Dubai, and a Donation to the School
• Rapid Response Fund
• Planned Giving
• Testimonials
• Faculty, Postdoc Jobs
• For the Media
• Issues List
• PDF Issues for Download
• Editorial Style Guide
• Social Media
• Accreditation
• Faculty Directory by Name
• Career Achievement Awards
• Annual Research Awards
• Teaching Spotlights
• Biostatistics
• Chronic Disease Epidemiology
• Climate Change and Health Concentration
• Environmental Health Sciences
• Epidemiology of Microbial Diseases
• Global Health
• Health Policy and Management
• Maternal and Child Health Promotion Track
• Public Health Modeling Concentration
• Regulatory Affairs Track
• Social & Behavioral Sciences
• U.S. Health Justice Concentration
• Why Public Health at Yale
• Events and Contact
• What Does it Take to be a Successful YSPH Student?
• How to Apply and FAQs
• Incoming Student Gateway
• Traveling to Yale
• Meet Students and Alumni
• Past Internship Spotlights
• Student-run Organizations
• MS and PhD Student Leaders
• Staff Spotlights
• Life in New Haven
• Libraries at Yale
• The MPH Internship Experience
• Practicum Course Offerings
• Summer Funding and Fellowships
• Downs Fellowship Committee
• Stolwijk Fellowship
• Climate Change and Health
• Career Management Center
• What You Can Do with a Yale MPH
• MPH Career Outcomes
• MS Career Outcomes
• PhD Career Outcomes
• Employer Recruiting
• Tuition and Expenses
• External Funding and Scholarships
• External Fellowships for PhD Candidates
• Alumni Spotlights
• Bulldog Perks
• Stay Involved
• Board of Directors
• Emerging Majority Affairs Committee
• Award Nomination Form
• Board Nomination Form
• Alumni Engagement Plus
• Mentorship Program
• The Mentoring Process
• For Mentors
• For Students
• Recent Graduate Program
• Transcript and Verification Requests
• Applied Practice and Student Research
• Competencies and Career Paths
• Applied Practice and Internships
• Student Research
• Seminar and Events
• Competencies and Career paths
• Why the YSPH Executive MPH
• Message from the Program Director
• Two-year Hybrid MPH Schedule
• The Faculty
• Student Profiles
• Newsletter Articles
• Approved Electives
• Physicians Associates Program
• Joint Degrees with International Partners
• MS in Biostatistics Standard Pathway
• MS Implementation and Prevention Science Methods Pathway
• MS Data Sciences Pathway
• Internships and Student Research
• Competencies
• Degree Requirements - Quantitative Specialization
• Degree Requirements - Clinical Specialization
• Degree Requirements- PhD Biostatistics Standard Pathway
• Degree Requirements- PhD Biostatistics Implementation and Prevention Science Methods Pathway
• Meet PhD Students in Biostatistics
• Meet PhD Students in CDE
• Degree Requirements and Timeline
• Meet PhD Students in EHS
• Meet PhD Students in EMD
• Meet PhD Students in HPM
• Degree Requirements - PhD in Social and Behavioral Sciences
• Degree Requirements - PhD SBS Program Maternal and Child Health Promotion
• Meet PhD Students in SBS
• Differences between MPH and MS degrees
• Academic Calendar
• Translational Alcohol Research Program
• Molecular Virology/Epidemiology Training Program (MoVE-Kaz)
• For Public Health Practitioners and Workforce Development
• Course Description
• Instructors
• Registration
• Coursera Offerings
• Non-degree Students
• International Initiatives & Partnerships
• NIH-funded Summer Research Experience in Environmental Health (SREEH)
• Summer International Program in Environmental Health Sciences (SIPEHS)
• 2022 Student Awards
• APHA Annual Meeting & Expo
• National Public Health Week (NPHW)
• Leaders in Public Health
• YSPH Dean's Lectures
• The Role of Data in Public Health Equity & Innovation Conference
• Innovating for the Public Good
• Practice- and community-based research and initiatives
• Practice and community-based research and initiatives
• Activist in Residence Program
• Publications
• Health Care Systems and Policy
• Heart Disease and Stroke
• SalivaDirect™
• COVID Net- Emerging Infections Program
• Panels, Seminars and Workshops (Recordings)
• Public Health Modeling Unit Projects
• Rapid Response Fund Projects
• HIV-AIDS-TB
• The Lancet 2023 Series on Breastfeeding
• 'Omics
• News in Biostatistics
• Biostatistics Overview
• Seminars and Events
• Seminar Recordings
• Statistical Genetics/Genomics, Spatial Statistics and Modeling
• Causal Inference, Observational Studies and Implementation Science Methodology
• Health Informatics, Data Science and Reproducibility
• Clinical Trials and Outcomes
• Machine Learning and High Dimensional Data Analysis
• News in CDE
• Nutrition, Diabetes, Obesity
• Maternal and Child Health
• Outcomes Research
• Health Disparities
• Women's Health
• News in EHS
• EHS Seminar Recordings
• Climate change and energy impacts on health
• Developmental origins of health and disease
• Environmental justice and health disparities
• Enviromental related health outcomes
• Green chemistry solutions
• Novel approaches to assess environmental exposures and early markers of effect
• 1,4 Dioxane
• Reproducibility
• Tissue Imaging Mass Spectrometry
• Alcohol and Cancer
• Olive Oil and Health
• News in EMD
• Antimicrobial Resistance
• Applied Public Health and Implementation Science
• Emerging Infections and Climate Change
• Global Health/Tropical Diseases
• HIV and Sexually Transmitted Infections
• Marginalized Population Health & Equity
• Pathogen Genomics, Diagnostics, and Molecular Epidemiology
• Vector-borne and Zoonotic Diseases
• Disease Areas
• EMD Research Day
• News in HPM
• Health Systems Reform
• Quality, Efficiency and Equity of Healthcare
• Substance Abuse and Mental Health
• Modeling: Policy, Operations and Disease
• Pharmaceuticals, Vaccines and Medical Devices
• Health and Wellbeing
• News in SBS
• Aging Health
• Community Engagement
• Health Equity
• Mental Health
• Reproductive Health
• Sexuality and Health
• Nutrition, Exercise
• Stigma Prevention
• Community Partners
• For Public Health Practitioners
• Reports and Publications
• Fellows Stipend Application
• Agency Application
• Past Fellows
• PHFP in the News
• Frequently Asked Questions
• International Activity
• Research Publications
• Grant Listings
• Modeling Analyses
• 3 Essential Questions Series

INFORMATION FOR

• Prospective Students
• Incoming Students
• myYSPH Members

Marney White, PhD, MS

Contact information.

• Lab 203.785.4349
• Email [email protected]

Related Links

• Inspiring Yale 2015 - A Public Health Approach to Campus Mental Health

Research & Publications

Appointments.

• Social and Behavioral Sciences

Marney A. White, PhD, MS, is a clinical psychologist, specializing in eating and weight disorders. In addition to her appointment as Professor of Social and Behavioral Sciences in the Yale School of Public Health, she holds a secondary appointment in the Department of Psychiatry (Yale School of Medicine). Professor White's research focus is on weight and eating problems, with particular emphasis on the interaction of tobacco use with eating disorders and weight concerns. Current projects include curriculum-based interventions to improve student mental health on college campuses.

At YSPH she teaches courses in Questionnaire Development (psychometrics) and Behavior Change, and serves as the SBS Director of Online Education . She also teaches the undergraduate course in Epidemiology and Public Health at Yale College, and Biostatistics in the Yale National Clinician Scholars Program.

Professor White's innovative "Self Care" course ( Health Behavior Change: From Evidence to Action ) is now publicly available through Coursera.

Education & Training

• MS Yale School of Public Health, Chronic Disease Epidemiology (2009)
• Postdoctoral Fellowship Yale University School of Medicine (2005)
• Resident Medical University of South Carolina (2003)
• PhD Louisiana State University, Clinical Psychology (2003)
• MA James Madison University (1998)
• BS University of Virginia (1991)
• Self-Care for Health Professionals Adelaide, SA, Australia 2021 International Healthcare Forum: Connecting World Health. TAFE-SA. Adelaide, Australia.
• Randomized controlled trial of an internet-administered cognitive behavioral smoking cessation treatment for weight-concerned smokers. Taormina, Sicily, Italy 2015 Eating Disorders Research Society International Conference
• Examining the Interpersonal Model of Binge Eating and Loss of Control Over Eating in Women Salzburg, Salzburg, Austria 2011 International Conference on Eating Disorders (ICED)
• Binge eating, purging, or both: eating disorder psychopathology findings from an internet community survey Cancún, Q.R., Mexico 2009 International Conference on Eating Disorders (ICED)
• DSM-IV Psychiatric Disorder Co-morbidity in Binge Eating Disorder Montreal, QC, Canada 2008 Eating Disorders Research Society
• Accuracy of self-reported weight among gastric bypass surgery candidates Vancouver, BC, Canada 2005 NAASO

Honors & Recognition

Departments & organizations.

• Center for Nicotine and Tobacco Use Research at Yale (CENTURY)
• Program for Obesity, Weight and Eating Research (POWER) at Yale
• Psychology Section
• Yale Institute for Global Health
• Yale School of Public Health
• Yale Tobacco Center of Regulatory Science
• Yale Ventures

• Chair's Welcome
• History of Psychiatry at Yale
• Giving Back
• YPAA Executive Board
• Alumni in the News
• Alumni Webinars
• Psychology Section
• Assistant or Associate Professor – Psychiatric Emergency Services
• Assistant Professor, Young Adult Service, Connecticut Mental Health Center
• Bioinformatic Post-doctoral Associate, Xu Lab
• Psychiatrist Specializing in Mood Disorders, Psychotic Disorders
• Psychiatrist Specializing in Posttraumatic Stress Disorder
• Yale Hispanic Psychiatry Fellowship Instructor
• Full-Time Psychologist, Digestive Health Service
• Department Leadership
• Ladder Faculty
• Research Faculty
• Voluntary (Clinical) Faculty
• Psychology Faculty
• Adjunct Faculty
• Emeritus Faculty
• Junior Faculty Mentoring Program
• Open Faculty Searches
• Faculty Activity Map
• Quick Links: Connecticut Mental Health Center
• Quick Links: VA Connecticut Healthcare System
• Quick Links: Yale New Haven Psychiatric Hospital
• What is Recovery?
• La Clinica Hispana
• SATU—Substance use and Addiction Treatment Unit
• West Haven Mental Health Clinic
• Young Adult Service
• Specialized Treatment in Early Psychosis (STEP)
• OCD Research Clinic
• Depression Research Program
• Program for Recovery & Community Health
• Services and Research
• Leadership and Professional Staff
• Graduate and Postgraduate Professional Training
• CMHC Center for Digital Psychiatry
• Peer Support at CMHC
• Wellness Center
• CMHC Cycles
• Health & Wellness Resources
• Ribicoff Research Facilities
• If You Need Help
• Spiritual Care Library
• Community Services Network
• CT Latino Behavioral Health System
• CMHC News Archive
• Connecticut WITS Training (Web Infrastructure for Treatment Services)
• Talk to CMHC
• Staff Directory
• Clinical Programs
• Research Programs
• Educational and Training Programs
• Yale New Haven Health
• Yale New Haven Psychiatric Hospital
• Psychiatric Emergency Service
• Psychological Medicine Service
• Success Stories
• Publications
• Juvenile Justice Mental Health
• Therapeutic Junior and Senior High School
• Outpatient Mental Health and Substance Abuse Treatment
• Crisis Services
• Employee Assistance Program (EAP)
• Physician Staffing
• Postgraduate Fellowship in Social Work
• Behavioral Health Services at Hamden (BHSH)
• Cedarhurst School
• Connecticut Mental Health Center
• Contracted Professional Clinical Staffing
• Contracted Professional Physician Staffing
• Employee Assistance Program
• Employment Services
• Mental Health Consultation in Juvenile Residential Settings
• Peer Support Services
• Psychological Assessments
• Yale Medicine
• Olin Neuropsychiatry Research Center
• The Steward House
• Education & Training
• Clinical Services
• News Archive
• Research News
• Photo Galleries
• Faculty and Trainee Musicians
• In Memoriam
• Psychiatry@Yale Archive
• Aging and Geriatric Psychiatry
• Cognitive and Clinical Neuroscience
• Ongoing Funded Research
• Journal Club
• Training Opportunities
• Molecular Psychiatry
• Public Psychiatry
• Women's Behavioral Health Research
• Get Involved
• Sex & Gender & Alcohol Satellite Meeting
• VA National Mental Health & Suicide Prevention ECHO
• Laboratories
• Faculty & Staff
• Benefits Counseling
• Assessing Money Mismanagement
• ATM (Advisor Teller Money Manager)
• Benefits Management/Payee Facilitation
• GIFT (Gaining Immediate Financial Training)
• Clinical Trials & Projects
• How to Find Us
• Implementation
• Clinical Tools
• Demonstration Videos
• Participate in a Study
• In the News
• Opportunities
• Binge-Eating Disorder Studies
• Bariatric Studies
• Leadership and Staff
• Presentations
• Ongoing Research
• News & Media
• Support Our Research
• Treatment for SAD
• Risks of Light Treatment
• How to Obtain a Light Box
• Other Light Treatment Options
• Collaborators
• PD Ketamine Trial
• Learning Based Recovery Center
• Partnerships
• Research and Collaborations
• Clinical Trials
• Funding Opportunity
• Dissemination of Information
• News & Events
• Psychiatry & Behavioral Health Patient Experience
• Advanced Fellowship Program in Mental Illness Research and Treatment
• Biological Sciences Training Program (BSTP) in Psychiatry
• Integrated Mentored Patient-Oriented Research Training
• Research Training Fellowship in Substance Abuse
• Research Training in Functional Disability Interventions
• Resident/Intern Substance Use Research Education
• Translational Research in Alcoholism Training Program
• Active Addictive Behavior Clinical Trials
• Active Mental Health Clinical Trials
• Support Research
• Department of Psychiatry Art Committee
• 2023 Grand Rounds
• 2022 Grand Rounds
• 2021 Grand Rounds
• 2020 Grand Rounds
• 2019 Grand Rounds
• 2018 Grand Rounds
• First and Second Year Pre-Clinical Studies
• Psychiatry Clerkship
• Fourth Year Psychiatry Electives
• PA Student Clerkship
• Yale Medical Students Psychiatric Association
• Why Train at Yale?
• Clinical Curriculum
• Research Training
• Psychotherapy Training Program
• Core Skills Training Program
• Global Mental Health Program
• The De-prescribing Elective
• Individualized Education Plan
• The Solnit Integrated Training Program
• Training Program
• Application
• Research Clinics/Programs
• Events & Resources
• Seminar Series
• Training Sites
• Residency News
• Leadership in Psychiatric Care Delivery
• Neuroscience Research Training Program
• Psychotherapy Distinction Track
• Asian & Pacific Islander Resident Association
• Cinema and Psychiatry
• Climate Change and Mental Health Action
• History, Humanities, and Health Interest Group
• Interventional Psychiatry
• Latinx/Hispanic Affinity Group
• Psychodynamic Psychotherapy Group
• Psychiatry Mental Health Policy Interest Group
• Psychiatry Technology Group
• Social Psychiatry
• Solomon Carter Fuller Association
• Women's Mental Health
• Women in Psychiatry
• Yale Global Mental Health Program
• Yale Psychedelic Science Group
• Year 1 - Taiwo
• Year 2 - Ashley and Stephanie
• Year 3 - Daniel
• Year 4 - Tommy
• Yale Psychiatry Wellness Initiative
• Photo Album
• Moonlighting
• PRA Calendar
• Resident Portal (password protected)
• Residency Program Directors
• Site Training Directors
• Program Staff
• Current Residents
• Recent Graduates
• Compensation & Benefits
• Fellowship & Award Opportunities
• PGY2-4 Positions
• When You Visit
• PGY2 and PGY4
• Solnit Integrated
• Finding Housing
• New Haven Favorites
• Forensic Psychiatry
• Didactic Curriculum
• Clinical Experience
• Graduated Fellows
• PPF Alumni Spotlight
• Silver Hill Fellowship
• Psychosocial Rehabilitation
• Consultation-Liaison Psychiatry Fellowship
• Research Fellowships
• Post-MSW Fellowships
• Program Directors
• Faculty Mentors
• Facilities and Resources
• Social Justice and Health Equity Roster
• Social Justice and Health Equity Publications and Presentations
• GROW Core Curriculum
• Research & Evaluation
• Job Openings
• 2024 Speakers
• 2024 Sponsors and Exhibitors
• 2023 Posters
• Coordinators and Staff
• Program, Presenters, and Parking
• Video Archive
• Past Award Recipients
• RebPsych Conference
• Submit Presentation
• Travel to New Haven
• Rebellious Lawyering
• RebPsych 2020
• RebPsych 2018
• RebPsych 2017
• 2022 Webinars on Health Care of Refugees
• Programme 2021
• 2021 Webinars on Health Care of Afghan Refugees in CT
• Yale Stress and Resilience Town Halls
• Kaye and Damisah
• Enriquez-Geppert
• Our Research
• Meeting Minutes
• Draft: Vision, Mission, and Values for the Yale Department of Psychiatry
• Diversity, Equity, Inclusion, and Anti-Racism (DEIA) Resources
• Steering and Subcommittee Grand Rounds and Newsletter Reports
• Preparing a Grant (Pre-Award)
• Managing Sponsored Awards (Post Award)
• Transaction Team
• Contacting Staff at NIH Institutes and Centers
• Updates & Announcements
• FY24 Faculty Compensation Information
• Hiring Faculty and Postdocs
• Search for the Residency Program Director for the Department of Psychiatry
• Faculty Advisory Council
• CV Part 2: Revised Structure and Descriptions
• Junior Faculty Orientation
• Project Synapse

INFORMATION FOR

• Residents & Fellows
• Researchers

Yale Program for Psychedelic Science

Psychedelic drugs and related molecules – psilocybin, MDMA, and the like – have profound effects on the mind and on the brain. They have been used in cultures around the world for millennia and have been studied by Western scientists and physicians for a century. Research into the effects of these substances was dramatically curtailed in the early 1970s by legal restrictions but has experienced a renaissance over the past two decades. Researchers and clinicians around the world are investigating their potential as therapeutic agents for a range of conditions, and what they can teach us about the brain and about the human mind.

Yale has a long history in this area, beginning with studies of LSD in the 1950s and 1960s. Indeed, LSD was first found to act on serotonin receptors at Yale, in seminal studies by George Aghajanian and his colleagues in 1968. This tradition has been renewed over the past decade, and today Yale researchers are actively investigating and debating the neurobiological and psychological effects of psychedelics, their therapeutic potential, and their place in society.

The Yale Program for Psychedelic Science supports this multidisciplinary community of researchers.

• FlashLine Login
• Phone Directory
• Maps & Directions
• Full-Time Faculty
• Faculty Research Areas
• Degrees, Concentrations, and Minors
• Internships and Volunteer Opportunities
• Research Experience
• Alumni Outcomes
• Prepare for the Future
• Student Organizations
• Study Abroad in Florence
• Mental Health Resources
• Training Areas
• Program Application Process
• FAQ for Prospective Students
• FAQ for Current Students
• Multicultural and Diversity Committee
• Applied Psychology Center
• Department Resources
• SOLE Center
• Accessing Services
• Privacy Information

Clinical Psychology - Ph.D.

The Ph.D. degree in Clinical Psychology prepares students to conduct research, to serve on college and university faculties and to provide a range of clinical services. The program adheres to the clinical scientist model of education and training, which is founded on the idea that the practice of psychology should be based on the science of psychology, and that practicing psychologists should be able to translate clinical observation into researchable questions and pursue new knowledge on the basis of their observations. Students are expected to develop an area of special expertise in research, and opportunities for specialized clinical training are offered.

• Program Coordinator: Joel Hughes | [email protected] | 330-672-8536
• Connect with an Admissions Counselor: U.S. Student | International Student

Apply Now Request Info Schedule a Visit

Explore Our Specialties

The American Psychological Association (APA) has accredited the Clinical Training Program at Kent State continuously since 1968. The program is based on a clinical-scientist model and is designed to prepare students for careers in research, teaching and clinical practice.

Adult Clinical Specialty Clinical Child & Adolescent Specialty Clinical Neuropsychology Specialty  

Introduction to the Program

The American Psychological Association (APA) has accredited the Clinical Training Program at Kent State continuously since 1968. The program is based on a clinical-scientist model and is designed to prepare students for careers in research, teaching and clinical practice. 

Students have many resources and opportunities for developing research skills that can be applied to important clinical problems. All students are mentored by a specific faculty member, work directly in faculty research labs and can be involved in collaborative research projects with faculty and area agencies (e.g., hospitals, schools). Clinical students are expected to become active in research as soon as they enroll in the graduate program.  Initial research activities involve collaboration with faculty on their ongoing research programs.  By the second year, clinical students should be conducting their own research projects designed to fulfill the requirements of the master’s degree under faculty supervision.  Students are encouraged to take research course waivers, designed to fulfill some of the course requirements by conducting additional independent research projects under faculty supervision.  Clinical students’ research training culminates in the design, execution and successful defense of a doctoral dissertation project.

The Clinical Training Program is designed to expose students to a variety of empirically-supported approaches to assessment, intervention and research. Training in clinical skills begins in the first year, when students participate in clinical practica designed to begin development of basic listening, communication, assessment and conceptualization skills,  It continues during the second year when students receive supervised clinical experience in the Psychological Clinic.  During the third and fourth years students are involved in advanced practica in the Psychological Clinic and in part-time clinical placements in community agencies.

The Psychological Clinic  is maintained within the department as a training facility where students receive clinical experience under the supervision of clinical psychology faculty. The department also works closely with clinical facilities in the area (e.g., adult and child community mental health centers, forensic facilities, health centers, and hospitals and medical centers) in providing supervised clinical placement venues for students. In addition to departmental practica and community training experiences, clinical students are required to complete a one-year APA-accredited clinical internship before receiving the Ph.D. Our students have been successful in obtaining high-quality internships. Internship sites have been widely dispersed geographically, ranging from the Palo Alto V.A. in California to the Yale University School of Medicine. Internship sites have included medical schools, V.A. centers, community mental health clinics, and forensic institutions.

All graduate students in the clinical program are eligible to receive financial support, usually in the form of a graduate assistantship, which includes a full tuition waiver, a stipend and some health insurance benefits.  Both research and teaching skills are advanced by the graduate assistantships. In later years, students may develop teaching skills through instruction of undergraduate psychology classes.

Access   STUDENT ADMISSIONS, OUTCOMES AND OTHER DATA  on the Clinical Ph.D. students

The Kent State University Department of Psychological Sciences Clinical Program is accredited by the American Psychological Association.  Information on accreditation can be obtained by contacting the APA Commission on Accreditation.  They can be contacted by phone at 202-336-5979 or by mail at the following address: Commission on Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC, 20002-4242.

For information on how the Kent State University Department of Psychological Sciences Clinical Program fits into your plans for licensure, please see our Professional Licensure Disclosure .

Program Information

Full description.

In addition to general training in clinical psychology, students may receive specialized research and clinical training in one of the following areas: adult psychopathology, assessment, child, health or neuropsychology.

The Clinical Psychology major includes the following optional concentration:

• The Quantitative Methods of Psychology optional concentration trains individuals in some of the more recent developments of statistical science and, particularly, the application of these developments to real-world psychological data. One unique feature of the concentration is the focus on the application of quantitative methods in psychological research; although department faculty members have expertise in an area of statistics, they also conduct research in a substantive area of psychology. The concentration is intended for those students who intend to pursue academic careers, wherein the use of advanced quantitative methods in one’s own program of research is highly valued, and who also intend to teach undergraduate or graduate courses in statistical methods.

For more information about graduate admissions, visit the graduate admission website . For more information on international admissions, visit the international admission website .

Admission Requirements

• Bachelor's degree or higher from an accredited college or university
• Minimum junior-senior 3.000 undergraduate GPA on a 4.000-point scale
• 18 credit hours in psychology, including a course in statistics
• Broad background in psychology
• Official transcript(s)
• GRE scores (effective with fall 2024 admission term, GRE scores are no longer required)
• Goal statement
• Three letters of recommendation
• Minimum 587 TOEFL PBT score
• Minimum 94 TOEFL IBT score
• Minimum 82 MELAB score
• Minimum 7.0 IELTS score
• Minimum 65 PTE score
• Minimum 120 Duolingo English score

Admission to the Ph.D. degree is limited to students whose records clearly indicate both scholarly and research potential to do doctoral-level work.

Admitted students to the Ph.D. who would like to declare the Quantitative Methods for Psychology concentration must meet the following admission requirements:

• Good academic standing
• Written approval of the student’s primary advisor
• Completion of PSYC 61651 and PSYC 61654 with an A grade or an approved waiver of this criterion based on equivalent prior coursework
• Identification and written acceptance of a quantitative mentor from the list of department quantitative faculty

Application Deadlines

• Application deadline: December 1

Applications submitted by this deadline will receive the strongest consideration for admission .

Program Learning Outcomes

Graduates of this program will be able to:

• Demonstrate competencies in research methodologies specific to their area of interest.
• Demonstrate competencies in teaching undergraduate courses.
• Demonstrate competencies in providing psychological assessment and treatment services.

Program Requirements

Graduation requirements, major requirements.

PSYC 71894 is required for students who teach starting their third year.

A limited number of graduate courses outside the department may be credited toward graduation. No 50000-level psychology courses may be applied to the degree. PSYC 81498 can be used to partially satisfy additional program electives.

Doctoral candidates, upon admission to candidacy, must register for PSYC 81199 for a total of 30 hours. It is expected that doctoral candidates will continuously register for PSYC 81199 , and thereafter PSYC 81299 , each semester, until all requirements for the degree have been met.

Additional Requirements for Students Not Declaring the Concentration

Quantitative methods of psychology concentration requirements.

Psychologists with strong quantitative skills often are expected to disseminate statistical knowledge to their colleagues; thus, students who pursue the concentration must have at least one practicum experience. This teaching experience can be as an instructor of an undergraduate course ( PSYC 21621 , PSYC 31684 ) or becoming the teaching assistant for the first-year graduate sequence.

Students must demonstrate mastery of quantitative methodology through the inclusion of an advanced technique as part of a milestone or independent project that has been approved by the student’s quantitative mentor. Students should either (a) complete a thesis/dissertation that has a strong quantitative component or (b) publish a first-authored quantitative-focused paper or a first-authored content paper with sophisticated analyses, as determined by the student’s quantitative mentor. Specifically, students should demonstrate that they are able to appropriately conduct and interpret sophisticated statistical analyses. Note, however, that this requirement does not necessarily suggest that students need to develop a new statistical technique or methodology.

Candidacy Requirement

• Students who have been admitted into the doctoral program will be considered for Ph.D. candidacy after they have met all requirements for the M.A. degree and have passed a qualifying examination in a major area of specialization in psychology.
• The Department of Psychological Sciences reserves the right to separate from the program a student who, in the opinion of a duly constituted departmental committee, is not likely to succeed professionally despite earning acceptable grades.
• Proficiency in a foreign language is not a requirement for the Ph.D. degree.
• The program requires full-time continuous enrollment, including summers.
• Post-baccalaureate students are required to complete a minimum of four years of full-time attendance.
• All Ph.D. candidates (regardless of area of specialization) complete a program of basic core courses and clinical practica, select additional courses and seminars with the aid of a faculty advisor and complete a doctoral dissertation.
• Students must complete a supervised traineeship in a faculty-approved mental health facility outside the department, which involves a minimum of 1,000 hours. Additionally, a 2,000-hour internship in a setting approved by the American Psychological Association is required over a calendar year's duration.
• The Department of Psychological Sciences will permit the waiving of program coursework if supported by appropriate graduate-level coursework for post-master's students admitted to the program. Students may earn the Ph.D. degree with less than 113 credit hours but no less than 98 total credit hours.
• Kent Campus

The Ph.D. degree in Clinical Psychology is accredited by the American Psychological Association. Information on accreditation can be obtained by contacting the APA Commission on Accreditation by phone at 202-336-5979 or by mail at the Commission on Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC, 20002-4242.

Examples of Possible Careers and Salaries

about as fast as the average

number of jobs

potential earnings

much faster than the average

What's Next

Be one step closer to joining our Golden Flashes family!

Street Address

Mailing address.

• 330-672-3000
• [email protected]
• Kent State Kent Campus - facebook
• Kent State Kent Campus - twitter
• Kent State Kent Campus - youtube
• Kent State Kent Campus - instagram
• Kent State Kent Campus - linkedin
• Kent State Kent Campus - snapchat
• Kent State Kent Campus - pinterest
• Accessibility
• Annual Security Reports
• Emergency Information
• For Our Alumni
• For the Media
• Health Services
• Jobs & Employment
• Privacy Statement
• HEERF CARES/CRRSAA/ARP Act Reporting and Disclosure
• Website Feedback